the inferiority complex of hanna schmitz as portrayed in bernhard schlink’s · 2017. 4. 11. ·...

THE INFERIORITY COMPLEX OF HANNA SCHMITZ

AS PORTRAYED IN BERNHARD SCHLINK’S

THE READER

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Epiphana Ratri

Student Number : 071214122

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i



THE READER

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Epiphana Ratri

Student Number : 071214122

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2012


ii

A Thesis on



THE READER

By

Epiphana Ratri

Student Number: 071214122

Approved by

Sponsor

Henny Herawati, S.Pd., M.Hum. Date 17 January 2012


iii

A Thesis on



THE READER

By

Epiphana Ratri

Student Number: 071214122

Defended before the Board of Examiners

on 10 February 2012

and Declared Acceptable

Board of Examiners

Chairperson : C. Tutyandari, S.Pd., M.Pd. _________________

Secretary : Drs. Barli Bram, M.Ed., Ph.D. _________________

Member : Henny Herawati, S.Pd., M.Hum. _________________

Member : C. Tutyandari, S.Pd., M.Pd. _________________

Member : Drs. Barli Bram, M.Ed., Ph.D. _________________

Yogyakarta, 10 February 2012

Faculty of Teachers Training and Education

Sanata Dharma University

Dean,

Rohandi, Ph.D.


iv

When things go wrong as they sometimes will,

When the road you’re trudging seems all up hill,

When the funds are low and the debts are high,

And you want to smile but you have to sigh,

When care is pressing you down a bit,

Rest if you must but don’t you quit...

(Chicken Soup for Woman’s

Soul)

Dedicated to myself, and they who always be

there…


v

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, 10 February 2012

The Writer

Epiphana Ratri

071214122


vi

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Epiphana Ratri

Nomor Mahasiswa : 071214122

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:



THE READER

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk

menyimpan,mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk

pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di

Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari

saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama

saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Yogyakarta, 10 Februari 2012

Yang menyatakan

Epiphana Ratri


vii

ABSTRACT

Ratri, Epiphana. (2012). The Inferiority Complex of Hanna Schmitz as

Portrayed in Bernhard Schlink’s The Reader. Yogyakarta: English

Language Education Study Program, Department of Language and Arts

Education. Faculty of Teachers Training and Education. Sanata Dharma

University.

An inferiority feeling occurs in life since people were born. This feeling

can accumulate and can be worse if one cannot manage it well. In The Reader, the

character Hanna Schmitz deals with this psychological issue which is known as

the inferiority complex. She feels inferior for being an illiterate person.

This study is intended to answer three questions of the problem

formulation, namely, (1) How are the character traits of Hanna Schmitz described

in the story? (2) How is Hanna Schmitz’s inferiority complex described? (3) What

are the causes of it concerning with the character traits? The aims of this study are

to find out the description of Hanna Schmitz’s character traits. It also aims to

discover the description of Hanna Schmitz’s inferiority complex and its causes.

The research method employed in this study was the library research. The

approach used was psychological approach. The information supporting the

analysis was gained from the novel itself as the primary source and books on

literature and psychology, on-line articles and essays as the secondary sources.

The theory of literature, theory of character and characterization and theory of

personality were applied in answering the first question. The second question is

answered by the application of theory of inferiority complex, psychoanalytic

theory of personality and theory of existentialism.

Based on the analysis, Hanna Schmitz is portrayed as an illiterate person.

She is independent, introvert, insecure, secretive, and antisocial. Hanna withdraws

herself from the society that she sees her illiteracy as an intolerable shame. Instead

of her inferiority feelings, Hanna behaves as if she is superior, dominant and

remorseless as her compensation to conceal the weakness. Hanna experiences the

inferiority complex in two ways; inferiority (feeling) complex for her fear of

humiliation, and inferiority (symptom) complex which makes her withdraw

herself and do a socially unacceptable behavior. Hanna demonstrates the

inferiority complex indirectly as shown in her superiority and remorseless

behavior. The direct mechanism is shown in her acceptance to the imprisonment

and her committing suicide at last. Hanna's failures while striving for the intrinsic

needs, for self-concept and self-esteem, for security and for power become the

causes of her inferiority complex.

The suggestions for future researchers are to analyze the theme and also

the sociocultural aspect of the novel. A set of activities in reading class becomes

the suggestion in the implementation of The Reader in the learning activity.

Keyword: inferiority complex


viii

ABSTRAK

Ratri, Epiphana. (2012). The Inferiority Complex of Hanna Schmitz as

Portrayed in Bernhard Schlink’s The Reader. Yogyakarta: Program

Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni.

Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sanata Dharma.

Perasaan rendah diri mulai tumbuh di dalam diri manusia bahkan sejak

dilahirkan. Perasaan rendah diri yang tidak bisa dikelola dengan baik dapat

berkembang dan menjadi lebih buruk. Dalam novel The Reader, Hanna Schmitz

mengalami masalah psikologi yang dikenal dengan inferiority complex. Hanna

Schmitz merasa rendah diri karena latar belakangnya sebagai seorang yang buta

aksara.

Studi ini menjawab tiga rumusan masalah, yaitu (1) Bagaimana tokoh

Hanna Schmitz digambarkan dalam novel The Reader? (2) Bagaimana inferiority

complex yang dialami Hanna Schmitz digambarkan (3) Apa saja penyebab

inferiority complex berkenaan dengan karakter yang dimiliki? Terdapat dua tujuan

yang hendak dicapai dalam studi ini. Pertama, studi ini bertujuan untuk

mengetahui karakteristik Hanna Schmitz. Studi ini juga bertujuan untuk

mengetahui inferiority complex yang dialami oleh Hanna Schmitz serta

mengetahui penyebab dari inferiority complex tersebut.

Untuk mendapatkan jawaban dalam studi ini digunakan studi pustaka.

Pendekatan yang digunakan adalah pendekatan psikologi. Berbagai informasi

yang dapat mendukung analisa rumusan masalah tersebut diperoleh dari novel The

Reader sebagai sumber primer dan buku-buku tentang kesusasteraan dan

psikologi, dan artikel elektronik sebagai sumber sekunder. Teori kesusasteraan,

teori watak dan perwatakan, dan teori kepribadian digunakan untuk menjawab

rumusan masalah yang pertama. Teori inferiority complex, teori psikoanalitis

kepribadian dan teori eksistensialisme digunakan untuk menjawab pertanyaan

yang kedua.

Berdasarkan analisa, Hanna Schmitz digambarkan sebagai seorang yang

buta aksara. Hanna adalah orang yang mandiri, introvert dan selalu merasa tidak

aman, ia penuh dengan kerahasiaan, juga antisosial. Hanna memandang

kekurangannya sebagai aib sehingga ia harus menarik diri dari lingkungannya.

Disamping perasaan rendah dirinya, Hanna Schmitz bersikap sebagai orang yang

superior, dominan dan bersikap tanpa belas kasihan sebagai kompensasi untuk

menutupi kekurangannya. Hanna mengalami inferiority complex dalam dua

pengertian; inferiority (feeling) complex atas ketakutannya sendiri akan

pandangan orang lain yang merendahkan, dan inferiority (symptom) complex yang

membuatnya menarik diri dari lingkungan, ia bersikap antisosial dan melakukan

hal-hal yang tidak bisa diterima secara sosial. Hanna mendemonstrasikan

inferiority complex yang dimilikinya secara tidak langsung yang tampak dalam

sikap tanpa belas kasihan dan superioritasnya. Secara langsung ia menunjukkan

inferiority complex-nya dengan membiarkan dirinya dipenjara seumur hidup dan

bahkan pada akhir cerita dengan bunuh diri. Berbagai kegagalan yang dialami


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Hanna dalam perjuangannya memperoleh kebutuhan intrinsik, konsep diri dan

harga diri, rasa aman, dan kegagalannya memperoleh kekuasaan menyebabkan

inferiority complex yang ia alami.

Peneliti berikutnya dapat menganalisis tema dan aspek sosial-budaya yang

terdapat di dalam novel. Serangkaian aktivitas di dalam kelas membaca dapat

dijadikan saran bagi penerapan novel The Reader dalam aktivitas belajar.

Kata kunci: inferiority complex


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ACKNOWLEDGEMENTS

First of all, I would like to convey my first gratitude to my Lord Jesus

Christ and Mother Mary for the unselfish love and blessings. I am so grateful

for the blessings especially in guiding me to write this thesis so that I had spirit

and strength.

My greatest gratitude goes to my advisor, Henny Herawati, S.Pd.,

M.Hum., who had devoted the time to guide me patiently in writing this thesis. I

am deeply grateful for her valuable suggestions and advice during the completion

of this thesis.

I also express my gratitude to all of the teaching staff of the English

Department of Sanata Dharma University for their guidance during my study.

They had given me a lot of useful knowledge and skills. Also to the staff of PBI

secretariat and staff of the university library, I would like to express my gratitude

for their patience of giving me their best services during my study.

I would like to express my deepest gratitude to my beloved parents, Mr.

Sukamto and Mrs. Lucia Sunarti, for their prayer, everlasting love, care and

support which best help me in finishing my thesis. I also thank my beloved son

Matheas Rapha Pradana, for the joy and laughter which give me much strength

and spirit through the hard times. Then my deepest gratitude and huge love, I

would send it to my beloved husband, Albertus Hendra Widhianata, for the

unconditional love and care and for always be there. Also for my big family who

becomes my motivation. Uti Yuni, Mbah Agus, Abang, Anggara, Uyut, thanks

for being such loyal supporters.


xi

My sweetest gratitude goes to my dearest pals, Agnes Armita Ekarista,

Francisca Indra, Prisca Widyaningrum. We have shared joy and laughter,

tears, love and friendship especially during the making of this thesis. I am

particularly grateful to Asep, Santi, Rina, Ikuk, Lidya for being my sincere

friends.

Next, I would like to send my big gratitude to Umde, Petra, Cemet and

the big family of Konco Kenthel Choir, also the big family of PSM Cantus

Firmus; Mas Mbong, Landri, Wigit, for making my days more bearable. For

Basasistahood family; Na, Kumi, Skubi, Sari, also for the family of Pangoentji;

Romo Sindhu, Mas Antok, Mas Wawan, Pak Pudjo for the encouragement,

support, and joy at hard times. For Oda Arinda and Laurensius Bretya, I am

very grateful to have you for helping me during the completion of this thesis.

My sincere gratitude goes to the big family of class 2007. I thank them for

the unforgettable friendship and memorable great moments. Finally, I wish to

express my sincere gratitude for the persons whose names I cannot mention here

one by one. May God bless them all.

Epiphana Ratri


xii

TABLE OF CONTENTS

Page

TITLE PAGE................................................................................................... i

APPROVAL PAGE......................................................................................... ii

DEDICATION PAGE………….....................……….…............................... iv

STATEMENT OF WORK’S ORIGINALITY……………….…….......…… v

PERNYATAAN PERSETUJUAN PUBLIKASI……………………………… vi

ABSTRACT.................................................................................................... vii

ABSTRAK........................................................................................................ viii

ACKNOWLEDGEMENTS …….……….….....……….….…….......…....... x

TABLE OF CONTENTS …….……….……….……….……..….......…..… xii

LIST OF APPENDICES ……………………………………..…......……… xv

CHAPTER I INTRODUCTION

A. Background of the Study ……………………...........…… 1

B. Problem Formulation …………………….............……… 5

C. Objectives of the Study ………………….....................… 5

D. Benefits of the Study …………….......………...………... 6

E. Definition of Terms ………………......………...……….. 7

CHAPTER II REVIEW OF RELATED LITERATURE

A. Review of Related Theories………….....…….........……. 9

1. Theory of Literature..........................................…… 9

a. Psychological Approach..................................... 9

b. Character............................................................. 10

c. Characterization.................................................. 11

2. Theory of Psychology……....…..................………. 13

a. Personality........................................................... 13

b. Inferiority Complex............................................ 17

1) Senses............................................................ 17


xiii

(a) Inferiority (Feeling) Complex........... 17

(b) Inferiority (Symptom) Complex....... 18

2) Mechanism................................................... 19

(a) Direct Demonstration........................ 19

(b) Indirect Demonstration..................... 20

3) Causes.......................................................... 21

(a) Striving for Perfection....................... 22

(b) Striving for Self-Concept and

Self-Esteem....................................... 23

(a) Striving for Security........................... 23

(b) Striving for Power.............................. 24

c. Theory of Existential Psychology...................... 24

B. Theoretical Framework …….……...............................…. 27

CHAPTER III METHODOLOGY

A. Object of the Study……………………………............… 29

B. Approach of the Study……………………………...…… 31

C. Method of the Study………………………………..…… 32

CHAPTER IV ANALYSIS

A. Hanna Schmitz’s Character………………………........… 34

1. Hanna Schmitz’s Physical Appearance..................... 35

2. Hanna Schmitz’s Social Traits.................................. 38

3. Hanna Schmitz’s Personality Traits ......................… 41

a. Independent…….............................................… 41

b. Domineering and Dominant.……....................... 42

c. Remorseless …........................…….................... 44

d. Introvert……….......................…....................... 46


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e. Insecure………..........................…..................… 47

f. Secretive………….........................................….. 49

g. Antisocial……….............................…............... 51

B. The Description of Hanna Schmitz’s Inferiority Complex.... 53

1. The Sense of Hanna’s Inferiority Complex ................ 53

a. Inferiority (Feeling) Complex............................... 54

b. Inferiority (Symptom) Complex …..................… 54

2. Mechanism ……………............................................. 56

a. Indirect Demonstration ……………....…........… 56

b. Direct Demonstration ……………...................... 57

3. The Causes of Hanna Schmitz’s

Inferiority Complex.................................................... 63

a. Striving for Perfection ………………..............… 64

b. Striving for Self -Concept and Self-Esteem ......... 65

c. Striving for Security ………………..................... 67

d. Striving for Power ………………….................... 68

CHAPTER V CONCLUSIONS AND SUGGESTIONS

A. Conclusions…………………………............................….. 69

B. Suggestions………………………….……........………..… 72

1. Suggestions to Future Researchers…........…......…… 72

2. Suggestions in the Implementation of The Reader

in the Learning Activity……...……......................… 72

REFERENCES…………………………………………………....…………. 75


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LIST OF APPENDICES

Page

Appendix 1 Biography of Bernhard Schlink ……………………......….. 78

Appendix 2 Summary of The Reader ………………………….........….. 81

Appendix 3 Lesson Plan ………………………………………...……… 84

Appendix 4 Learning Material …………………………………...…….. 90


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CHAPTER I

INTRODUCTION

This chapter consists of five parts, namely background of the study,

problem formulation, objectives of the study, benefits of the study, and definition

of terms. As it is known, background of the study gives the explanation of the

topic of the writer‘s study and gives the reason why it is chosen. The problem

formulation is about the question problems that be analyzed in the analysis. The

objectives of the study give explanation of the purpose of the study, the benefits

of the study define the importance that the study gives for understanding the novel

and for other future studies. The last part is the definition of terms which consists

of some terms related to the study in order to avoid misconception.

A Background of the Study

Living among the society and environment, people exceedingly differ in

their behavior, preferences, and their outlook on life. Every individual is created

differently to bring their own special characteristics. These special characteristics

become the spice of life for the varieties provided. The characteristics which can

be shown by how an individual behaves can be closely related to certain

psychological aspects. Huffman, Vernoy and Vernoy (1997) assert that there are

two kinds of behavior owned by people; innate behavior and learned behavior.

Innate behavior is the one which is formed by instincts or reflexes and triggered

by environmental stimuli that make the behavior become apparent. Whereas, the


2

learned behavior is caused by the environmental influences (p. 163). Adler then

maintains that ―in the early years each person develops his own special ‗style of

life‘ from innate and acquired sources which becomes a more or less fixed pattern

that carries throughout life‖ (as stated in Young, 1945, p. 283).

Behavior, as maintained by Aiken (1969), refers to any observable

movement of a human being or animal. The behavior can be known through what

he or she does, thinks, feels or experiences. There is a stereotype that people in a

society demand a good behavior from each member, and the failure of its

expectations will be regarded as an abnormality (p. 2). Nevertheless, normal-

abnormal behavior is qualified due to the influence of culture and the social life.

McConnell (1974) says that normal behavior is a relative matter since it

characterizes most people within a given group. The abnormal behavior is an

extreme deviation from a given average point in terms of defined variable groups.

Consequently, someone‘s abnormality will be punished or ignored, or even

praised, depends on the society‘s interpretations of the value of the behavior and

the toleration had by people (p. 534-536).

Adler states that in relation with human behaviors, every person has

inferiority feelings for the life begins as a completely helpless infant. Children are

afraid of adults since they feel small, incompetent, and helpless. This individual

feeling is developed through some experiences. Someone who experiences

suppression from others tends to develop the pattern of inferiority complex by

creating abnormal behavior if the response to the suppression is negative. On the


3

contrary, if it is seen positively, positive traits will be born (as stated Huffman et

al., 1997, p, 455).

The events above exist oftentimes in our daily life which one could convey

its value in the medium of literature; that makes the life and the literature cannot

be separated one from another. Literary work itself is known as the work

expressed intellectually in written in any medium. It is the work of a writer which

expresses anything in letters, written and oral, and creates particular feelings

toward a reader. Hudson (1960) also emphasized, ―Literature is the expression of

life through the medium of language. It can be regarded as something essential

since it contains about real life, people, thought, and their feeling about life‖ (p.

10).

Abrams (1981) stated that the reality of human life inspires authors to write

fiction stories presented in its ―complex characters‖, their ―social classes‖ and

―the interactions with other characters‖ (p. 130). Although a fiction is a literary

work which based only on imagination and not necessarily based on fact, we can

see that novels as fiction literary work are able to present the human life‘s

phenomenon.

People have some lacks which can put them in some difficulties in life.

Many people also have inferiority complex which becomes a difficulty for them.

Thus, a literary work may convey the inferiority complex of a character as it is

contained in the real life as a psychological issue. Supported by Van De Laar and


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Schoonderwoerd (1963), there are numbers of novels which portray about any

inferiority complex owned by its character (p. 160).

One of the novels carrying the topic of inferiority complex is The Reader.

This Schlink‘s marvelous masterpiece tells mostly about the story of two lovers

experiencing Oedipus complex in their relationship. There are two main

characters presented here, Michael Berg and Hanna Schmitz. The Reader mostly

tells us how the two characters meet, how the relationship between them is going,

and that in one event they separate one another. Beyond the interesting love story

which is prominent in the novel, here the writer is then more interested in Hanna

Schmitz for her strong and dominating character that can be said controlling the

whole story.

This fiction literary work expresses the condition that any of events happen

in relationship and even in life in general might not succeed because of the

inferiority complex exists in the characters. Hanna, the character who has the

inferiority complex, realizes that she is illiterate and tries to hide her inferiority by

compensating with strong and firm behavior and not letting anybody get into her

life. As it is stated in Personality and Problem of Adjustment by Kimball Young

(1945), it is maintained that personality development is driven by the need to

compensate for feeling of inferiority. Here to conceal her inferiority complex,

Hanna even decides to sacrifices her life to be imprisoned.

From the short explanation above about the interesting points of the novel

for the writer, this thesis tries to find out the character traits of Hanna Schmitz.


5

The traits are then believed as the factor influencing the inferiority complex

condition had by Hanna Schmitz. The inferiority complex had by Hanna Schmitz

itself then contributes to some critical decisions in Hanna‘s life.

B. Problem Formulation

Based on the background of the study, the writer formulates the problems

of this literary study into the following questions:

1. How are the character traits of Hanna Schmitz, the main character of

Schlink‘s The Reader, portrayed?

2. How is the inferiority complex of Hanna Schmitz described?

3. What are the causes of the inferiority complex described?

C. Objectives of the Study

From this study the objectives of the study can be achieved especially by

answering three problems stated in the problem formulation. Therefore the writer

wants:

1. To find out the character traits of Hanna Schmitz as described in the

Reader.

2. To find out the description of the inferiority complex experienced by

Hanna Schmitz.

3. To find out the causes of Hanna‘s inferiority complex related to her

character traits influence.


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D. Benefits of the Study

The benefits of this study in general are to deliver a reference toward the

study to The Reader by Bernhard Schlink in the psychological viewpoint. Then,

the readers in general can learn that some aspects in life have roles in forming a

person‘s personality as it can be seen in the character of Hanna Schmitz. This

study also presents the idea of the existence of inferiority complex had by Hanna

Schmitz which can affect how she sees and carries out her life. The phenomenon

of the inferiority complex is presented concerning that some people is still

experiencing or have already experienced the condition of inferiority complex in

their life. Nevertheless, the right way people response to this condition is

significantly understood for diminishing this psychological issue.

Hopefully, this study will help other researchers especially students of

English Language Education who focus on literary work and conduct a study

about inferiority complex and about the Reader itself or as a reference, a

comparative study, etc. in the field of literary criticism in the future. As the

candidates of teachers, we should somehow understand that students may have

this feeling of inferiority for they have different abilities in learning the language.

By knowing this condition, it is believed that this study can give good

contribution to the teachers conducting the teaching learning activities toward

students with inferiority complex condition.

This study tries to provide the description of Hanna Schmitz‘ characters

and to reveal the significance of the inferiority complex owned by Hanna Schmitz


7

in supporting the conflicts in this fiction. By this study, the readers of this study

could see how psychological approach especially the inferiority complex could

build a character. Besides, this study may also be helpful in giving information to

others who are talking about inferiority complex or who are in different fields.

E. Definition of Terms

In order to avoid misunderstanding in reading this thesis, some terms are

then should be defined and the meaning of each will be limited.

The term character(s) used in this study as described by Stanton (1965),

concerns with two things. First is someone‘s interests, desires, emotions and

moral principles, and the second is that characters are the individual who exist in a

story (p. 17). Characters in this study refer to what Stanton stated, the combination

of interest, desires, emotions, and moral principles which create distinctive

features of people. In other words, characters refer to the character‘s traits. The

character traits of Hanna Schmitz are then believed to be the factors which affect

her inferiority complex and her motivation in making important decisions in her

life.

Inferiority complex, according to Adler (1956), is defined into two

senses, first is ―abnormally increased inferiority feelings‖ and the second is ―the

means by which an individual explains to himself or herself and others that he or

she is not strong enough to solve a given problem in a socially useful way‖ (para.

132). Besides, Huffman et al (1997) also added that inferiority complex is the


8

feelings of inferiority developed from early childhood experiences of helplessness

and incompetence (p. 455). In this study, the term inferiority complex studies the

first sense that Hanna has abnormally increased inferiority feelings due to the

illiteracy she has.

In the second sense, Hanna Schmitz explains to herself and others that she

is not strong enough to solve a given problem in a socially useful way. Here, in

The Reader by Bernard Schlink, Hanna Schmitz is presented as a strong, firm

woman who defenselessly accepts to be sentenced to life in prison. The shame

that she is illiterate forces her to choose spending her whole life in the prison

rather than defending herself from the conviction.


9

CHAPTER II

REVIEW OF RELATED LITERATURE

This section consists of the review of related theories and the theoretical

framework. In the review of related theories, the writer discusses the theories of

literature which are the theory of critical approach, theory of character, and the

theory of characterization. The second is the theory of psychology which has

theory of personality, theory of inferiority complex, and the theory of existential

psychology in it. Those theories are then supporting the writer‘s analysis.

A. Review of Related Theories

1. Theory of Literature

In this part, the writer presents the theory of critical approach in literary

works, the theory of characters and characterization. The explanation of the

theories is as follows

a. Psychological Approach

In order to observe and understand the works of literature well, a method is

needed to analyze it. Critical approach to literature requires an understanding of

its nature, function, and positive values (Rohrberger & Woods, 1971, p. 3). They

explain critical approach to ―put readers in a position to receive some of the

positive aesthetic values, you provide the means where by readers can understand

how literature is shaped and something of what it means‖ (p. 3).


10

According to Rohrberger and Woods (1971) there are five kinds of critical

approach. There are the formalist approach, the biographical approach, the

sociocultural-historical approach, the mythopoeic approach and the last is the

psychological approach (pp. 1-15).

The branch of the critical approach which is mostly used to analyze the

study here is the psychological approach. Here then is the explanation by

Rohrberger and Woods (1971), Psychological Approach is an approach that

concerns ―the efforts to locate and demonstrate certain recurrent patterns‖ (p. 15).

It involves the theory of psychology to understand literary works.

In addition, Guerin, Labor, Morgan, and Willingham (1979) also propose

that psychological approach provides us a work‘s ―thematic‖ and ―symbolic‖

mysteries. This approach helps us to understand and to clarify the lines stated in

the literary work (p. 121). The concern of this approach is the analyses ―motives

underlying human behavior‖ (p. 155). Nonetheless, this approach has its

limitation to the aesthetic inadequacy and it neglects the appreciation of the

literary work (p. 121).

By using this approach, the writer tries to find out and to interpret the

meaning of each line stated the novel. Here also the analysis of the character is

believed to be revealed and understood by the psychological approach.

b. Character

In order to explain who and how the character is emerging in a novel, we

need the theory of character. Abrams (1971) shows the word character into two


11

ways. The first way describes a character as ―a literary genre: a short, and usually

witty, sketch in a prose of a distinctive type of person‖ (p. 20). Second, he

explains the characters as ―the persons, in a dramatic or narrative work, endowed

with moral and dispositional qualities that are expressed in what they say, the

dialogue, and what-they do - action‖ (p. 21). From the explanation above we can

conclude that characters are the people with all their features presented in a story.

In addition, in 1965, Stanton gives two ways to define a character, it has

the same idea as Abrams. The first is about ―how many characters are there,‖

characters are the ―individuals‖ becoming apparent in a story. The second is that a

character is a ―mixture of interest, desires, emotions, and moral principal that

makes up each of the individuals‖ and that deals with ―how are the characters

defined‖ (p. 17). Henkle (1977) classifies characters as major and minor

characters. Major characters are the focus from the beginning until the end of the

story because they are the most ―important‖ and ―complex‖ persons there, also in

order to convey the ―human qualities‖ and the understanding of ―human themes‖

to the readers, in consequence, they deserve the fullest attention. Minor characters

on the other hands, present limited function and their roles are less important than

the major characters (pp. 87-97).

c. Characterization

Readers have to understand the character traits and the motivation of the

characters properly, as it is intended by the author. However, there is no author

can tell us everything at once directly. Authors may use may use any description


12

to help the readers visualize and understand each character. Beaty (1984) states

that we can analyze a character through the way the character ―looks‖, ―speaks‖,

―thinks‖, ―does‖, and what ―other people say‖ about the character (p. 23).

Murphy (1972) proposes almost the same several ways in which an author

undertakes his characters understandable to the readers, there are personal

description, character as seen by another, speech, past life, conversation of others,

reaction, and direct comment, thought and mannerism (p. 162-173).

An author uses personal description to present the character through the

physical appearance, such as the face, hair, skin color, and the clothes of the

character. It is intended to show the character‘s individual aspects and specific

appearance for the vivid image toward the readers.

The author can also apply the method in which the character seen by

another. Here, the way to describe a character can be seen through the opinion and

from the perception of another.

What the character says, the way he/she speaks or talks to another

characters, or says about his/her ideas can also be delivered by the author as the

clues to a person‘s character.

The author may also give a hint by giving some events through a person‘s

past life to shape his or her character in the story. It can be seen through the direct

comment by the author, through the conversation of the characters, through the

character‘s opinion, and also through the medium of another person.


13

The readers can also guess what kind of person the character is from the

other people‘s conversations and anything they say about the character. This is an

easy way to determine the character of a person in the novel.

The readers can be given the clue of how the character is by knowing ―how

the person reacts to various situations and events‖ (p. 168). Here readers can see

the quality of a character in dealing with conflicts or problems arise.

The author can describe or comment on person‘s character directly, he will

direct his opinion about a character in the story itself. A direct knowledge of what

a person is thinking about, which is called thoughts, can also be the clue to

understand one‘s character. What in the person‘s mind and what he feels reflect

on the character.

Then the last is the mannerism. A person‘s habit in the novel and his

eccentricity could reveal the character of a person delivered by the author.

2. Theory of Psychology

In this part the writer presents the theory of psychology in which the theory

of inferiority complex is discussed. To support the observation of the character,

theory of personality and the theory of existential psychology which are believed

to help much then also discussed. The explanation is stated below.

a. Personality

Personality according to Kalish (1973) refers to ―the total individual and

includes (but is not limited to) needs, motives, methods of adjusting, temperament


14

qualities, self-concepts, role behaviors, attitudes, values, and abilities‖ (p. 52). For

personality is dynamic, he defined further that personality is ―the changing and

interacting organization of typical qualities into a whole that leads a man to

behave as he does and that makes him different from other people‖ (p. 53).

In the explanation of the theory of personality by Cloninger (2004) it is

stated that personality may have the greatest importance (here known as the

underlying causes) for a person or individual to ―behave‖ and ―experience‖ some

series of the life (p. 3).

Some psychologists do not agree with the same underlying causes, so there

are three fundamental questions which would have various answers.

Personality description it considers the ways in which we should

characterize an individual. Should we describe personality traits by

comparing people with one another or use some other strategy, such as

studying an individual? What terms, beyond those offered in everyday

language, should be used to describe people? Something; it involves the

biological, emotional, social, and cognitive forces that activate behavior (p.

3).

That was the first fundamental questions. The second fundamental question

according to Cloninger is ―how personality dynamics are then could be

understood‖ (p. 3). People should adjust to the situations of their life, then how to

do with that, and how culture and their own cognitive processes might influence

them.

The third fundamental question stated by Cloninger is,

...what can be said about personality development? How does it reflect the

influence of biological factors and experience in childhood and beyond?

How does personality change over the life of an individual, from childhood

to adulthood? (p. 3).


15

The three fundamental questions above play a big role that every theory has

consideration of them. There also some theories of psychology in which

personality can be revealed. Psychoanalytic theory of personality can explain

better to reveal the personality of Hanna Schmitz.

Psychoanalytic Theory of Personality, as proposed by Horney (1997),

attempts to ―explain individual differences by examining how unconscious mental

forces interplay with thoughts, feelings, and behavior‖ (p. 448). According to

Horney (1967), difficulties do not arise from ―conflicts between ego, id, and

superego, but from conflicts between a person and his environment‖ (p. 121). It is

also added that ―environment which is not secure or not safe for a person will

make him develop a basic anxiety, from which he will try to protect himself by

various defenses. Such a person may behave in three ways: move toward others

and become over-compliant, against them in hostile aggressiveness, or away from

them in withdrawal and isolation‖ (p. 122). Here psychoanalytic theory presents

the neurotic needs as Nordby and Hall define

As a consequence of this basic anxiety, the individual develops various

strategies to deal with his anxiety feelings. Some of these strategies may

become such strong characteristics of the personality that they become

needs. She calls these neurotic needs because they are not rational

solutions (as stated in Horney, 1974, p. 82)

Realizing or not, an individual has neurotic needs that influence his

motivation preceding any actions or attitudes he makes, these needs are fulfilled

in various levels according to each person then it will give satisfaction and


16

meaning to life. Here below are of seven neurotic needs proposed by Horney

(1974) which can be helpful to this study.

The first is neurotic need for affection and approval, this need concerns

about the need of having good opinion from others about one. Here the person has

the necessities to ―please others‖ and to ―live up to their expectations‖, and he is

very sensitive to ―rejection‖ or ―feelings of unfriendliness‖ (p. 82).

The second is the need to restrict one‘s life within a narrow border. Here

the person demands very little of life and prefers to live inconspicuously as

possible. He tends to stand apart from others and enjoy his life in modest manner

that is why he is careful not to draw attention to himself (p. 83). This need can be

related to introvert-extrovert personality types.

The third neurotic need is the need for self-sufficiency and independence.

The person who has this kind of neurotic need refuses to become attached to

anyone, he then becomes a recluse or a ―loner‖. It is caused by disappointment of

finding satisfying relationship, this need should be balanced with the need for a

partner, and the imbalance of this need will arise inner conflict (para. 83).

The fourth, and here becomes the last neurotic need in this study is the

neurotic need for perfection and unassailability. Here the person with this neurotic

need has the tendency to be a perfectionist because the fear to make mistakes and

to be criticized. He will search for the weaknesses within himself so that he can

disguise and conceal them before they become noticeable to others (para. 84).


17

Psychoanalytic theory of personality becomes an important instrument for

analyzing the personality of Hanna Schmitz from the psychological approach

point of view.

b. Inferiority Complex

This part concerns with the senses of inferiority complex, the mechanism,

and the causes of inferiority complex. The senses of inferiority complex are going

to be described in two points; inferiority (feeling) complex and inferiority

(symptom) complex which both are proposed by Alfred Adler. The mechanism of

inferiority complex discusses the direct and indirect demonstrations. The causes

of inferiority complex cope with the failure in striving for the intrinsic necessities

of life, striving for self-concept and self-esteem, striving for security, and striving

for power.

1) Senses

The senses of Inferiority Complex applied by the writer in this study are

the theories taken from An Individual Psychology Theory of Personality by Adler

(1956). He divides the two senses as inferiority (feeling) complex and inferiority

(symptom) complex; these senses are described based on how the inferiority

complex can be seen (pp. 256-258).

(a) Inferiority (Feeling) Complex

As has been said earlier, an inferiority (feeling) complex is the

―abnormally‖ increased inferiority feeling. The disease of abnormally increased

inferiority feelings may vary under different circumstances. Adler (1989)


18

proposes that a personality theory could not be exclusively based on the concept

of organ inferiority. The psychological feelings of inferiority are then to be

focused on (p. 478).

It is also explained by Adler (1981) that a person is indicated to experience

an inferiority (feeling) complex when he or she tries to hypnotize himself or

herself, or auto intoxicate himself or herself into feeling superior. This involves ―a

tendency to exaggerate one‘s physical, intellectual or social skills‖ (p. 79). For the

moment, his or her feeling of inferiority will accumulate because the situation

remains the same (p. 257). In this situation, he or she will be drawn farther into

―self-deception‖.

(b) Inferiority (Symptom) Complex

The inferiority (symptom) complex is described by the attitude of an

individual who, by this complex, expresses that he is not in the ―position to solve

an existing problem‖. An individual presents to himself or herself and others that

he or she is not strong enough to solve a given problem in a ―socially useful way‖

(p. 258). The inferiority feelings become a pathological condition for the

inadequacy overwhelms the individual. The individual cannot stimulate himself to

useful activity which then leads to depression. Inferiority symptom complex is a

dead-end for any development.

The inferiority complex as a symptom is the one understood as Adler said

...a person is suffering from an ―inferiority complex‖ when he or she reacts

fatalistically to a crippling situation, real or fancied; without attempting to

correct or improve it. This should not be confused with the feeling of

inferiority which is presented in everyone in certain situations, a feeling


19

which normally incites an individual to achieve future successful

development (p. 258-259).

According to Adler, when the growth process faces ―stagnation‖, a person

may fall to an inferiority complex as a ―victim‖. He states that in this case, the felt

minus situation is too powerful to be overcome and the person accepts an

exaggerated sense of inferiority as an accurate self-description. All neurotics have

an inferiority complex, even noneurotic people have inferiority feelings; but only

in their exaggerated form, when they overwhelm attempts to move to the felt plus

and stagnant growth, are they called a complex (as cited in Cloninger, 2004, p.

108).

In addition, inferiority (symptom) complex, according to Allport (1937) in

his Personality: A Psychological Interpretation, is defined as

The strong and persistent tension arising from a somewhat morbid

emotional attitude toward one's failure to effect a satisfactory direct

adjustment to his environment, owing to some felt-deficiency in his

personal equipment (p. 174).

2) Mechanism

A person demonstrates his or her inferiority complex existence by two

manners, direct and indirect demonstration.

(a) Direct Demonstration

Adler explains that the direct demonstration is shown when people with

inferiority complex compensate their feelings directly. This compensation is the

effort to the effect or the overcome of personal weaknesses. Husband (1947),

states that a person conceals his or her inferiority complex by keeping the


20

background, refusing to try to do any action, and deprecating himself (p. 266).

Morris (1990) also states that they tend to avoid conflicts, when they are

confronted with undesired or threatening events, they will try to escape (p. 497).

(b) Indirect Demonstration

The second is the indirect demonstration, Husband (1947) explains that

when someone admit that he or she has unbearable inferiority , he or she will act

as if he or she is superior (p. 261). Regardless of the circumstances which raise

the inferiority feelings, Adler (1956) adds that a person may react by

overcompensating and developing a ―superiority complex‖ to cover the inferiority

complex they suffered from. They have vanity of their personal appearance,

different behavior toward their personal gender, arrogance, exuberant emotion,

snobbishness, boastfulness, and a tyrannical nature.

It can also become visible in the exaggerated demands one makes on

oneself and on other persons. Disdain: vanity in connection with personal

appearance, whether in the way of elegance or neglect, an unfashionable

mode of attire; exaggerated masculine conduct in women or feminine

behavior in men; arrogance; exuberant emotion; snobbishness;

boastfulness; a tyrannical nature; inordinate hero-worship (p. 261).

Accordingly, the person possesses a superiority complex as the indirect

demonstration tends to be ―arrogant, vain, egocentric, and sarcastic‖ (p. 79). One

gets impression that this individual has so little self-acceptance (i.e. such a low

opinion of himself or herself) that only by ―putting down‖ others can he or she

feel important (p. 79). The superiority complex as maintained by Adler (1956)

usually can also be visible ―in the exaggerated demand one makes on oneself and

on other persons (p. 261).


21

3) Causes

Inferiority complex, as it is stated by Adler (1956), can be caused by the

fulfillment failure of striving toward superiority. Adler defines that inferiority

complex as feelings of inferiority are developed by the early childhood of an

individual, and these deal with helplessness and incompetence (as stated in

Huffman, 1997, p. 455). Cloninger (2004) also says that an inferiority complex

describes being overcome by a feeling of lack of worth, her statement above has

the same idea proposed by Adler (p. 106). Adler‘s individual psychoanalytic

theory describes a person struggling from feelings of inferiority toward something

better and emphasizes the movement from a felt minus to a felt plus.

Erikson (1959) also admits that industry and inferiority started on the

school age. It is the remainder of childhood until puberty. The negative pole is the

inferiority. If a child cannot produce an acceptable product or fails to obtain

recognition for it, a sense of inferiority prevails (p. 86). Another explanation from

Stein and Edwards (1998) is that the exaggerated sense of inferiority may result

from physical handicaps, family dynamics, or societal influences that are

overwhelming (as cited in Cloninger, 2004, p. 108).

Adler‘s further explanation about superiority is that it lies on specific goal

points which are related to some needs. The needs then concern with the striving

for perfection, striving for self-concept and self-esteem, striving for security and

the last is striving for power.


22

(a) Striving for Perfection

Adler says that the basic human motivation is to strive ―from a felt minus

situation towards a plus situation, from a feeling of inferiority towards superiority,

perfection, totality‖ (as stated in Cloninger, 2004, p. 106). Striving for perfection

as the cause of inferiority complex is related to two main subjects; striving for

physical growth and for the intrinsic necessities of life itself. The first cause,

striving for physical growth perfection deals with physical deformity. Adler

(1956), states that when children were born with deformity, the inferiority feelings

develop much more than normal children. They need greater efforts to

compensate their lacks. They even are attacked much more by the difficulties of

life which then make them become selfish, inconsiderate, lacking in social

interest, courage, and self-confidence (p. 118).

The second is striving for intrinsic necessities of life which here can be

divided further into the self-actualization needs and the belonging and love needs.

According to Huffman (1997) the self-actualization needs are the ―inborn drives‖

to develop someone‘s talent and capacities (p. 463). The finding of self-

fulfillment and the realization of someone‘s potential are the reference of the

needs.

Concerning with the belonging and love needs, Adler (1956), states that

the abnormal inferiority feelings often appear in hated children who are unwanted.

They feel curtailed and behave like enemies. They use their strength only if

they are stronger, sometimes in a cruel manner against weaker persons or

animals. Their goal of superiority is to suppress the other person. Their

increased feeling of inferiority makes them suspicious and sly. It is


23

difficult to win them and to develop social interest and courage to do

useful work (p. 118).

An unfavorable environment can also cause the abnormally increased

feelings. They have high degree of lacks in social interest, courage, and self-

confidence and developed towards someone or something which they live with,

like parasites.

(b) Striving for Self-Concept and Self-Esteem

Self-concept according to Rogers is all the information and beliefs about

someone‘s nature, qualities, and behavior. Any incongruence or disparity between

self-concept and actual life experiences develop poor mental health and

maladjustment; hence, the actual experience should be harmonized with the self-

concept (as stated in Huffman et al., 1997, p. 462).

Rogers also explains that self-esteem is about how good or even bad we

see and feel about ourselves; this results from the children‘s early childhood

experiences with parents and other adults, they learn that their acceptance is

dependent on certain behaviors and certain feelings by the environment. When

they feel the affection and love are conditional, they will show the negative

impulses and feelings which then self-esteem becomes distorted (p. 462).

(c) Striving for Security

As stated by Adler (1956) the self-esteem safeguarding tendency is the one

originates the feeling of insecurity. The safeguarding tendency emerges when one

is oversensitive especially in children or the neurotics since they fear of


24

disparagement and disgrace (p. 109). Morris (1990) also agrees with Maslow‘s

idea that the striving for security deals with the desire to live comfortably in the

milieu (p. 431).

(d) Striving for Power

The fear of losing self-esteem drives people to strive for power. According

to Adler, the power is needed to gain enormous authority and represent all

psychological forces into its direction. The safeguarding tendency sets the final

purpose in which psychological readiness for the purpose of further safeguarding

is originated (p. 111). Morris (1990) also states that the need of power can be

defined as the need to win recognition or to influence or control other people or

group (p. 428). The failure in these striving results the feeling of inferiority.

c. Theory of Existential Psychology

This theory presents the reflection of an individual, to understand how an

individual aware of his existence, influence and way of perceiving and

interpreting the world. Here this theory is used as an instrument to analyze

Hanna‘s existence that contributes to the factors related to her inferiority complex.

The primal elements of human existence according to Frankl (1973) is

being conscious and being responsible (p. 63). Frankl (1963) also proposes a

theory called logotherapy which emphasizes on the confrontation and

reorientation between an individual and the meaning of his life (p. 153).

According to this theory, the meaning of life can be discovered in three ways: by

doing deed, by experiencing a value such as love, and by suffering (p. 176).


25

According to Magill (1996) existentialism is a ―viewpoint emphasizing

concern with human existence and situation in the world; it gives meaning to life

through the free choice of mature values and commitment to responsible goals‖

(p. 1484). Whereas Nordby and Hall (1974) define existential psychology as ―an

empirical science of human existence which employs the method of

phenomenological analysis‖ (p. 23). The phenomenal analysis itself is used to

describe ―the contents of immediate awareness, what is going on in a person‘s

mind right now. The basic tenet of existential psychology is that man is free to be

what he wants to be, therefore, he alone is responsible for his own existence‖ (pp.

23-24). The phenomena of existence are constituted by the disclosures that the

world is disclosed in the individual, and the individual discloses the world.

―Nothing lies behind these phenomena; they are neither cause nor effect, nor are

they subject and object, they are the whole reality of human existence‖ (p. 25).

Instead of causality, the existential psychology believes in motivation, that is why

motivation becomes operative principles in analyzing existential behavior.

According to Boss, ―there are two primary dimensions of being-in-the-world,

these are spatiality and temporality‖ (as cited in Nordby and Hall, 1974, p. 25).

Spatiality means the ―closeness‖ or ―remoteness‖ which a person is ―in-the-

world‖. Temporality here refers to the ―unfolding the world‖. This ―unfolding‖

takes place in ―time‖, so that a person always has ―a past, a present, and a future‖

(p. 25). One of the elements of being-in-the-world is ―nothingness‖; ―it is the

presence within human existence of nonexistence, to fall into nothingness is to


26

lose one‘s being, to become nothing. The extent to which possibilities of existence

fall short of fulfillment is the extent to which nonbeing has taken overbeing‖

(p.27).

Sartre‘s states that man is the source of nothingness, ―Nothingness comes

into the world through human freedom, a freedom which is fraught with anguish‖

(as cited in Muzairi, 2002, p. 138). Man as source of nothingness is seen from the

tendency of self-deception or bad faith and fear, the self-deception in relation with

freedom and fear is ―a lie to oneself within the unity of a single consciousness.

Through a bad faith a person seeks to escape the responsible freedom of being-

for-itself‖ (as cited in Muzairi, 2002, p. 138).

May further explains that existential psychology believes that non-being or

nothingness is inseparable with being. Man in fact might not exist, or the fact that

death will arrive at some unknown moment in the future is also need to be

understood

Without this awareness of non-being –that is the awareness of the threats to

one‘s being in death, anxiety, and the less dramatic but persistent threats of

loss of potentialities in conformism- existence is vapid, unreal, and

characterized by lack of concrete self awareness. (as cited in Chiang, 1969,

p. 70)

Death is then of course the most obvious form of non-being,

The existential analysts hold that the confronting of death gives the most

positive reality to life itself. It makes the individual existence real, absolute

and concrete. For death as ‗an irrelative potentiality singles man out and,

as it were, individualizes him to make him understand the potentiality of

being in others (as well as in himself), when he realizes the inescapable

nature of his own death‘. Death is, in other words, the one fact of my life

which is not relative but absolute, and my awareness of this gives my


27

existence and what I do each hour an absolute quality (as cited in Chiang,

1969, p. 72).

May utters that ―existential psychologists emphasize the universe struggle

to find meaning in life, to live by moral standard, and to come to an understanding

of suffering and death‖ (as cited in Chiang, 1969, p. 1090).

Existential psychology related to this study is helpful for it tries to explore

Hanna Schmitz‘ awareness, what is going on in her mind and what is the meaning

of being-in-the-world to her. Hanna Schmitz is a character who is responsible for

her own existence and how it affects the state of her inferiority complex is being

questioned in this study.

B. Theoretical Framework

Here, the use and function of the approach and theories stated above in

completing this study will be discussed briefly. There are four major theories,

namely the theory of character and characterization, psychoanalytic theory of

personality, theory of inferiority complex, and the theory of existential

psychology.

The first issue is about how the character of Hanna Schmitz is portrayed in

the story. The theories used to answer the question are the theory of character and

characterization and the theory of personality. The theory of character functions to

describe several ways in knowing a character. The theory of characterization

functions to categorize the character, here how is Hanna Schmitz categorized. The

theory of personality functions to understand the behavior of the character. Hence


28

the writer uses the theory of character and characterization by Rohrberger and

Woods, Abrams and Murphy, also the theory of personality by Horney.

The second issue concerns in Hanna's inferiority complex and its causes as

seen in The Reader. In figuring out the answer, the theory of inferiority complex

by Alfred Adler is the most theory employed. It gives further description about the

things related to the cause of Hanna's inferiority complex. It will be easier for the

readers to comprehend this study deeply as well.

Psychoanalytic theory of personality by Horney and the theory of

existential psychology by Frankl, Nordby and Hall, and Magill are also employed

to support the analysis of the description of Hanna's inferiority complex.

Psychoanalytic theory of personality tries to understand Hanna's inferiority

complex concerning with the way she presents herself to the world. Existential

psychology related to this study is helpful for it tries to explore Hanna Schmitz‘

awareness, what is going on in her mind and what is the meaning of being-in-the-

world to her. Other theories also support the writer for having a deeper analysis on

the issue.


29

CHAPTER III

METHODOLOGY

There are three parts to be discussed in this chapter. The first is the object

of the study that is going to be discussed. The second is the approach of the study,

the theory used to analyze the study. The third is method of the study as the steps

taken in analyzing the novel and how the approaches were applied to answer the

questions formulated in the problem formulation.

A. Object of the Study

In this study, the writer analyzes Bernhard Schlink‘s The Reader. It was

written in 1997. It consists of 218 pages and is divided into 3 parts. The first part

consist of 17 chapters which tell about the romance of the two main characters.

Part two consists of also 17 chapters which narrate about the trial that convict

Hanna, the main character, guilty for an holocaust. There are 12 chapters in the

last part, relating to the ―re-connection‖ of the two main characters. The New York

Times reviewed The Reader: ―Arresting, philosophically elegant, morally

complex.... Marvelous‖, also ―Moving, suggestive and ultimately hopeful...

Speaks straight to the heart‖.

The novel begins with the first part when the male main character, fifteen-

year-old Michael Berg accidentally meets and helped by the female main

character, thirty-six-year-old Hanna Schmitz, in his way home being ill in a West

German city in 1958. For additional information, known from the time and place


30

taken, we would know that the people living there is the second generation of

Nazi regime. Hanna is a streetcar conductor in Neustadt, and Michael Berg is a

student. After a couple of Michael‘s visit to Hanna‘s apartment, they are finally

trapped in lust. Here in their relationship the peculiarity emerges, Hanna is fond of

having Michael reading aloud to her when they are having sex, especially

classical literature. Even though they have physical closeness, they emotionally

have distance from one another. Moreover, Hanna abuses Michael physically and

verbally for couples of times. After months of affair, Hanna suddenly leaves

Michael without a trace. Hanna‘s departure makes believe that there must be

something wrong he did and make her leave. The second part jumps into year

1966 and it is about a trial where Hanna and Michael ―re-connect‖. Seven years

after Hanna‘s departure, she becomes an SS guard at Auschwitz, Michael attends

law school and at that time observing a war crimes trial where Hanna becomes

one of the defendants. That is the first meeting of them after being separated for

years. Hanna and the other SS guards of Auschwitz are accused for a holocaust of

300 Jewish women in a fire in the concentration camp. Here in the trial, the secret

that Hanna keeps finally revealed – she is illiterate. The trial ends with the

conviction that Hanna is sentenced to life in prison. The third part concerns with

the story of Hanna‘s imprisonment. Hanna keeps receiving audio tapes from

Michael, he records his reading aloud of books and send it to her without any

other way of communicating with Hanna. Hanna then teaches herself to read and

write. She borrows the books from the prison library and follows the tapes along


31

in the text. After eighteen years in prison, Hanna is then about to be released and

in the other side. Michael agrees to find her place to stay and work to do, but on

the day of her release in year 1988 she commits suicide.

The Reader studies the elements of relationships and social and mental

behaviors of the two main characters. Some are unsolvable conflicts, some forms

of Oedipus complex, and inferiority complex which lead Hanna Schmitz to do

socially unacceptable behaviors.

This study attempts to reveal the inferiority complex of Hannah Schmitz.

Since the Reader is a first-person-point-of-view novel, here the writer analyzes the

answers from the expositions told by Michael Berg, the first main character.

B. Approach of the Study

Since in analyzing the novel this study is closely related to the theory of

psychology, the writer employed the psychological approach, which in this case

the theory of inferiority complex is mostly employed. As it is stated by

Rohrberger and Woods (1971) that ―the knowledge of psychology ground is

extremely important in order to understand some literary works‖ (p. 12), it is

believed that Hanna‘s inferiority complex then can be revealed by using the

approach.


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C. Method of the Study

The writer carried out some steps in conducting the objectives of this

study. First of all, the writer read and re-read the novel in order to gain some

profound impressions and a better understanding of the content of the story. The

first reading, the writer tried to understand the story, and in the next readings the

writer focused and took notes on the character who experiences inferiority

complex and how it builds the character and the story.

Second, the writer collected references consisting of any related

information about literature and its elements and also some background

information related to them. Besides, the writer also collected the information that

the writer found and noted it down. The writer collected the information and

selected it and then decided which one that can contribute and support the

analysis.

Then the third, after collecting the sources, the writer took and arranged

some notes on the important information and quoted important points. Here some

notes concerning to psychological terms and definition, especially about

inferiority complex were made. Some other theories were then really supportive to

collect the evidences.

Finally, the writer classified the evidences and put them into the right parts

to find out how the inferiority complex's theory and other supportive theories

contributed to the content of the story. After that, the writer made a conclusion of


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her analysis together with some suggestions for future researchers and for

learning.


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CHAPTER IV

ANALYSIS

This part mainly concerns the answers from the questions of the problem in

chapter one; the characters of Hanna Schmitz, the analysis of the inferiority

complex, and the cause of Hanna Schmitz‘s inferiority complex related to her

character traits influence as seen in Bernhard Schlink‘s The Reader. Yet, to have a

deeper understanding, the discussion is divided into two parts. The first part

concerns the characters of Hanna Schmitz. Meanwhile, the second part is Hanna

Schmitz‘s inferiority complex analysis, also the cause of Hanna Schmitz‘s

inferiority complex related to her character traits influence.

A. Hanna Schmitz’s Character Traits

Hanna Schmitz is a fiction character inhabiting The Reader by Bernhard

Schlink. Describing Hanna‘s characters is important to lead the analysis of her

personality and self-concept concerning her inferiority complex. As it is stated in

chapter two, a character can be revealed in many ways, theories of character and

characterization and theory of personality are then employed.

This study intends to reveal who Hanna is through her character and

characterization as presented in the novel both directly and indirectly. In order to

understand Hanna‘s characters, the writer uses the ways of characterization as

Murphy used, such as personal description, character as seen by another, speech,


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past life, conversation of others, reaction, and direct comment, thought and

mannerism (p. 162-173). The theory of personality which considers the ways to

characterize an individual; such as studying the individual using the emotional,

social, and cognitive forces that activate behavior (p. 3), as Cloninger proposes

will then be implemented to help understand Hanna‘s characters.

To have a distinct discussion of Hanna Schmitz‘s characters, there will be three

sections of discussion. First is Hanna Schmitz‘s physical appearance, second is

Hanna Schmitz‘s social environment and social life, and the last is her personality

traits.

1. Hanna Schmitz’s Physical Appearance

According to Murphy, an author may portray a person‘s character by her

appearances. The details of the character‘s physical appearance, such as her face,

skin, body, hair and clothes can be informed (p. 161). Hanna Schmitz‘s physical

appearance is only exposed in the beginning of the story when Hanna is still

young and at the last part of the novel at her elderly age. Schlink as the author of

The Reader illustrates the characters of Hanna Schmitz through character as seen

by another and it is found that Hanna is an attractive woman.

According to Michael Berg, the male main character in the novel, Hanna is

still 36 years old when they meet each other (p. 39) which is also defined further

on the third part of the novel, ―Yes, she was born on October 21, 1922, near

Hermannstadt,...‖ (p. 95). The thirty-six-year-old Hanna Schmitz‘s facial

appearance according to Michael Berg is pictured afterward; she has ―high


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forehead, high cheekbones, pale blue eyes, full lips that formed a perfect curve

without any indentation, square chin.‖ (p. 12).

Michael also conveys that her broad-planed, strong, womanly face is found

beautiful. However, he cannot capture and explain clearly about its‘ beauty, it is

just beautiful as it is that he says, ―... I know that I found it beautiful. But I cannot

capture its beauty.‖ (p. 12).

It can be seen from how Michael gives description of Hanna‘s facial

appearance that she has a firm look but still womanly (p. 12, p. 15). Furthermore,

for Michael, as she reaches her majority on age she remains strong and her

voluptuousness lingers as he further explains; ―She had a very strong feminine

body, more voluptuous than the girls I liked and watched‖ (p. 15).

Despite of her voluptuousness, Hanna still has her own attractive manner.

Below Michael explains how she conducts herself,

But then she was not awkward, she was slow-flowing, graceful,

seductive—a seductiveness that had nothing to do with breasts and hips

and legs, but was an invitation to forget the world in the recesses of the

body (p. 16).

From the quotation mentioned above, it can be seen that for Michael,

Hanna is attractive, even seductive. Even though she does not have a pretty face,

it is her nature to be seductive and nice-looking without any efforts to attract

Michael. She is beautiful and is loved in the way she is.

In an evening conversation Michael says that when he sees Hanna, he

associates her with a ―horse‖. He thinks of something good, warm, soft, and

strong, and not evil (p. 71). Those characters of Hanna might be the reason


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Michael loves to stay with her at her apartment. The association, as Michael

believes, has the same idea as a daughter of the holocaust victims who writes a

book about the concentration camps which becomes the material of the trial that

Hanna is one of the defendants. In the book the daughter mentions that she knows

a guard who is called ―mare‖ in the camp, the guard is described as young,

beautiful, and diligent, but cruel and uncontrolled (p. 119). This makes Michael

think that others draw the same comparison.

After years of separation, the portrayal of Hanna‘s fragrance still even

lingers in Michael‘s memory. Michael even can recall and portray how she smells

In the past, I had particularly loved her smell. She always smelled fresh,

freshly washed or of fresh laundry or fresh sweat or freshly loved.

Sometimes she used perfume, I don‘t know which one, and its smell, too,

was more fresh than anything else. Under these fresh smells was another,

heavy, dark, sharp smell. ... and the palms of her hands smelled of the day

and of work—the ink of the ticket, the metal of the ticket puncher, onions

or fish or frying fat, soapsuds or the heat of the iron. When they are freshly

washed, hands betray none of this. But soap only covers the smells, and

after a time they return, faint, blending into a single scent of the day and

work, a scent of work and day‘s end, of evening, of coming home and

being at home (pp. 196-197).

Michael‘s utterance above shows that Hanna has some typical scents which

are reflected by her everyday monotonous routines. The work she does everyday

can be depicted by Michael through the fragrance.

Based on the quotations of Hanna‘s physical appearance above, it is clear

that Hanna is attractive and beautiful. However, at the last part of the novel which

refers to Hanna‘s old age, her attractiveness does not stay forever. At Hanna‘s old

age Michael explains her physical appearance as he visits her to the prison at the


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first time; ―The woman on the bench was Hanna? Gray hair, a face with deep

furrows on brow and cheeks and around the mouth, and a heavy body‖ (p. 195).

Getting closer to Hanna at his first visit, Michael illustrates her smell as

well,

I sat next to Hanna and smelled an old woman. I don‘t know what makes

up this smell, which I recognize from grandmothers and elderly aunts, and

which hangs in the rooms and halls of old-age homes like a curse. Hanna

was too young for it (p. 197).

Hanna and Michael do not see each other for more than twenty years, she

must look much older then, but for Michael she looks older than she should be.

Her high forehead and high cheekbones are now covered with deep furrows. Her

strong feminine seductive body now becomes heavy and smells like

grandmothers. As time passes, the beauty and attractiveness of her vanish. The

life in the prison must make her looks older than she should be.

2. Hanna Schmitz’s Social Traits

In order to understand Hanna‘s social life condition fully, this section

discusses Hanna‘s illiteracy as her inadequate condition to live the social life. To

live in a society, both oral and written communication is very critical to have. If

one fails to work, then there will be a deformity in socialization ability. Illiteracy

may become one difficulty in catching up with what is happening in the society

for most of the social activities require literary abilities.

Illiteracy seems to be a critical issue in this novel which affects the

characters possessed by Hanna. Here Hanna‘s illiteracy can be understood based

on Murphy‘s theory of characterization; character of Hanna ―as seen by‖ Michael,


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the ―speech conversation‖ of others, and Hanna‘s ―reaction‖ to specific situations

and events (p. 162-168). It can be first seen from Michael‘s exposition which

shows that Hanna is illiterate. Their first meeting is without introducing self each

other, after the sixth or seventh day coming to Hanna‘s apartment, Michael asks

Hanna‘s first name, he knows her last name already from the mail box in her

apartment. She asks him back what is his. Michael thinks that Hanna can actually

see his name easily as seen in the quotation below,

At that time it was the in thing not to carry your schoolbook in a bag but

under your arm, and when I put them on her kitchen table, my name was

on the front. But she hadn‘t paid any attention to them (p. 34).

It is actually easy for anyone to know Michael‘s name from his

schoolbooks, but Hanna cannot recognize it. The first proof of Hanna‘s illiteracy

above does not make Michael realize her illiter

the inferiority complex of hanna schmitz as portrayed in bernhard schlink’s · 2017. 4. 11. ·...

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