An Analysis of Hannah Baker's Post Traumatic Stress Disorder

AN ANALYSIS OF HANNAH BAKER’S POST TRAUMATIC STRESS DISORDER (PTSD) IN JAY ASHER’S NOVEL THIRTEEN REASONS WHY

A THESIS

MUHAMMAD MAULANA

REG.NO 170705081

DEPARTMENT OF ENGLISH FACULTY OF CULTURAL SCIENCES UNIVERSITY OF SUMATERA UTARA MEDAN 2021

AUTHOR’S DECLARATION

I, MUHAMMAD MAULANA, DECLARE THAT I AM THE SOLE AUTHOR OF THIS THESIS EXCEPT WHERE REFERENCE IS MADE IN THE TEXT OF THIS THESIS. THIS THESIS CONTAINS NO MATERIAL PUBLISHED ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM A PAPER BY WHICH I HAVE QUALIFIED FOR OR AWARDED ANOTHER DEGREE. NO OTHER PERSON’S WORK HAS BEEN USED WITHOUT DUE ACKNOWLEDGEMENT IN THE MAIN TEXT OF THE THESIS. THIS THESIS HAS NO BEEN SUBMITTED FOR THE AWARD OF ANOTHER DEGREE IN ANY TERTIARY EDUCATION.

Signed : Muhammad Maulana

Date : July 28, 2021

NAME : MUHAMMAD MAULANA

THESIS TITLE : AN ANALYSIS OF HANNAH BAKER’S POST- TRAUMATIC STRESS DISORDER(PTSD) IN JAY ASHER’S NOVEL THIRTEEN REASONS WHY

QUALIFICATION : S1/SARJANA SASTRA

DEPARTMENT : ENGLISH

I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR REPRODUCTION AT THE DISCRETION OF THE LIBRARIAN OF ENGLISH DEPARTMENT, FACULTY OF CULTURAL SCIENCES, UNIVERSITY OF SUMATRA UTARA, ON THE UNDERSTANDING THAT THE USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER LAW OF THE REPUBLIC OF INDONESIA.

Signed : Muhammad Maulana

Date: July 28, 2021

ACKNOWLEDGMENT

First of all, I would like to thanks and praise ALLAH SWT for his blessing and grace that gives me strength throughout every single semester until reaching this point and finally prepared to write this thesis which is one of the requirements for graduation from the English Department of the Faculty of Culture and Science, University of Sumatra Utara, Medan.

. Secondly, I want to send my special gratitude to my parents. They always give me the love and supports that I need throughout the entire year of my academic process in college. They are the people who have the influence and motivation to complete my studies.

Furthermore, I would like to express my biggest gratitude and honor to my supervisor Dra. Diah Rahayu Pratama, M.Pd. for her patience in guiding, advice, and ideas to wrap up this thesis. She always thought me how crucial and joyful is literature and I and open my mind to not just giving a basic effort to this thesis, next I would like to thank my co-supervisor Drs. Parlindungan Purba, M.Hum. for his kindness, knowledge, patience, motivation, and great advice for me to write and finish this thesis. Both of them doing the best they could for helping me writing this thesis. They are great lectures.

My gratitude also goes to the Head and the Secretary of the English Department, Prof. Dra. T. Silavana Sinar, Dipl. TEFL, MA., Ph.D. and Rahmadsyah Rangkuti, M.A., Ph.D., and all the lecturers and the staff of the English Department for the facilities and opportunities given to me during my study in this faculty.

Then, I would like to thanks my friends in OZMAA KAPPA, LOVERBOYS. They give me a warm place to enjoy my college life and always make my day colorful. Thank you for your kindness and love for all the good times that we have been spent.

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Finally, may this thesis gives benefits for the readers and future researcher, may the grace, the bless and the love of God always be with us forever, and may we always be in the protection of God. Amen.

Medan, 28 July 2021

Muhammad Maulana

Reg. No. 170705081

ABSTRACT

Post-traumatic stress disorder (PTSD) is included as one of the anxiety disorders. It is a mental disorder that develops after someone is exposed to a traumatic event and is associated with debilitating physical and psychological health declines (Jessica Gill, 2009). The problem discussed in this study is the symptoms and factors of post-traumatic stress disorder in the novel Thirteen Reasons Why on the characterization and life of Hannah Baker. The researcher asked two questions: What are the symptoms of the post-traumatic disorder that are portrayed on Hannah in the novel Thirteen Reasons Why? What are the cause factors of post-traumatic disorder that are portrayed on Hannah in the novel Thirteen Reasons Why? To achieve these goals of the research, researchers use a psychological approach to analyze literary criticism. It emphasizes the analysis of literary works, including the description, analysis, and interpretation of literary works. The main data for this study comes from Jay Asher’s Thirteen Reasons Why. Researchers apply a psychological approach, especially post-traumatic stress disorder, such as symptoms and factors. From this research, two conclusions can be clarified as problem statements. The first is the symptoms of post-traumatic stress disorder. The researcher discovered four symptoms of post-traumatic stress disorder portrayed on Hannah Baker. These are an intrusion, avoidance, mood and cognitive changes, and arousal activity symptoms. The second finding of the study was that the factors of post-traumatic stress disorder portrayed on Hannah Baker were based on psychological factors that related to her life before she moves to Crestmont and social factors such as the social supports and her family finances.

Keywords: Psycholiterature, PTSD, symptoms, Jay Asher, Literature

ABSTRAK

Gangguan stres pasca trauma (PTSD) termasuk sebagai salah satu gangguan kecemasan. Ini adalah gangguan mental yang berkembang setelah seseorang terkena peristiwa traumatis dan dikaitkan dengan penurunan kesehatan fisik dan psikologis yang melemahkan (Jessica Gill, 2009). Masalah yang dibahas dalam penelitian ini adalah gejala dan faktor gangguan stres pasca trauma dalam novel Thirteen Reasons Why pada penokohan dan kehidupan Hannah Baker. peneliti mengajukan dua pertanyaan: Apa saja gejala gangguan pasca-trauma yang digambarkan pada Hannah dalam novel Thirteen Reasons Why? Apa saja faktor penyebab gangguan pasca trauma yang digambarkan pada Hannah dalam novel Thirteen Reasons Why? Untuk mencapai tujuan penelitian tersebut, peneliti menggunakan pendekatan psikologis untuk menganalisis kritik sastra. Ini menekankan pada analisis karya sastra, termasuk deskripsi, analisis, dan interpretasi karya sastra. Data utama untuk penelitian ini berasal dari Thirteen Reasons Why karya Jay Asher. Peneliti menerapkan pendekatan psikologis khususnya post traumatic stress disorder, seperti gejala dan faktor. Dari penelitian ini, dua kesimpulan dapat diklarifikasi sebagai pernyataan masalah. Yang pertama adalah gejala gangguan stres pascatrauma. Peneliti menemukan empat gejala gangguan stres pasca-trauma yang digambarkan pada Hannah Baker. Ini adalah gangguan, penghindaran, perubahan mood dan kognitif, dan gejala aktivitas gairah. Temuan kedua dari penelitian ini adalah bahwa faktor gangguan stres pasca trauma yang digambarkan pada Hannah Baker didasarkan pada faktor psikologis yang terkait dengan kehidupannya sebelum dia pindah ke Crestmont dan faktor sosial seperti dukungan sosial dan keuangan keluarganya.

Kata Kunci : Psikologi Sastra, Pasca gangguan trauma, Sastra, Jay Asher,

TABLE OF CONTENTS

AUTHOR DECLARATION…………………………………………………...…...i COPYRIGHT DECLARATION…………………………………………..……....ii ACKNOWLEDGMENT…………………………………………………………..iii ABSTRACT………………………………………………………………...……….v ABSTRAK………………………………………………………………………….vi TABLE OF CONTENT………………………………………………...……...... vii LIST OF TABLE………………………………………………………………...viii CHAPTER I INTRODUCTION……………………………….………………….1 1.1 Background of The Study………………………………………………...……1 1.2 Problem of The Study…………………………………………………...……..4 1.3 Objective of The Study…………………………………………………..…….4 1.4 Scopes of The Study……………………………………………………...…….5 1.5 Significance of The Study………………………………………………...……5 CHAPTER II REVIEW OF LITERATURE……………………...………..……6 2.1 Psychology and Literature……………………………………………...……..6 2.2 Characters……………………………………………………….………….…..7 2.3 Conflict…………………………………………………………………….…..11 2.4 Post Traumatic Stress Disorder…………………………………………..….11 2.5 Post Traumatic Stress Disorder Symptoms………………………..………..13 2.6 Post Traumatic Stress Disorder Factors…………………………..…………14 2.7 Conceptual Framework………...……………………………………….……15 2.8 Previous Study……………………………………………………….………..16 CHAPTER III RESEARCH METHOD………….……………………….…….17 p3.1 Research Design…………………………………………….……………….17 3.2 Data and Data Source………………………………………….……………..18 3.3 Data Analysis Technique……………………………………….……...…,….18 CHAPTER IV FINDING AND DISCUSSION……………………,.…….…….19 4.1 The Symptoms of Post-traumatic Stress Disorder Portrayed On Hannah Baker……………………………………………………………….….……..19

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4.1.1 Intrusion……………………………………………………………….……19 4.1.2 Avoidance……………………………………………………….…………..21 4.1.3 Mood and Cognitive changes…………………………………....………...23 4.1.4 Arousal and Activity……………………………………………………….27 4.2 The Factors of Post-traumatic Stress Disorder Portrayed on Hannah Baker ………………………………………………………………………………..29 4.2.1 Psychological Factor……………………………………………………….30 4.2.2 Social Factor………………………………………………………………..31 CHAPTER V CONCLUSION…………………………………………………..36 5.1 Conclusion……………………………………………………………………36 5.2 Suggestion…………………………………………………………………….37 APPENDICES……………………………………………………………………40

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LIST OF TABLE

Table 1 The sign of major symptoms PTSD on Hannah Baker……………………29

Table 2 The factor of PTSD on Hannah Baker…………………………………….35

CHAPTER I

INTRODUCTION

1.1 Background of the Study

Every human being is always faced with many problems in their life from the society and environment That affected their mind and body. Sometimes, it makes them emotional and gives them the feeling such as sadness, fear, anxiety, scares. Especially from a traumatic event in their life that makes them emotionally disturbing or distressing. The psychological harm that they got from that feeling with all of the disorganized thoughts on their mind can lead them to have a mental disorder. According to DSM-IV, a mental disorder is a psychological syndrome or pattern which is associated with distress, disability (impairment in one or more important areas of functioning), increased risk of death, or causes a significant loss of autonomy.

In psychology, post-traumatic stress disorder (PTSD) is included as one of anxiety disorder. It is a mental disorder that develops after someone is exposed to a traumatic event and is associated with debilitating physical and psychological health declines (Jessica Gill, 2009). It increased anxiety, avoidance of stimuli associated with the trauma, and symptoms of increased arousal. Post-traumatic stress disorder has been known as a mental illness that can impact many individuals, including children. It is diagnosed only when a person has experienced a traumatic event such as a serious injury, sex violation, and stress of combat that usually happened to soldiers. After this, the term of post-traumatic stress disorder will be shortened to PTSD.

PTSD is a mental phenomenon that can be understood from an individual's behaviors. Because human being shows the psychological conditions in their behaviors as it reflected their soul and mind. It makes psychology and human behaviors are really connected to each other.

Psychology is a branch of science that studies the human mind and soul, it has been used in many various ways with another field of study. The psychological approach to literature is one of the multiple ways that shows how psychology can be used to analyze or interpret human behaviors with another field of study.

Literature and psychology have a strong correlation since both of them deal with human beings and their reactions to the world and their own feelings (Goksen, 2014). There are so many writers that tried to represent the psychological problems in the works of literature. For example, Signs and symptoms of post-traumatic stress disorder can also be found in the plays of William Shakespeare. One of the characters of his drama “King Henry IV”, Hotspur can be diagnosed with PTSD. Hotspur’s behavior was characterized by loss of interest, loneliness, arousal, and intrusive memories of the battlefield both during day and night which is close to PTSD descriptions

According to Endraswara (2011:96), the psychology of literature can be used to investigate the author as a human being, the creative process of the author, also the psychological side of the character. Novel is one of the literary works that reflects the phenomena in real life such as psychological phenomena in fiction characters. Therefore, the researcher has applied a psychological theory to analyzed the data of character behaviors and conditions.

The difference between psychology and the literature when this discipline tried to investigate humans is in the realm of the human characters. Literature talks about the imaginary character that created by the writer, while Psychology talks about the human that was created by God and has an existence in the real life. However, the imaginary characters in literature must have a physical, social, and psychology dimension (Wiyatmi, 2011:20)

The characters are the persons presented in the narrative work that is interpreted by the readers with moral and dispositional qualities on what they said and done (Abrams, 1981). As abrams stated, characters can be interpreted from their actions and dialogues as their behavior. It can describe their mind and thoughts which make it possible to analyze the character with a psychological approach as it deals with human emotion.

From the explanation above, this research tried to investigate post-traumatic stress disorder (PTSD) that is portrayed by Hannah baker in Jay Asher’s novel entitled Thirteen Reasons Why. This research analyzed the character behaviors and mental phenomena about post-traumatic disorder (PTSD) based on the theory from Robin Roseburg in his book entitled Abnormal Psychology (2011).

The literature that is taken as an object in this research is a novel written by Jay Asher entitled Thirteen Reasons Why. It was published in the trade paperback format by Penguin Young Readers Group on 14 June 2011. Since it was published, it has received many recognitions such as a New York Times bestseller for three years in a row starting from 2014. It also has been published in multiples countries. This novel tried to bring awareness about the problems faced by teenagers nowadays. We can see about bullying, sex harassment, betrayal, revenge, friendship, and love in teenager life that showed in their social environment.

The novel starts the story with a young high school teenager named Clay Jensen sending a mysterious package. It turns out that the package contained a suicide note and a map from Hannah Baker, a girl that he had a crush on. Hannah Baker killed herself two weeks ago and she left a recorded tape that she made as a suicide note. There are seven tapes that she recorded with thirteen stories inside. Hannah explained in the first tape that everyone who received the tapes was responsible for her death. She also commanded everyone to pass the tape to the next person that listed as the reasons she killed herself. If they failed to pass it to the next person, the tapes will be made public. That rules make everyone should listen to the tape while following the map to where all of the stories take place. In those tapes, Hannah talked about how she witnessed her friends got raped by another student and how she experienced it herself. She also mentioned how she got a lot of verbal bullying, gossip, and sexual harassment to herself from many students. It leads her to stress and sadness. Hannah also tried to socialize and make a friend to make everything better, but the situations and feedback she got always getting her down and feel more depressed and helpless. At the end of the tape, Hannah thought that she gave life one more chance before he chooses to take her life away. she tried to get some help from the counseling teacher at her school but the response of the teacher that put all the blames on Hannah and not taking her problem seriously made her decision to suicide.

Hannah Baker with her characterization and behaviors that showed in the content of the story, gives the readers or audience the interpretations of her soul and mind. As a protagonist and one of the major characters, she got affected by the minor characters and environment. Therefore, the psychological dimension and social dimension from the characters are important for the researcher to analyze their behavior and soul.

In this research, the researcher focuses on one of the main characters in the novel that got PTSD. The researcher focuses on the symptoms and factors of PTSD on one of the main characters in Jay Asher’s novel entitled Thirteen Reasons Why as a literary criticism with a psychological approach.

1.2 Problem of the Study

1. What are the symptoms of the post-traumatic disorder that are portrayed on Hannah in the novel Thirteen Reasons Why?

2. What are the cause factors of post-traumatic disorder that are portrayed on Hannah in the novel Thirteen Reasons Why?

1.3 Objective of the Study

1. To find out How the symptoms of the post-traumatic disorder are portrayed on Hannah as the main character in the novel Thirteen Reasons Why

2. To find the cause factors of post-traumatic disorder portrayed on Hannah in the novel Thirteen Reasons Why

1.4 Scopes of the Study

As the limitation of this analysis, This Study primarily focused on analyzing the novel Thirteen Reasons Why with the psychological approach as the literary criticism that based on Robin Roseburg Theory’s to find the symptoms and cause factors of Post Traumatic Disorder (PTSD) on one of the main characters Hannah Baker in the novel Thirteen Reasons Why

1.5 Significance of the Study

This thesis provided some signification of study they are

1. To help the readers who are interested in analyzing the literary works, especially in analyzing novels 2. As the reference in literature, especially about analyzing the character from a novel 3. This thesis could be used for the scientific research dealing with the discussion about behavior and cause factors of post-traumatic stress disorder which are reflected in literary works.

CHAPTER II

REVIEW OF LITERATURE

2.1 Psychology and Literature

According to Walgito (2004:10), Psychology is a discipline that studies about human behaviors and their activity as a sign of the human psyche. It includes motor activity and cognitive activity such as laughing, crying, and feeling. He also stated that human behavior in each individual is caused by the stimuli or excitement toward them. In addition, Psychology is also concerned about the human consciousness. Since the human soul is reflected in the human conscious.

Richard Taylor in his book entitled Understanding The elements of Literature (1981:1) stated that literature is an art essentially an imaginative act of the writer's imagination in selecting, ordering, and interpreting life experience. It defines how the process of literature is reflected from the reality.

Both literature and psychology deal with human beings and their reactions, perceptions of the world, miseries, wishes, desires, fears, conflicts, and reconciliations; individual and social concerns, through varied concepts, methods, and approaches (Goksen, 2014). When psychology is used to produce literary analysis. It makes a new inter-discipline called literary Psychology. It is focused on the psyche from the author as the human being, the creative process of the author, also the psychological side of the character by using a psychological concept (Wiyatmi, 2011:8)

According to Wiyatmi in his book entitled Psikologi Sastra dan Aplikasinya(2011:20), the characters created by the writers in literature must have a psychological dimension, social dimension, and physical dimension. However, even though the imaginary characters have an imaginative human nature, the soul and characterization created by the writer in their literature are based on the model of the real human. Characterization is the way of the writer to portray or imagined how the psychological aspect can be expressed in literature. Because of the way the character reacts, emotions and behavior can’t be separated from the role of psychology. It shows how the literature has really reflected reality.

According to Wellek(1948:26), Emotions represented in literature are the same as emotions in real life. they are recollected and expressed by analysis of the perception of human emotions as a creative process of the writer. Those perceptions and observations are called as a literary mind. It is simply the unspecialized, amateur mind of prescientific days attempting to persist and taking advantage of its verbal facility to create the impression that it is uttering the really important truths. Therefore, all of the emotions felt by the characters in literature are a result of the writer’s observation and perception of emotions individually.

According to Endraswara (2011:96), there are three ways to do a psychological criticism analysis in literature. First, the subject of the analysis can be the writer’s psychological condition when they create a literary work. Secondly to analyze the psychological conditions of the characters in literary work. The last one is about the reader’s psychological conditions while reading the literary works.

In doing a literary psychology criticism analysis, the researcher will apply the theory of literature and psychology to analyze the subject. The theory of psychology is used to help the researcher analyzing deeply about the psychological phenomenon that portrayed in the literature. The related data that found in the plot or content of the story will be analyzed based on the concept and theory of psychology.

2.2 Characters

Character is one of the important elements in the literature. As Aristotle argues that character is ‘secondary’ to what he calls the first essential or lifeblood of tragedy which leads to the plot and that characters are included for the sake of the action (Aristotle 1965: 40). The most significant element of any narrative work was its character. In fact, Aristotle defined a story as a character in action, meaning that our human nature cannot help but reveal itself through our activity. Our interest in the character in a fictional work is rooted in our own identification with other people, fictional or otherwise.

In introducing the characters in the story or plot, the author can use direct characterization and indirect characterization (Karen, 2015). Direct characterization refers to what the speaker or narrator directly says or thinks about a character. In other

words, in a direct characterization, the reader is told what the character is like. While indirect characterization refers to what the character says or does. The reader then infers what the character is all about. it's the reader who is obliged to figure out what the character is like.

As a life of literature, Characters are the objects of audience curiosity and fascination, affection and dislike, admiration and condemnation. Indeed, how intense is the audience's relationship with literary characters that they often cease to simply object. Through the power of identification, through sympathy and antipathy, they can become part of how they conceive their selves, a part of who they are.

How an author creates a character is called characterization. According to Karen (2015), characterization allows the readers or audience of literature to empathize with the protagonist and secondary characters as a process by which the writer reveals the personality of a character, and thus feel that what is happening to these people in the story is vicariously happening to them and it also gives a sense of verisimilitude, or the semblance of living reality.

The characters in literature are not similar to real people. Since it’s a result of the creative process from the author, all the characters are fiction which means they don’t exist in the real world. However. The characters that are created must have a physical dimension with soul and mind (Nurgiyantoro 2002:167).

In fictional literature, authors use many different types of characters to tell their stories and open up the plot. Different types of characters fulfill different roles in the narrative process. From the role of the characters that take part in the story, it can be classified into major and minor characters (Karen,2015). It shows which character takes a more important role in the plot of the story.

the characters also can be classified based on their complexity of personalities (Kennedy1983:23). It can be classified into flat and round characters as the flat character is the character with fewer complex personalities, and the round is a character that has more complexity.

According to Nurgiyantoro (2007:176), based on the point of view taken, the characters can be classified and distinguished into major and minor characters, flat and round characters, dynamic and static characters, typical and neutral characters,

protagonist and antagonist characters. However, literary characters may embody more than one of these character types at the same time. A dynamic character may also be the antagonist, and a protagonist can also be a static character. In some sense, the character which is an individual as well as a type is so constituted by being shown to be many types such as a lover, a former lover, a scholar.

1. Major and minor characters

Based on the role and significance of the characters in the plot, the major characters are the characters who appear more and dominated the story as it has a connection with other characters. It really plays a significant role in the plot to make it move forward as it is vital to the development and resolution of the conflict. In other words, the plot and resolution of conflict revolve around these characters (Nurgiyantoro 2007:177). The protagonist is the central person in a story and is often referred to as the story's main character.

While minor characters are the characters that have less significance in the plot and are not as dominant as the major characters. It has a part in supporting and complement the major characters and help move the plot events forward. The presence of this character is smaller than the major characters.

2. Protagonist and antagonist characters

The protagonist and antagonist characters are distinguished by their function of appearance In the story. As the readers seem to identify themselves with the character and get involved emotionally by giving sympathy and empathy, the characters that get reacted that way is the protagonist character (Altenbemd & Lewis, 1966: 59). Protagonist characters usually admired by the readers as it has a good valued and ideal role such as a hero

While the antagonist characters are really in contrast with the protagonist characters. It represents the opposition against which the protagonist must contend. In other words, the antagonist is an obstacle that the protagonist must overcome.

According to Luxemburg (1992: 145), an antagonist is the opposite character of the protagonist either physically and psychologically. The antagonist character mainly causes conflict for the protagonist. Although there are other things that can

cause conflicts such as disaster, accident environment, and society, social rules, moral values, authority. All the conflict that created outside the interference of the antagonist characters is called an antagonistic force (Altenbemd & Lewis, 1966: 59).

3. Flat characters and round characters

Flat characters and round characters are distinguished by the complex level of their personality. A flat character is a character that only has one personal quality. As characters in the story, the aspect of their life rarely gets exposed and they don’t have the element of surprise to the readers. It makes the readers give some stereotypes to the characters and easily comprehend these characters. A fictional character that basic and has a stereotype can be classified into the flat character (Kenny, 1966:28)

While round characters are more complex, their aspect of life and personalities are usually exposed in the story. They have unique patterns and actions which makes their characterization difficult to describe and full of surprise to the readers. Compared to the flat characters, round characters are more likely to resemble real human life because of their acts and actions (Abrams, 1981: 20-1).

4. Static characters and dynamic characters

Static characters are the characters that essentially don’t get any evolvement and change in their personalities as many events in the story happened (Altenbernd & Lewis, 1966: 58). They usually don’t get involved and are affected by the changes of any relationship and environment around them.

In contrast with the static characters, dynamic characters are likely to changes over time, usually as a result of resolving a central conflict or facing a major crisis. Also, they more actively interact with their environment socially and naturally. Most dynamic characters tend to be central rather than peripheral characters because resolving the conflict is the major role of central characters.

5. Typical and neutral characters

Typical characters are the characters that their individual circumstances are less shown in the story. It focuses more on the quality of their work and nationality (Altenbemd & Lewis, 1966: 60). This type of character is the reflection of some group or individuals that work in the department in real life. Characterization with typical type mostly presented as an interpretation and reactions of the writer towards individuals in real life.

While the neutral characters are the characters that needed to exist for the sake of the story. Their existence doesn’t reflect or describing anyone else except themselves.

2.3 Conflict

According to Nurgiyantoro (2002: 1220) conflict is an important event that has a function to make the plot of the story evolving and more intense. It usually appears as a problem for the character through the complex event. It makes the conflict fascinating for the readers and gives a measure of tension.

Conflict tends to be a terrible experience that happened to the characters in the story which is something that the characters can’t freely choose and avoid that to happen to them for the sake of the story (Meredith & Fitzgerald, 1972: 27).

Conflict can be something dramatic that refers to the contention between two unbalanced power which imply by the actions and response that shows in the story (Wellek & Warren, 1989: 285). That is why the conflict seems to be a negative connotation. However, without a conflict, the writers can't make a story evolve and has a progression.

2.4 Post-traumatic stress disorder

Post-traumatic stress disorder (PTSD) is one of the few mental disorders in which the cause is readily identifiable. According to Robin (2012:314), PTSD is a disorder in which a person who has directly experienced a traumatic event develops a characteristic set of symptoms. The person with PTSD might experience or witness an event that involved actual or threatened death, serious injury, or sexual violation. People who experience a traumatic event go on to develop stress followed by the person’s response to the events involved intense fear, helplessness, or horror.

People that suffered from PTSD have intense, disturbing thoughts and feelings related to their experience that last long after the traumatic event has ended. They may relive the event through flashbacks or nightmares; they may feel sadness, fear, or anger and they may feel disconnected or detached socially from society and other people. People with PTSD may avoid situations or people that remind them of the traumatic event, and they may have strong negative reactions to something as ordinary as a loud noise or an accidental touch. Once PTSD develops, symptoms are relatively chronic. In one study of people diagnosed with PTSD, about half continued to experience diagnosable symptoms when interviewed several years later (Perkonigg et al., 2005). These impacts intensify until the person is overwhelmed and gets disfunction.

PTSD has been known by many names in the past, such as “shell shock” during the years of World War I and “combat fatigue” after World War II, although people have known for many years that the stresses of combat can have powerful adverse effects on soldiers, the aftermath of the Vietnam War spurred the development of this diagnosis. but PTSD does not just happen to combat veterans. PTSD can occur in all people, of any ethnicity, nationality, or culture, and at any age.

A diagnosis of PTSD requires exposure to an upsetting traumatic event. However, the exposure could be indirect rather than first-hand. It could occur in individuals learning about the violent death of a close family or friend. It can also occur as a result of repeated exposure to horrible details of the trauma. However, some people might not develop symptoms and impacts of post-traumatic stress disorder after the events immediately. In fact, some of them with a traumatic experience does not have post-traumatic stress disorder.

PTSD is conceptualized as a failure of recovery caused in part by altered fear learning such as the failure to extinguish behavioral responses to stimuli associated with the trauma. Following a trauma, the symptoms of PTSD are almost universal; however, many people are able to eventually confront fearful stimuli such as memories, reminders, or visual cues with a gradual decrease of fear. When this decrease does not occur, people tend to develop cognitive and avoidance strategies in an attempt to avoid distressing emotions. Subsequently, these strategies interfere with the extinction of fear by limiting exposure to a safety reminder.

.2.5 Post-traumatic stress disorder symptoms

According to Robin (2011:311), the symptoms of PTSD are grouped into four major categories: intrusion symptoms, avoidance symptoms, mood, and cognitive changes symptoms, and arousal and activity symptoms. a person must have each of those four major categories to be diagnosed with post-traumatic stress disorder.

1. Intrusion symptoms.

People with PTSD sometimes re-experiencing the traumatic event. The person often recalls the event or has nightmares, intrusive images, and physiological reactivity to reminders of that trauma. These memories or trauma can come back without expected by the person that has PTSD. The person may be intensely upset by reminders of the event and has a strong emotional and physical reaction to cues that resemble or symbolize an aspect of the trauma. sometimes, memories or trauma can feel so real like it is happening again to the person as a flashback inside their mind, this is called a dissociative reaction.

2. Avoidance symptoms

This symptom is about avoidance of stimuli associated with the event or a general numbing of responsiveness. Some may try to avoid all reminders of the event or situations that trigger memories of the trauma, such as a place, item, and a topic that is related. Other people try to avoid thinking about the trauma, some may remember only disorganized fragments of the event as a blurry memory. the person is using avoidance to try to prevent reminders, the strategy often fails, and so reexperiencing occurs

3. Mood and cognitive changes symptoms

The third symptoms are others signs of mood and cognitive change after the trauma. These can include the inability to remember important aspects of the event, persistently negative cognition, blaming self or others for the event, pervasive negative emotions, lack of interest or involvement in significant activities, feeling detached from others, or inability to experience positive emotions.

4. Arousal and activity symptoms

These symptoms include difficulty falling asleep or staying asleep, irritability, difficulty concentrating, hypervigilance, and an exaggerated startle response. Laboratory studies have confirmed these clinical symptoms by documenting the heightened physiological responses of people with PTSD to images of combat (Orr et al., 2003).

2.6 Post-traumatic stress disorder factors

According to Jones and Wessely (2002), the nature of the traumatic stressor and how directly it was experienced can account for much of the differences in stress response. If the level of stress is high enough, then, the average person can be expected to develop some psychological difficulties (which may be either short-lived or long term) following a traumatic event. That is why the cause of post-traumatic stress disorder is related to so many factors.

The various factors that contribute to PTSD may arise before the trauma, during the trauma, or after the trauma. According to Robin Rosenburg and Kosslyn (2011:317), psychological factors and social factors take a big role to lead someone to PTSD. Both of these factors can influence each other in particular ways and lead to PTSD.

1. Psychological factors

Psychological factors that exist before the traumatic event occurs affect whether a person will develop PTSD. Such factors include a history of depression that the person has or other psychological disorders that they already had (Brewin, Andrews, & Valentine, 2000). Also, the beliefs the person has about himself or herself and the world can create a vulnerability for PTSD, it makes them unable to control the stressors (Heinrichs et al., 2005; Joseph, Williams, & Yule, 1995).

2. Social factors

Social factors have a big role both before the traumatic event and afterward. Also, these social actors determine whether PTSD develops. the social factors included the

additional stress of lower socioeconomic status and the level of social support provided to the person as a trauma victim.

Like other stressors in life, socioeconomic factors can affect an individual's ability to cope. People who need to worry about the food, clothing, and housing needs of themselves or their family members have fewer emotional resources to deal with traumatic events, and therefore are less likely to get through the difficulties without suffering from PTSD compared to more fortunate people ( Mezey & Robbins, 2001).

The level of social support to the person with a trauma can lower the possibility to develop PTSD. People who receive support from others immediately after a trauma have a lower risk of developing PTSD (Kaniasty & Norris, 1992; Kaniasty, Norris & Murrell, 1990).

2.7 Conceptual framework

Graph 1

1. What are PTSD factors portrayed on Source Data: Novel Hannah Baker Researcher thirteens Reasons 2. What are the Why symptoms of PTSD on Hannah Baker

Data Selected by Analyzing and Analyzing Interpreted using psychological concluding Method: Descriptive theory by Robin research Qualitative Rosenburg

2.8 Previous Study

There are some previous studies used as a reference in this research by the researcher. The first one is the thesis by Abdul (2016) entitled “Post-traumatic Stress Disorder Suffered by Katie in Nicholas Spark’s Safe Heaven”. He is a student from Maulana Malik Ibrahim State University. He investigates and analyzed the Post- traumatic stress disorder in the main character and the traumatic event that experienced by the main character. The second thesis that is used is by Sulaeman (2014) with the title “The Analysis of Trauma in Staub’s Novel Scared to Death”. He is a student from the State Islamic University of Alaudin Makasar. He analyzed the trauma that happened to the main character. The last one is a thesis by Ari (2013) with the title “Perwatakan Tokoh Utama Dalam Novel Cintrong Pajupat Karya Sastra Suparto Brata. He is a student at the University of Yogyakarta. He analyzed the behavior and the mental conflict in the main character. However, this research has a different object of study and different theory from the previous study that mentioned above which makes this research is different.

CHAPTER III

RESEARCH METHOD

3.1 Research Design

This research can be categorized as a psychological literary criticism. According to Endraswara (2003:96), it’s a literary criticism that approaches the literary work as a soul and mind activity. It critiques the literary works from a psychological aspect and perspective. As the researcher tries to interpret the data with the relation between the literary work and psychological theory, the researcher used a psychological approach to analyze the data.

The researcher also uses a library research and internet research process to collect the data, which means the researcher collected the knowledge and data from many books, journals, and several other tools relating to the topics to facilitate the researcher to conduct the research. In the first step, the researcher read the novel deeply and repeatedly to understand and get the idea of the whole story and content of the story that related to PTSD.

Then the researcher finds and selected the sort of data that is related and reliable to support the researcher to conduct the research. As a literary criticism that mentioned before, the psychological theory by Robin Rosenburg is used in this thesis.

After collecting the data, the researcher will analyze the data by using a descriptive qualitative method to understand the structure and pattern from the data. According to Afrizal (2014:13), qualitative research methods are defined as a method of research in the social science that collects and analyzes data in the form of words (oral or written). By using this method, the researcher does not attempt to calculate or quantify the data that has been obtained and collected.

3.2 Data and Data Source

The data that is used in this research as a primary source is collected from the novel Thirteen Reasons Why by Jay Asher that originally published in 2007 by Penguin Books Ltd, in New York. It is written in 158 pages with 15 chapters. The data that are used as secondary data are taken from any relevant references that provide and facilitate the researcher to do this research.

The data collected and analyzed are in the form of words, clauses, and sentences.

3.3 Data Analysis Technique

After collecting the data, the researcher applied the descriptive method to analyze the data to prove what is written in the objective of this thesis, and finally, the researcher can take the conclusion for this thesis. The descriptive method is also used to describe the main data from the novel. Those main data are presented in the form of quotations to prove the analysis. It is supported by quotations some other references about PTSD. Finally, the conclusion is inferred from the analysis.

CHAPTER IV

FINDING AND DISCUSSION

In this chapter, the researcher focuses on the discussion of how post-traumatic stress disorder is portrayed in Hannah Baker. It focuses on finding the symptoms and factors of post-traumatic stress disorder on Hannah Baker. It will be discussed in the discussion below supported by the data found from the novel with the form of quotation.

4.1 The Symptoms of Post-traumatic Stress Disorder Portrayed On Hannah Baker

In this chapter, the discussion will be about the symptoms of post-traumatic stress disorder in Hannah Baker that can be found in the story. Based on the data, Hannah Baker is a sixteen years old high school teenager that struggles to fit in her new school environment that is awfully unsympathetic. She becomes an object of bullying and harassment after she dates a guy that spreads fake rumors about her. She becomes more sad and depressed after witnessing her friend got raped in front of her while she frees out because of shock. All of that experience gives the impacts to her mind and mental situation implied by her behaviors which can be seen as symptoms of post-traumatic stress disorder. There are four major categories of symptoms of post- traumatic stress disorder. Those are intrusions, avoidance, mood changes, and arousal cognitive changes.

4.1.1 Intrusion

People with post-traumatic stress disorder tend to always remember their traumatic experiences and are haunted by that memories. Even though they don’t want to think about it, that memories sometimes will come to their minds and cause them to be emotional or physical reactions, especially when they are in a situation that is related to that experience.

Intrusion symptoms also appear in Hannah Baker, It can be seen in the data below taken from the novel in the form of the quotation below.

“I know what you’re all thinking. Hannah Baker is a slut. Oops. Did you catch that? I said, “Hannah Bakeris.”Can’t say that anymore. She stops talking. I drag the stool closer to the workbench. The two spindles in the tape deck, hidden behind a smoky plastic window, pull the tape from one side to the other. A gentle hiss comes through the speaker. A soft static hum. What is she thinking? At that moment, are her eyes shut? Is she crying? Is her finger on the Stop button, hoping for the strength to press it? What is she doing? I can’t hear! Wrong. Her voice is angry. Almost trembling. Hannah Baker is not, and never was, a slut. Which begs the question, What have you heard? I simply wanted a kiss. I was a freshman girl who had never been kissed. Never. But I liked a boy, he liked me, and I was going to kiss him. That’s the story—the whole story— right there. What was the other story? Because I did hear something.” (Page 13) “I’d had the same dream. Exactly the same. From beginning to end.” (page 13) It describes how Hannah feels so emotional and sad when she tried to explain what happened in that park between her and Jason, the guy that harassing her and spreads fakes rumor about it. Hannah came to the park to meet Jason as their arrangement, She let Jason kiss her but He went too far. After that event and how Hannah found out the rumor around the school about her. She has a nightmare about it. She is mad in the tape about that event because it is the thing that starts all the bullying and bad stereotype to her. This is one of the traumatic experiences that Hannah had. Since that day, Hannah has become more miserable because of the impact of that rumor. It makes everyone disrespect her and thought her as a bad girl.

“That’s when I said it. That’s when I whispered to her, “I’m so sorry.” Because inside, I felt so happy and sad at the same time. Sad that it took me so long to get there. But happy that we got there together. The kisses felt like first kisses. Kisses that said I could start over if I wanted to. With him. But start over from what? And that’s when I thought of you, Justin. For the first time in a long time, I thought of our first kiss. My real first kiss. I remembered the anticipation leading up to it. I remembered your lips pressed against mine. And then I remembered how you ruined it. “Stop,” I told Clay. And my hands stopped pulling him in. You pushed your hands against my chest. Could you feel what I was going through, Clay? Did you sense it? You must have. No. You hid it. You never told me what it was, Hannah. I shut my eyes so tight it was painful. Trying to push away all that I was seeing in my head.” (page 116)

The quotation data above, described how Hannah has a dissociative reaction towards Clay kissing her. She had a flashback about her first kiss with Justin foley that ruined everything after that event. That memory makes Hannah imagining clay as Justin so she pushed away Clay right away and telling him to stop even though He didn’t harm Hannah.

4.1.2Avoidance

Avoidance symptom is the way how some people with traumatic experiences try to not remember about it and erase it from their minds. They will avoid all the stuff such as place, people, sound, and other kinds of stuff that are related to it. Avoidance is how the person with traumatic experience coping with it to stop the intrusion. Hannah had this symptom that is described by her behavior and dialogues in the story. She seems to hate people and places that are related to her trauma.

“No, I don’t want to know. And I don’t want to see Alex. Not tomorrow. Not the day after that. I don’t want to see him or Justin. Or fat-ass Jackass Jimmy.” (page 25) The data above describe how Hannah avoids Justin and his friend because she hates them all. she doesn’t want to involve with them because it makes her remember all the things they did to her. Justin makes all the rumors and did Hannah wrong, but Alex makes it worse. He makes a list of the sexiest girls in their high school and wrote Hannah’s name on the top of the list. It makes Hannah get sexually assaulted and other students attracted to Hannah sexually.

“beyond the edge of the counter, near my waist, and I knew what was coming. A cupped hand smacked my ass. And then, he said it. “Best Ass in the Freshman Class, Wally. Standing right here in your store!” There’s more than a few guys I can picture doing that. The sarcasm. The arrogance.” (page 25) Alex, am I saying your list gave him permission to grab my ass? No. I’m saying it gave him an excuse. And an excuse was all this guy needed. (page 28) I cross the street and move further away from the party house. Over the past few weeks, I’ve walked out of my way so many times to avoid that house. To avoid the reminder, the pain,(page 134)

The data above describes the reasons Hannah avoids Alex because he makes Hannah more traumatized and miserable as a result of Alex's action that wrote her name on the list. The second data shows that Hannah avoids a party house where she witnessed her friend Jessica Davis got raped by Bryce.

“THE NEXT DAY AFTER MAILING THE TAPES I fight every muscle in my body, begging me to collapse. Begging me not to go to school. To go anywhere else and hide out till tomorrow.” (page 153) At the climax of the story, before she killed herself, Hannah avoids going to school because she can’t stand the school environment. Everyone at school just makes her more miserable because of all of the events such as rape and bullies that she got and witnessed.

“I do learn here, but that’s not what school is for me. —Then what is it for you? A place. Just a place filled with people that I’m required to be with. I sit on the top platform. —And that’s hard for you? At times. —With certain people, or people in general? With certain people. But also…everyone. —Can you be a little more specific?” (page 147) “Please listen. Years ago I was voted…you know, in one of those polls. Well, not really a poll, but someone’s stupid idea of a list. A best-of and worst-of thing. He doesn’t respond. Did he see it? Does he know what she’s talking about? And people have been reacting to it ever since. —When was the last time? I hear her pull a tissue from the box. Recently. At a party. I swear, one of the worst nights of my life. —Because of a rumor? So much more than a rumor. But partly, yes. —Can I ask what happened at this party? It wasn’t really during the party. It was after. —Okay, Hannah, can we play Twenty Questions? “(page 149)

—At this party you mentioned, are we talking about a boy? Yes. But again, it wasn’t during the party. —I understand that. But we need to start somewhere. (page 149) The day before Hannah killed herself. She decided to get the help she needs by going to school and meet the school counselor. She told him about how it is hard for her to be in school because of some reasons and people. Yet, Hannah found it difficult to explain and avoid telling her problems clearly to Mr. Porter because it makes her emotional and disturbed. Mr. Porter has tried to dig into what has happened to Hannah but He doesn’t quite understand the situation and told Hannah to move on from it. The

reactions and answer from Mr. Porter make Hannah believes that there is no one can help her anymore.

“You left the room and we never spoke again. Your mind was set. No matter what you say, it was set. In the hallways at school, you tried catching my eye, but I always looked away. Because that night,” (page 117) Hannah also avoided Clay because of the night where they met at the party and kissed, but Hannah pushed Clay away because of her dissociative reaction. Hannah explained on the tape that started from that night, she tried to avoid Clay in school every time they meet and makes eye contact.

“I was breaking. If only I’d talked to you sooner. We could have been…we could’ve…I don’t know. But things had gone too far by then. My mind was set. Not on ending my life. Not yet. It was set on floating through school. On never being close to anyone. That was my plan. I’d graduate, then I’d leave.” (page 114)

The quotation data above described another averment that Hannah avoids everyone at school. From the data, it shows Hannah’s thought to not having any relationship and being close to everyone. That thought came to her mind when she pushed Clay away at the party because of her bad experience that still reappears in her mind. Even though Hannah said that she and Clay can be something if she would talk to him sooner. But it's already too late with all of the things that happen to her.

4.1.3 Mood and Cognitive Changes

Mood and cognitive changes are the third major symptoms of post-traumatic stress disorder. It can be seen as persistently negative cognition, blaming self or others for the event, pervasive negative emotions, lack of interest or involvement, feeling detached from others, or inability to experience positive emotions. Those things related to Hannah’s behavior as a person with trauma. She had a lot of negatives emotions and feels like no one can help or understand her. She also blames herself for what has happened to her. It can be seen in the data below.

“Great! That’s great news, Justin. Because if he didn’t do anything wrong, and you didn’t do anything wrong, then I didn’t do anything wrong. And you have no idea how much I wish I didn’t ruin that girl’s life. But I did.. And so did you. No, you’re right, you didn’t rape her. And I didn’t rape her. He did. But you…and I…we let it happen. It’s our fault” (page 124) The data above describe how Hannah blames herself and Justin for letting Bryce rape Jessica at the party. Even though Hannah doesn’t have a chance at all to save Jessica because she was shocked when she saw Jessica getting raped by Bryce, She takes all the blame for herself and Justin.

“You didn’t care that the metal sign was crushing—grating—the underside of your car. When you cleared it, the sign lay at my feet, warped and streaked with silver scratches. You revved the engine and I took the hint, stepping back onto the curb. Then you peeled away, causing the door to slam shut, picking up speed the further you got…and you got away. In fact, you got away with much more than knocking down a sign, Jenny. And once again, I could have stopped it…somehow.We all could have stopped it. We all could have stopped something. The rumors. The rape. You.” (page 132) This thought of Hannah that she could do better and change everything wrongs also happen when Hannah and Jenny driving back to go home, Jenny hits the stop sign that in a few next hours leads to a car accident. Hannah also refers to another event that happened in her life such as the rumors and the rape which are not her fault. She mentioned that all of them that involved in the event could do better to stop everything to happen.

Hannah Also thought that what everyone did to her relates to the next problems she got in her life. She denominates it as a snowball effect. It means that every event that she has because of someone's mistake leads her into another misery that is bigger than she already had. Hannah Explicate her thought about that on the tape. It can be seen in the data quotation below.

“kiss has a snowball effect. A rumor, based on a kiss, is just the beginning” (Page 17)

“You don’t know what went on in the rest of my life. At home. Even at school. You don’t know what goes on in anyone’s life but your own. And when you mess with one part of a person’s life, you’re not messing with just that part. Unfortunately, you can’t be that precise and selective. When you mess with one part of a person’s life, you’re messing with their entire life. Everything…affects everything” (Page 108) The data above describe how Hannah blames everyone because she thinks that every little mistake they make gives an impact on her entire life even though some events that happened to her don’t aggravate another event. Hannah explicates this thought on her suicide tape that she tried to relate it to what Alex did to her that gives her another problem.

“Every single event documented here may never have happened had you, Alex, not written my name on that list. It’s that simple. You needed a name to put down opposite Jessica’s. And since everyone at school already had a perverted image of me after Justin’s little number, I was the perfect choice, wasn’t I? And the snowball keeps a-rollin’. Thanks, Justin.this tape is not about your motivation, Alex. Though that is coming up. This tape is about how people change when they see your name on a stupid list.” (Page 22) Hannah linked the event caused by Justin to what Alex did. Even thoughts she knows that Alex wrote her name on the stupid list not because he meant it. It’s the way Alex tried to make Jessica envy. She imputes Alex to make the impact of Justin’s fault worse than before. Otherwise, what Justin did lead Alex to write her name on that list. The way Hannah perceives that those two different events relate to each other and has an impact on her future is a sign of mood and cognition as a major symptom of post-traumatic stress disorder.

The way Hannah perceives things got noticed by Clay as one of the people that got the tape. He thinks that Hannah blames everything without looking from a different view. This can be seen in the quotation data below.

“So what happened, Hannah? How did we get here? We? Or how did I get here? —You, Hannah. How did you get to this point? I know you can’t sum it all up. It’s the snowball effect, am I right? Yes. The snowball effect. That’s what she’s been calling it. —It’s one thing on top of another. It’s too much, isn’t it?? “(Page 147)

Another sign of mood and cognitive symptom can be found in the story when Hannah go to the school counselor to get help for all the problems she has been through. Hannah has negative thoughts towards life and her surroundings. She believes that everything will be better if it stops. He told all of her thought about it to the school counselor. It can be seen in the quotation data below.

“I guess I…I don’t know. I’m not sure what I’m expecting. —Well, what do you need right now that you’re not getting? Let’s start there. I need it to stop. —You need what to stop? I need everything to stop. People. Life. I push myself back from the slide. —Hannah, do you know what you just said” (Page 146) Besides having negative thoughts about life and her surroundings, Hannah also feeling detached from others. It can be seen as Hannah answered the question about how she feels that day when she comes to the school counselor. She also stated that she does not has friends to turn to when she feels empty. Those are all the signs of mood and cognitive changes. It can be seen in the quotation data below

“You don’t need to sum it all up. Why don’t we begin with how you’re feeling today. Right now? —Right now. Right now I feel lost, I guess. Sort of empty. —Empty how? Just empty. Just nothing. I don’t care anymore. —About? Make her tell you. Keep asking questions, but make her tell you. About anything. School. Myself. The people in my school. —What about your friends? You’re going to have to define “friends” if you want an answer to that question. — Don’t tell me you don’t have friends, Hannah. I see you in the halls. Seriously, I need a definition. How do you know what a friend is? Page 145 —Someone you can turn to when… Then I don’t have any. That’s why I’m here, isn’t it? “ (Page 145-146) The last sign of cognitive and mood change symptom that can be found in the story I how Hannah feels like all of those people that try to help her was not enough to make her feel better. It shows Hannah’s negative perception towards people that trying to help and understand her problem.

“His door is closed behind me. It’s staying closed. A pause. He’s not coming. I press my face hard against the bars. They feel like a vise tightening against my skull the further I push. He’s letting me go. The point behind my eyebrow is throbbing so hard, but I don’t touch it. I don’t rub it. I let it pound. I think I’ve made myself very clear, but no one’s stepping forward to stop me. Who else, Hannah? Your parents? Me? You were not very clear with me. A lot of you cared, just not enough. And that…that is what I needed to find out. But I didn’t know what you were going through, Hannah.” (page 152)

The data above describe Mr. Porter as a school counselor who let Hannah leaves the room after she consults about her problems in school. Hannah thought that Mr. Porter letting her go and not stopping her because he didn’t try to catch Hannah when she walks away from that room. At that moment Hannah concludes that no one stepping forward to stop her even though she has trying to seek help. However, there is a lot of people that did not know what Hannah was going through such as her family, Clay, and the school counselor Mr. Porter.

4.1.4 Arousal and Activity

These symptoms include difficulty falling asleep or staying asleep, irritability, difficulty concentrating, hypervigilance, and an exaggerated startle response. This is the last major symptom of post-traumatic stress disorder that can be found in Hannah Baker in the story. It can be seen in the quotation data below.

“I wasn’t even supposed to be at that party. I was invited, but I wasn’t supposed to be there. My grades were slipping pretty fast. My parents asked for progress reports every week from my teachers. And when none of them came back with improvements, I was grounded. For me, grounded meant that I had one hour to get home from school. One hour being my only free time until I brought those grades up.” (page 110) The quotation data above can be related to Hannah has difficulty concentrating as a part of arousal and activity symptoms. It describes how Hannah should not be at the party even though she was invited because she was grounded. She was grounded by her parents because her grades were decreasing rapidly. So she only had one hour of free time until he increases her grades up. This can be seen as evidence that Hannah has difficulty concentrating.

However, Hannah has low grades is a slowdown of her academic progress since she was so close to being valedictorian. It can be seen in the quotation data below

We parked two and a half blocks away, which was actually the closest spot we could get. I have one of those car stereos that continues playing even after I shut off the engine. It won’t stop until someone opens a door. But that night, when I opened the door, the music didn’t stop…it just sounded distant. “Oh my God,” you said. “I think that music’s coming from the party!” Did I mention we were two and a half blocks away? That’s how loud it was. That party was absolutely begging for a police visit. Which is why I don’t go to many parties. I’m so close to being valedictorian. One mistake could mess it all up for me (page 54)

The data above describe the night where Hannah goes to the party with Courtney because she was asked by Courtney to accompany her. When they parked and get out of the car, they can hear the music from the party even it is still two and a half blocks away, Hannah said that the party could be visited by police. It can ruin her academics because she was so close to being valedictorian.

Hannah also shows some hypervigilance in the story. It can be found in the scene where she caught Tyler peeping into her room at night when she tries to sleep. It can be seen in the quotation data below

I jumped at the window and yanked the cord. The blinds flew up. I looked for your face but you were moving so fast. The other girl, she wasn’t looking at your face, Tyler. “Oh my God!” she screamed. “He’s cramming his dick in his pants.” Tyler, wherever you are, I am so sorry. You deserve this, but I’m sorry. So who were you? I saw your height and your hair, but I couldn’t see your face clearly enough. Still, you gave yourself up, Tyler. (Page 47)

The next day at school I asked so many people the exact same question, Where were you last night? Some said they were at home or at a friend’s house. Or at the movies. None of your business. But you, Tyler, you had the most defensive—and interesting—response of all. “What, me? Nowhere.” And for some reason, telling me you were nowhere made your eyes twitch and your forehead break into a sweat. You are such an idiot, Tyler (Page 47)

The quotation above describes how Hannah and Courtney saw Tyler peeping out the window in Hannah’s room. He got caught and tried to ran away. Even though Hannah couldn’t see Tyler's face, she knows it was Tyler. It is because the next day when Hannah interrogating Tyler, he couldn’t give a detailed answer and lied about it.

After that event, Hannah always feels unsafe and scared all night when she tried to sleep. She always closed the window and turned out the light. Even though she knew that Tyler is not there anymore, She feels Tyler's presence near the window every night It can be seen in the quotation data below.

“Hey, at least you’re original. And at least you stopped coming around my house. But your presence, Tyler, that never left. After your visits, I twisted my blinds shut every night. I locked out the stars and I never saw lightning again. Each night, I simply turned out the lights and went to bed. Why didn’t you leave me alone, Tyler? My house. My bedroom. They were supposed to be safe for me. Safe from everything outside. But you were the one who took that away.” (Page 47)

The way Hannah feels about her sense of security changes after that event. This hypervigilance of Hannah rises after that. She didn’t have that symptom before Tyler’s peeping event. Hannah felt safe in her room with the shade wide open. She does that because she likes the view from her window. It can be seen in the quotation data below.

So why was it so easy for Tyler to see into my room to begin with? Is that what you’re asking? Do I always sleep with my shades wide open? Good question, victim-blamers. But it wasn’t that easy. The window blinds were kept at an angle exactly as I liked them. On clear nights, with my head on the pillow, I could fall asleep looking at the stars. And on stormy nights I could watch lightning light up the clouds. I’ve done that, fallen asleep looking outside. But from the second floor, I don’t need to worry about people seeing in. When my dad found out I kept the blinds open—even a crack—he walked out to the sidewalk to make sure no one could see me from the street. And they couldn’t. So he walked from the sidewalk, straight across the yard, up to my window. And what did he find? That unless they were pretty tall and standing right outside my window on their tiptoes, I was invisible. (Page 43)

Table 1: The sign of major symptoms of PTSD on Hannah Baker

PTSD Portrayed on Hannah Baker

Major Symptoms Sign of Symptoms Intrusion has a nightmare, dissociative reaction has a strong emotional Reaction. Avoidance Avoids school, people, and discuss her problem. Mood and cognitive changes negative cognition, blaming self or others for the event, pervasive negative emotions, feeling detached from others. Arousal and activity difficulty concentrating, hypervigilance

4.2 The Factors of Post-traumatic Stress Disorder Portrayed on Hannah Baker

Various factors contribute to post-traumatic stress disorder. This factor can arise before the trauma, during the trauma, or after the trauma. Two factors play a big role to develop post-traumatic stress disorder. The first factor is a psychological factor. This factor includes a history of depression that the person has, also the beliefs the person has about himself or herself and the world can create a vulnerability for post- traumatic stress disorder, it makes them unable to control the stressors. The second factor is the social factor. It included the additional stress of lower socioeconomic status and the level of social support provided to the person as a trauma victim.

In this part, the factors of post-traumatic stress disorder portrayed in Hannah Baker that can be found in the novel will be discussed down below.

4.2.1 Psychological Factor

In the novel, there are no data that explain or mention Hannah Baker’s other psychological disorder that she already had. However, Hannah Bakers seem to have a lot of depression when she thinks about her traumatic events and problems.

Hannah Baker is a new student at Crestmont High School, she moved into the city with her family and start a new life. There is data that can be found in the novel about Hannah previous high school life before she moved. The data can be seen in the quotation data below.

“You can’t know rumors,” I said. And maybe I was being a little sensitive, but I had hoped—silly me—that there would be no more rumors when my family moved here. That I had left the rumors and gossip behind me…for good. “You can hear rumors,” I said, “but you can’t know them.” ( page 35) The data above describe Hannah's wishes about the rumors she got. She hopes that no more rumors when she and her family moved to the city. It means that in the previous Hannah’s school life, she got the same gossip and rumors problem as she has in Crestmont High School. It can be assumed that Hannah Baker has an anxiety disorder because of all the gossip and rumors in her previous high school. It leads her to have post-traumatic stress disorder when she got a traumatic event and more psychological harm in Crestmont High School.

The second thing that is included in the psychological factor is the beliefs the person has about himself or herself and the world can create a vulnerability for PTSD, it makes them unable to control the stressors. This factor can be seen in the novel when she explains her beliefs toward the world and her environment. It can be seen in the quotation data below. Everything about it was false. Right then, in that office, with the realization that no one knew the truth about my life, my thoughts about the world were shaken. Like driving along a bumpy road and losing control of the steering wheel, tossing you—just a tad—off the road. The wheels kick up some dirt, but you’re able to pull it back. Yet no matter how tightly you grip the wheel, no matter how hard you try to drive straight, something keeps jerking you to the side. You have so little control over anything anymore. And at some point, the struggle becomes too much—too tiring—and you consider letting go. (Page 66)

The data above describe Hannah's beliefs or thoughts about the world. Her beliefs can be considered as pessimistic perceptions. She thinks that no matter how much someone trying to make everything in their life be on the right path, there is always something that will interrupt it and make their life into the wrong path. She concludes that everyone has little control over their life, so they will consider giving up and letting go of their life.

4.2.2 Social Factor

The social factor is a second factor that can lead someone to develop post- traumatic stress disorder. the social factors included the additional stress of lower socioeconomic status and the level of social support provided to the person as a trauma victim.

socioeconomic factors can influence an individual’s ability to cope. People who need to worry about their needs such as feeding, clothing, and housing themselves or their families have less emotional resources available to cope with a traumatic event and so are less likely than more fortunate individuals to weather it without developing post-traumatic stress disorder.

The data about those factors can be found in the novel that related to Hannah Baker's situation. Hannah is a new transfer student in Crestmont high school. She and her family moved to town and start a shoe store. Unfortunately, her parent’s store has a competitor that makes them have an economic problem.

Hannah Baker’s socioeconomic as a social factor of post-traumatic stress disorder can be seen in the quotation data below

After Hannah’s suicide, but before the shoebox of tapes arrived, I found myself walking by Hannah’s mom and dad’s shoe store many times. It was that store that brought her to town in the first place. After thirty years in business, the owner of the store was looking to sell and retire. And Hannah’s parents were looking to move. (Page 38)

The data above describe Hannah’s parents were looking to move to the town. They found a store that the owner was looking to sell and retire, so they moved into the town and bought that store to start a new life. It is the reason why Hannah and her parents moved out into the city.

So now, let’s get personal. In the spirit of opening up—of full disclosure—let me offer you this: My parents love me. I know they do. But things have not been easy recently. Not for about a year. Not since you-know-what opened outside of town. I remember that. Hannah’s parents were on the news every night, warning that if the huge shopping center went up, it would put the downtown stores out of business. They said no one would shop there anymore. (Page 90) From the data above, Hannah mentions something that opened outside of town that made their life not been easy. It refers to the huge shopping center that went up in Crestmont. That shopping center put the downtown stores like Hannah’s parent store. It can be seen in Clay Jensen's monologue remembered about Hannah’s parents were on the news every night warning the shopping center could give a negative impact on the downtown stores.

Social factors of post-traumatic stress disorder are not just about the socioeconomic situations of the person with trauma and stress. It also includes the level of social support provided to the person as a trauma victim.

In the novel, Hannah Baker has a low of social support provided to her. Despite all the negative perception she has about people and world, the people around her seem to not give good social support to help Hannah Baker lives through her trauma and depression.

The data that describe Hannah Baker’s low level of social support can be seen in the quotation data below

When that happened, my parents became distant. There was suddenly a lot for them to think about. A lot of pressure to make ends meet. I mean, they talked to me, but not like before. When I cut my hair, my mom didn’t even notice. (Page 90) The data above describe how Hannah’s parents have been busy with their store because of the huge shopping center. They don’t have a lot of time for Hannah. They

don’t even notice a sign of Hannah's depression because of her traumatic experience. It makes Hannah feels like there is no one there is rooting for her

So I did just that. I wrote a note to Mrs. Bradley that read: “Suicide. It’s something I’ve been thinking about. Not too seriously, but I have been thinking about it.” That’s the note. Word for word. And I know it’s word for word because I wrote it dozens of times before delivering it. I’d write it, throw it away, write it, crumple it up, throw it away. But why was I writing it to begin with? I asked myself that question every time I printed the words onto a new sheet of paper. Why was I writing this note? It was a lie. I hadn’t been thinking about it. Not really. Not in detail. The thought would come into my head and I’d push it away. But I pushed it away a lot. And it was a subject we never discussed in class. But I was sure more people than just me had thought about it, right? So why not discuss it as a group? Or deep down, maybe there was more. Maybe I wanted someone to figure out who wrote the note and secretly come to my rescue.” ( Page 91) “I admitted that I was at a point in my life where I really could have used any encouragement anyone might have left me. Encouragement…that he stole.” (Page 90) from the data above Hannah admit that she wants someone to notice her thought about killing herself. She wrote a note about suicide to her teacher Mrs. Bradley. She wants that to be discussed in class. Instead of getting any social support or someone in the class notice Hannah’s though, the rest of the class don’t feel interested in talking about suicide.

Then others started chiming in. “If they’re lonely, we could invite them to sit with us at lunch.” “If it’s grades, we can tutor them.” “If it’s their home life, maybe we can…I don’t know…get them counseling or something.” But everything they said—everything!—came tinged with annoyance. Then one of the girls, her name doesn’t matter here, said what everyone else was thinking. “It’s like whoever wrote this note just wants attention. If they were serious, they would have told us who they were.” God. There was no way for Hannah to open up in that class. I couldn’t believe it. In the past, Mrs. Bradley had notes dropped in her bag suggesting group discussions on abortion, family violence, cheating—on boyfriends, girlfriends, on tests. No one insisted on knowing who wrote those topics. But for some reason, they refused to have a discussion on suicide without specifics. (Page 92) The data above describes how the circumstance in the class when Mr. Bradley brings up the topic of suicide. A lot of students feel annoyed by that topic. Some students even said that whoever wrote that note about suicide just wants attention and is not serious to do it. This circumstance makes Hannah doesn’t want to open up in that class. This shows how the level of social supports that Hannah gets from the class.

But why? Why, whenever anyone saw us, did I pretend it meant nothing? We were working, that’s what I wanted them to believe. Not hanging out. Just working. Why? Because Hannah had a reputation. A reputation that scared me. (Page 96) The quotation data above is a monologue from Clay Jensen that explains why he doesn’t want anyone to look at them more than a partner at the same workplace. It is because Hannah Baker has a bad reputation and Clay doesn’t want to get intervene with it.

Hannah Baker doesn’t even have a free place to her mind and though anonymously. When She Tried to wrote a poem about herself, the poem got stolen by Ryan and he put it in his collection where everyone can read it. It can be seen in the quotation data below.

You felt it went deeper than even you could figure out. Well, Ryan, you were right. It went much, much deeper than that. And if you knew that—if that’s what you thought—then why did you steal my notebook? Why did you print my poem, the poem that you yourself called “scary” in theLost-N-Found?Why did you let other people read it? And dissect it. And make fun of it. It was never a lost poem, Ryan. And you never found it, so it did not belong in your collection. But in your collection is exactly where other people found it. That’s where teachers stumbled across it right before their lectures on poetry. That’s where classrooms full of students cut up my poem, searching for its meaning. (Page 101) The data above describe Ryan thought about Hannah Baker’s poetry. He thinks that her poetry is deep and meaningful. He steals it and puts it in his collection where everyone can read it. Even though Ryan doesn’t mean to make fun of Hannah Baker’s poetry, it gives Hannah more pressure because some students that read her poetry confronted her and make fun of it. It can be seen in the quotation data below.

So, did your teachers dissect me properly? Were they right? Did you have any clue at all it was me? Yes, some of you did. Ryan must have told someone— proud that his collection made it into the curriculum. But when people confronted me, I refused to confirm it or deny it. Which pissed some of them off. Some even wrote parodies of my poem, reading them to me in the hopes of getting under my skin. I saw that. I watched two girls in Mr. Porter’s class recite a version before the bell rang. It was all so stupid and childish…and cruel. (page 103)

Hannah Baker also doesn’t get good social support from the teacher at the school. Each of the teachers that showed up in the story doesn’t take Hannah's problems seriously.

Tell her, Mr. Porter. Tell her what her options are. —What can we do to solve this problem, Hannah? Together. Nothing. It’s over. —Something needs to be done, Hannah. Something needs to change for you. I know. But what are my options? I need you to tell me. —Well, if you won’t press charges, if you’re not sure if you even can press charges, then you have two options. (Page 150)

What? What are they? She sounds hopeful. She’s putting too much hope in his answers. —One, you can confront him. We can call him in here to discuss what happened at this party. I can call you both out of… You said there were two options. —Or two, and I’m not trying to be blunt here, Hannah, but you can move on. You mean, do nothing? I grip the bars and shut my eyes tight. —It is an option, and that’s all we’re talking about. Look, something happened, Hannah. I believe you. But if you won’t press charges and you won’t confront him, you need to consider the possibility of moving beyond this. And if that’s not a possibility? Then what? Because guess what, Mr. Porter, she won’t do it. Move beyond this? —Is he in your class, Hannah? He’s a senior. —So he’ll be gone next year. You want me to move beyond this. It’s not a question, Mr. Porter. Don’t take it as one. She’s thinking out loud. It’s not an option because she can’t do it. Tell her you’re going to help her. (page 151) The quotation above describes that Mr. Porter gives a ridiculous solution to Hannah. He suggests Hannah move on from the problems she has and do nothing about them. For Hannah, move on means that she would end her life because she could not move on from all of the trauma and depression she had. Hannah Baker comes to Mr porter to find a solution to help her feelings convenient in school so she doesn’t get depressed by her trauma anymore. The way Mr. Porter tries to handles Hannah's problems show how low social supports Hannah gets from the teacher at school

Tabel 2: The factors of PTSD portrayed on Hannah Baker

PTSD Portrayed on Hannah Baker PTSD Factors Sign of Factors Psychology factor Lots of depression, has an anxiety disorder Social factor Low social supports, additional stress of lower socioeconomic status.

CHAPTER V

CONCLUSION

5.1 Conclusion

Based on the analysis and finding that has been conducted by the researcher with a psychological approach, Hannah has portrayed symptoms and factors of post- traumatic stress disorder in her behavior and actions. According to the novel, Hannah’s been through a lot of depression and traumatic experiences until she shows symptoms and factors of post-traumatic stress disorder.

there are two conclusions. They are:

1. the first one is the symptoms of post-traumatic stress disorder portrayed by Hannah Baker. On finding and analyzing the related data that shows the symptoms of post-traumatic stress disorder on Hannah, the researcher found several symptoms on Hannah. There are intrusion, avoidance, mood and cognitive changes, and arousal and activity symptoms.

Hannah Baker tends to remember and have a nightmare about her traumatic experience. She feels emotional when the memories come to her mind. She also avoids the people and places that are related to her traumatic experience. As a sign of mood changes and arousal symptoms, Hannah tends to perceive things negatively and more pessimistically. All of that makes her more depressed and difficult to concentrate in school. By all of the signs that can be found in the story, Hannah portrays all of the symptoms of post=traumatic stress disorder.

2. The second conclusion is the factors of post-traumatic stress disorder portrayed by Hannah Baker. There are psychological factors and social factors. From the data. The researcher found that Hannah has the same issues in her last high school before she moves to Cresmont High school. It shows an indication of Hannah's past depression as a psychological factor that leads her into post-traumatic stress disorder.

The second factor is the social factor. It includes social support and socioeconomic problem. From the data that has been collected. Hannah has low social support from her surroundings. She doesn’t have a friend in school, also the teacher and her parents don’t notice her problem as well. Her family's economic situation can be seen as an issue of socioeconomic level makes Hannah has fewer emotional resources available to cope with a traumatic event.

Based on the result on finding and analysis, the writer of Thirteen Reasons Why has success to portrays the symptoms and factors of post-traumatic stress disorder by fulfilling all of the symptoms of post-traumatic stress disorder and the factors of post-traumatic stress disorder as explained in Robin Roseburg’s theory.

5.2 Suggestion

From this study, the researcher suggests for a new researcher who will conduct similar research about post-traumatic stress disorder in literary works to open their perspective widely in conducting the research. They also can use different approach and theory in conducting psychology literature research because there are still many weakness and limitation in this study should be covered b the next researcher.

The researcher also hopes this research can educate the readers about post- traumatic stress disorder especially how the symptoms and factors of post-traumatic stress disorder show in the behaviors of a person with a traumatic experience and depression.

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APPENDICES

Thirteen Reasons Why Synopsis

"Thirteen Reasons" is a novel that tells the story of high school freshman Hannah Baker moving to the new school in Crestmont and the thirteen reasons for her suicide. After her death, Hannah left a series of 7 double-sided cassette tapes, describing in detail that she attributed her death to 13 specific people and events. Two weeks after her death, the cassette tapes were mailed out with instructions to pass the tape to the next person on the tape. Hannah’s life story is conveyed through these tapes narrated by Hannah herself, as well as the perspectives of Clay, her classmates, and the ninth person who received the tape. The protagonist Hannah Baker was inspired by the close relative of writer Jay Asher who tried to commit suicide.

Jay Asher. The author of Thirteen Reasons Why

Jay Asher is an American young contemporary novelist. He was born in Arcadia, California, and grew up in a family that encouraged him to pursue many of his interests-from guitar playing to writing. After graduating from San Luis Obispo High School, he attended Cuesta Community College. It was here that he wrote his first two children's books for a course called "Children's Literature Appreciation".

After deciding to become an elementary school teacher, he transferred to California Polytechnic State University in San Luis Obispo. But he left his senior year in pursuit of his career as a serious writer. In 2002, he married his wife Joan Mary. He was found working in various institutions in his early years, including shoe stores, libraries, and bookstores. Many of his work experiences have influenced some aspects of his writing.

Asher's first novel "Thirteen Reasons" became the best-selling youth fiction novel in the New York Times in 2007. It has won multiple awards and received five stars from youth book reviews, as well as high praise from other authors, including Alan Hopkins, Sherman Alexis, Chris Croucher, and Gordon Coman.