The Inferiority Complex of Hanna Schmitz As Portrayed in Bernhard Schlink’S the Reader

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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 TERPUJI

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 i

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A Thesis on

THE INFERIORITY COMPLEX OF HANNA SCHMITZ AS PORTRAYED IN BERNHARD SCHLINK’S THE READER

Epiphana Ratri

Student Number: 071214122

Approved by

Sponsor

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A Thesis on

THE INFERIORITY COMPLEX OF HANNA SCHMITZ AS PORTRAYED IN BERNHARD SCHLINK’S 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.

iii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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…

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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 INFERIORITY COMPLEX OF HANNA SCHMITZ AS PORTRAYED IN BERNHARD SCHLINK’S 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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

vii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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 viii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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. x

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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 xii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

(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

xiii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

xiv

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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)

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

(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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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).

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

her analysis together with some suggestions for future researchers and for learning.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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,

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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,

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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 illiteracy until Hanna asks Michael to read aloud for her. Hanna finds out that Michael studies literature, she asks him to read for her before they make out. The reading aloud is then becomes a ritual in their affair

It all happened because of reading aloud. The day after our conversation, Hanna wanted to know what I was learning in school. … ―So read it to me!‖ ―Read it yourself, I'll bring it for you.‖ ―You have such a nice voice, kid, I'd rather listen to you than read it myself.‖ ―Oh, come on.‖ But next day when I arrived and wanted to kiss her, she pulled back. ―First you have to read.‖ (p. 41-42).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

By having Michael read aloud for her, Hanna would feel that she is able to

―read‖ books. She is very zealous in listening to every story read by Michael; she pays attention a lot to him as Michael says that she is an attentive listener (p. 43).

In the end of the story, the illiteracy possessed by Hanna is told explicitly by Michael after Hanna‘s death when he delivers Hanna‘s legacy to the survived daughter, ―I sent her tapes. Frau Schmitz was illiterate almost all her life; she only learned to read and write in prison.‖ (p. 213).

Illiteracy may lead Hanna into other ―misbehavior‖. When the trial is going on, Hanna shows that she does not really get to the point, of the rules in the court as Michael directly says, ―She had no sense of context, of the rules, of the game, of the formulas by which her statements and those of the others were toted up into guilt and innocence, conviction and acquittal.‖ (p. 110).

Another proof shows that Hanna does not understand about the trial custom she is in. When the judge is asking whether Hanna know that she was sending the prisoners to their death for the reason to make new rooms for the new ones, Hanna asks him back; what would he have done. This event makes the court silent for a moment. In German trials, it is not proper to ask the judge back in the middle of the trial, even it is not proper for defendants to propose a question to the judge (p. 111).

To compensate for her defective grasp of the situation, her lawyer would have had to have more experience and self-confidence, or simply to have been better (p. 110).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Further, the illiteracy and her substandard of the condition cause difficulties not only to Hanna, but to her lawyer also as seen in the earlier quotation. This causes and necessitates Hanna's lawyer to have more attempt to defend her.

3. Hanna Schmitz’s Personality Traits

This part discusses Hanna Schmitz‘s personal character traits. It is important to analyze the personality concerning the latter discussion on her inferiority complex. Hanna is then described as: a. Independent

Being independent can refer to doing any work alone without depending on another person. Michael Berg‘s point of view can describe that Hanna Schmitz is an independent woman. Here the theory of characterization, character as seen by another proposed by Murphy is used (p. 162). The theory of personality by

Cloninger is also used for it states that the condition of social environment as the external factor can influence the people‘s character in it (p. 3).

The story begins in a fall season in October 1958 in Neustadt, West

German (p. 3). The late 1950‘s is the post-World-War-II era, then it can be recognized that Hanna lives in a post-war era in German. After being helped by

Hanna for his sickness and getting better, Michael then starts to see Hanna at her apartment in Bahnhofrstrasse from the end of February (p. 5). After a couple of time visiting Hanna‘s apartment, Michael then finds out that Hanna has no relatives living with her, ―She had no family. ...‖ (p. 39). At that time, a woman in

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

her age might have a husband and couples of children, but not Hanna. She lives alone, she has a decisive job and she drowns alone in her routines.

Asking about the life of Hanna, Michael then gets the answer of her life before he comes.

She had grown up in a German community in Rumania, then come to Berlin at the age of sixteen, taken a job at the Siemens company, and ended up in the army at twenty-one. Since the end of war she had done all manner of jobs to get by. She had been a streetcar conductor for several years (p. 39).

The quotation conveys that Hanna spends her childhood in a German community in Rumania, and at the age of sixteen she comes to Berlin. The new life in the new place can be difficult to a teenage girl, particularly when she lives alone, but soon she takes a job in Siemens company. After working for a living, she ends up in the army at her early 20‘s. The army must form her to be an independent, strong woman. When the war ends she can get by, owing to all manner of jobs she takes (p. 39). Her independence might be developed strongly by her extensive experiences in her youth. She is accustomed to living alone, to working for her own living, and facing every problem in her life alone. When finally meeting Michael, she has been a streetcar conductor for several years (p.

39). The quotations subsequently prove that Hanna is a strong independent woman. b. Domineering and Dominant

Murphy states that the author can describe a character of a person in the story through her mannerism (p.173). In The Reader Hanna Schmitz is described

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

as a domineering character. A domineering person tends to control other people without considering how they feel. Michael in his affair with Hanna is played as a victim, Hanna dominates and manipulates him. The domination can be seen in their early relationship.

...when we made love, too, she took possession of me as a matter of course. ..., she told me where to touch and how,... I was there only because she took pleasure in me and on me. I don‘t mean to say that she lacked tenderness and didn‘t give me pleasure. But she did it for her own playful enjoyment, ...(p. 33).

There can be seen that Michael is controlled by Hanna, yet he says that

Hanna only takes pleasure on him, she does control him for her own enjoyment.

Here the thought that Hanna only sees Michael as an instrument to be used raised.

Next, Schlink also shows the characters of Hanna through Michael‘s exposition that she also wants to be looked as if she is a strong, firm person. This personality is shown when Hanna and Michael go fighting for couples of time; one of the scenes is shown as following conversation,

It looks? You think it looks like you upset me? You don't have the power to upset me. And will you please go, finally? I've been working, I want to take a bath, and I want a little peace. (p. 48).

Hanna wants to be seen that she is superior, that she has power to conquer

Michael, that she succeed dominating him. She has a good way of telling and showing Michael that she is bigger and stronger than him.

Hanna is a character which is also prominently dominant among the other guards her community. A dominant person is more noticeable than other people, so as Hanna, she is more dominant among the other guards. It can be seen as

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Michael says in one part of the novel ―… In comparison with the other defendants, Hanna was the dominant one.‖ (p. 236). The quotations can reveal clearly that dominant is one of Hanna‘s characters. c. Remorseless

A remorseless person is seen as cruel and not caring how much another person is hurt. Bernhard Schlink also describes Hanna as a character who has lack of remorse. This kind of character links strongly to her domineering character.

Being domineering might lead her to the lack of guilt for actions that hurt other people. This is shown by Michael‘s confession after fight to fight they are subjected to.

In the weeks that followed I didn‘t fight at all. If she threatened, I instantly and unconditionally surrendered. I took all the blame. I admitted mistakes I hadn‘t made, intentions I‘d never had. Whenever she turned cold and hard, I begged her to be good to me again, to forgive me and love me. Sometimes I had the feeling that she hurt herself when she turned cold and rigid. As if what she was yearning for was the warmth of my apologies, protestations, and entreaties. Sometimes I thought she just bullied me. ... (p. 49-50)

Hanna does not accept to blame herself, in the other way, she lets Michael take all the blame, even for acts she obviously committed. Hanna‘s having lack of remorse then also shown by the moment when Michael and Hanna take a four-day trip in Amorbach.

The only fight we had took place in Amorbach. I had woken up early, dressed quietly, and crept out of the room. I wanted to bring up breakfast and also see if I could find a flower shop open where I could get a rose for Hanna. I had left a note on the table. … When I returned, she was standing in the room, trembling with rage and white-faced (p. 54).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Michael left Hanna in the morning to look for breakfast and at that time there is a misunderstanding, Michael leaves her a message but she claims that there are no notes left. She gets mad and hits Michael across the face with her belt, his lip split and his shirt is covered with blood (pp. 55-57). Michael later can even thinks that Hanna bullies him, he is aware of the suppression she makes in their relationship, but he keeps giving way to her and come back to her.

With Hanna thing felt good for weeks—inspite of our fights, inspite of the fact that she pushed me away again and again, and again and again I crawled to her.... (p. 67).

Hanna does reject Michael not only for once and so not just for once

Michael begs to come back to her. Here she seems having poor behavior control; instead of love, warmth, and approval, she creates hopelessness in Michael‘s self that she does not concern to the impact she causes on him.

From the quotations above, it can be known that Hanna abuse Michael verbally and physically. She is unable to empathize with the pain she causes and she keeps taking advantage of him. The kind of fight keeps happening between them for couples of times in their relationship.

Furthermore, Hanna‘s work at SS troops also becomes one proof strengthening the remorseless character trait. Hanna joins SS guard in autumn

1943, ―...Yes she had worked at Siemens in Berlin and had joined the SS in the autumn of 1943‖ (p. 95). Hanna is actually promoted at Siemens as a foreman but she chooses to leave and applies as a female guard at SS in Auschwitz (p. 95). She clarifies positive after being asked in the trial ―Is it true that you joined the SS

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

even though Siemens had offered you a job as a foreman?‖ (p. 96). Based on history, in the Nazi era there are many troops, SS is one of those. SS stands for

Schutzstaffel, an organization which is intended to provide security for Nazi

Party, it was built upon Nazi ideology under the command of Heinrich Himmler

(pp. 90-93, ―Schutzstaffel‖, n.d.). Hanna as one of the female guards at SS is responsible in a concentration camp in Auschwitz. Their job is to guide and to choose numbers of prisoners which are women and and girls to work in a factory, the ones who could no longer perform useful work are sent back to the concentration camp to be killed (p. 107). SS was then responsible for the crimes against humanity during World War II (―Schutzstaffel‖, n.d.). Hanna further testifies that she serves in Auschwitz until early 1944 and moves to the west along with the prisoners (p. 97). Since the end of the war Hanna lives in one place and another, eight years is the longest time she spends in one place (p. 97).

From the discussion, it can be identified that Hanna‘s social environment as an SS guard related closely to the rules and regulations in the troops. She lives under commands which then require her to choose numbers of prisoners and send them to death. Those then strengthen Hanna‘s remorseless character trait. d. Introvert

Behind her independence, her strength, her domineering character, and even her lack of remorse, Michael Berg as the narrator informs us that Hanna is an introvert person. An introvert thinks only about her own thoughts and personal life, she does not enjoy spending time with other people. Here Hanna does not

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

want others to know about her and her life. It is strengthened due to the fact that

Hanna does not have someone who she could rely on in her lifetime, and she is not really attached to the life she is living in, as it is seen in the novel

...she had no family. She was thirty-six. She told me all this as if it were not her life but somebody else‘s, someone she didn‘t know well and who wasn‘t important to her (p. 39).

It is shown that Hanna tends to be introvert; she does not really need someone paying attention to her. It is also miserable when one is living someone else‘s life, the life that she does not know whom is it. Yet, Hanna thinks the one who owns her life is not important to her. The outcome is that she does not share much about her life with others, moreover, she behaves and talks as if she does not have her own life, pretending that she is somebody else, or, what happens is that she does not want the life she has.

Inside the prison she still maintains her introvert behavior as the warden explains how Hanna lives with the other prisoner there, the warden says ―... she was friendly but reserved.‖ (p. 208). Those quotations stated show the introvert character of Hanna Schmitz. e. Insecure

An insecure person will feel unconfident about herself and abilities, it might be caused by the environment which does not give the feeling of safety.

Michael Berg also says implicitly that Hanna would show her self-defense and build a high boundary so that others could not touch the fragile part of herself; these indicate the insecurity indeed.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Hanna and Michael fight for many times during the relationship, sometimes, all of a sudden she gets irritated then they start fighting. However,

Hanna never wants to discuss about the fight with Michael.

I couldn't talk to her about it. Talking about our fights only led to more fighting. Once or twice I wrote her letters. But she didn't react and when I asked her about them, she said, 'Are you starting that again?' (p. 50).

Sometimes it bothers Michael for not knowing what actually makes Hanna angry or what the main reason of their fighting is. As discussed earlier that she never wants to take the blame for the fights they have, it shows that she is insecure instead. She manages to avoid the discussion and still set her self bigger than Michael. In her insecurity, Hanna appears to be incapable of any true emotions. She is quick to anger, but just as quick to let it go.

Sometimes I had the feeling that she hurt herself when she turned cold and rigid. As if what she was yearning for was the warmth of my apologies, protestations, and entreaties. (p. 50).

The quotations above presents Michael‘s feeling of why it is always him taking all the blames and crawling to Hanna for an apology. The insecurity in social life faced by Hanna for her illiteracy are also told by Michael when he visits Hanna‘s cell after she is found dead, as shown in the quotation below,

… A newspaper photograph showed an older man and a younger man, both in dark suits, shaking hands. In the young one, bowing to the older one, I recognize myself. I was graduating for school, and was getting a prize from the principal at the ceremony. That was a long time after Hanna had left the city. Had Hanna, who could not read, subscribed to the local paper in which my photo appeared? In any case she must have gone to some trouble to find out about the photo and get a copy. And had she had it

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

with her during the trial? I felt the tears again in my chest and throat. (p. 206)

Understanding the quotation above, it can be perceived that Hanna faces some inconveniences even for subscribing the local paper and to get a copy of it.

Here the social environment might not be a secure place for an illiterate person like Hanna. This condition becomes worse for Hanna never lets her illiteracy known by people.

In the end of the story, Hanna‘s committing suicide as her final decision of her life reveals the insecure feeling she has in her lifetime. f. Secretive

Someone who is secretive likes to keep his thoughts hidden from others.

By inspecting through Hanna‘s mannerism and through Michael‘s view, it can be discovered that Hanna is secretive. Hanna‘s first introduction to Michael could show the mysterious side of her. Hanna does not let Michael know her deeper as it has been discussed earlier in her introvert character; it is seen in Michael‘s exposition below,

She told me all this as if it were not her life but somebody else‘s, someone she didn‘t know well and who wasn‘t important to her (p. 39)

Michael only knows a little about Hanna‘s past. When she was with him she is not really open as well. In this novel, she is never seen talking to Michael or anybody else about her plans and about how her future might be. It cannot be denied either that Hanna is good at hiding her illiteracy until Michael finds out by himself how Hanna actually is. This can be seen in the fighting they have in

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Amorbach. After hitting Michael, Hanna bursts into tears. Michael wonders what makes her get really mad that eventually she shows her tears as they continue the conversation.

―What was the matter? Why did you get so angry?‖ We were lying side by side, so satiated and content that I thought everything would be cleared up now. ―What was the matter? What was the matter—you always ask such silly questions. You can‘t just leave like that.‖ ―But I left you a note...‖ ―Note?‖ I sat up. The note was no longer on the night table where I had left it. I got to my feet, and searched next to the night table, and underneath, and under the bed, and in it. I couldn't find it. ―I don't understand. I wrote you a note saying I was going to get breakfast and I'd be right back.‖ ―You did? I don't see any note.‖ ―You don't believe me?‖ ―I'd love to believe you. But I don't see any note‖ (p. 56).

As stated above, Hanna tends to conceal her inability to read and write by hiding, or throwing away the note. She looks for any reasons to defend her own self.

In his trip alone on a Sunday among the trial days, Michael thinks about

Hanna‘s illiteracy and recalls about the past.

That was why she had had people read to her. That was why she had let me do all the writing and reading on our bicycle trip and why she had lost control that morning in the hotel when she found my note, realized I would assume she knew what it said, and was afraid she'd be exposed. That was why she had avoided being promoted by the streetcar company; as a conductor she could conceal her weakness, but it would have become obvious when she was being trained to become a driver. That was also why she had refused the promotion at Siemens and become a guard. That was why she had admitted to writing the report in order to escape a confrontation with an expert. (p. 132).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

It takes a long time for Michael to know the truth in Hanna. She has always been insincere and not genuine. She keeps her secret, her reasons of everything even until her death. g. Antisocial

An antisocial person is unwilling to meet people and talk to them, this behavior shows a lack of concern for other people. Still by the mannerism as the way to indicate a character of a person in a novel, Hanna in The Reader is seen as an antisocial person. Horney in his psychoanalytic theory says that difficulties arise from conflicts between a person and his environment (p. 121). The person will develop a basic anxiety and try to protect herself by various defenses (p. 122).

Here Hanna withdraws herself from public and protects herself by living in her own small world. Antisocial people live for the moment, forgetting the past, and not planning the future, they do not thinking ahead what consequences their actions will have. Once Michael is imagining how his relationship with Hanna might be in five or ten years, he then asks Hanna how she imagines it, ―She didn‘t even want to think ahead to Easter‖ (p. 40).

Even though Hanna builds a relationship with Michael, for her this is relationship in name only. Her antisocial behavior makes the relationship be without depth or meaning, it can be seen by her lack of remorse toward Michael, also including marriages she never has. The relationship is ended when it suits her, as she leaves Michael at the summer season without saying goodbye and without letting anybody know her reason (p. 79-81).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

During the trial, Michael can also see Hanna‘s antisocial behavior through her manners toward her lawyer and toward the other defendants which once are her partners and friends in the camp. During the breaks Hanna never moves from her seat to talk to anyone.

―...as did the fact that she didn‘t talk to the other defendants and almost never with her lawyer either. However, as the trial went on, the other defendants talked less among themselves too. When there were breaks in the proceedings, they stood with relatives and friends, and in the mornings they waved and called hello to them when they saw them in public benches. During the breaks Hanna remained in her seat.‖ (p. 100).

The antisocial behavior continues until Hanna is imprisoned. The condition of her antisocial is told by the warden of the prison to Michael after her death.

―...Then a few years a go she gave up. She had always taken care of herself personally, she was slender despite her strong build, and meticulously clean. But now she began to eat a lot and seldom washed; she got fat and smelled. She didn‘t seem unhappy or dissatisfied. In fact it was as though the retreat to the convent was no longer enough, as though life in the convent was still too sociable and talkative, and she had to retreat even further, into a lonely cell safe from all eyes, where looks, clothing, and smell meant nothing. No it would be wrong to say that she had given up. She redefined her place in a way that was right for her, but no longer impressed the other women.‖ (p. 208).

In all the year when Hanna is imprisoned, she is respected by other women prisoner. She is asked for advices for problems happening there, she intervenes in an argument and her decisions are accepted. At one time she feels that the life in the prison (she considers the prison as a convent) is too sociable for her, as stated above in the cutoff of the novel; she then takes a decision which is right for her.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

She withdraws herself with her own way to her world, the lonely cell.

B. The Description of Hanna Schmitz’s Inferiority Complex

In answering the question about how Hanna Schmitz‘s inferiority complex described related to her character traits, the analysis will be divided into three parts. The first one deals with the sense of inferiority complex, the second deals with the mechanism of the inferiority complex possessed by Hanna, and the third deals with the cause of her inferiority complex. The discussion will be delivered in relation to her characteristic traits influence as discussed above. Here the discussion will be brought using the theory of inferiority complex by Adler. The psychoanalytic theory of personality by Horney and the theory of existentialism by are also employed to support the discussion of Hanna Schmitz‘s inferiority complex.

1. The Sense of Hanna’s Inferiority Complex

As it is written in chapter two in this study, Adler (1956) proposed that there are two senses of inferiority complex; the inferiority (feeling) complex which is related to the abnormally increased feeling, and inferiority (symptom) complex which concerns with the meaning by which Hanna explains to herself and other that she is not strong enough to solve a given problem (pp. 256-258).

Those senses talk about how the inferiority complex can be seen and understood.

In The Reader, Hanna Schmitz experiences two senses of inferiority complex as stated above.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

a. Inferiority (Feeling) Complex

Hanna Schmitz lives almost her whole lifetime with an inferiority feeling.

This inferiority feeling increased exceedingly as she grows; moreover, she has no family as her supporter. Hanna experiences this inferiority feeling more than the common other girls in her age. She spends her teen-age working for a living. She must face a harsh life before she is ready for it (p. 39).

The inferiority feeling becomes higher when she is to face any events requiring her to read; whereas she is illiterate. She feels more inferior and withdraws herself instead as found by Michael Berg,

That was why she had avoided being promoted by the streetcar company... That was why she had let me do all the writing and reading on our bicycle trip and why she had lost control that morning in the hotel when she found my note... That was why she had admitted to writing the report in order to escape a confrontation with an expert (p. 132).

Her insecurity, as discussed earlier, toward other people‘s acceptance of her weakness frightens her, which then becomes the cause of the abnormally increased feeling of inferiority. This inferiority (feeling) complex makes her suffer since the early years of her social life.

It is explained by Adler (1981) that a person is indicated to experience an inferiority (feeling) complex when he or she tries to intoxicate himself or herself into feeling superior (p. 79). Here Hanna shows the superior feeling by showing

Michael and others her domineering trait. Hanna, as seen in the character traits discussion above, tends to control and overpower Michael which finally reveals her inferiority (feeling) complex.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

b. Inferiority (Symptom) Complex

As the abnormal feeling increased, the social condition of Hanna becomes worse. This condition leads Hanna to presenting herself and others that she is not strong enough to solve a given problem in a socially useful way, which then said by Adler to be her inferiority (symptom) complex (p. 258). Related to the personality, as it is also stated earlier about the psychoanalytic theory in Horney‘s that a person with a basic anxiety will try to protect himself by various defenses.

The 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). In this case, Hanna presents herself by staying away from the society (antisocial) and limits her world. Being introvert and secretive, and her withdrawal make her more isolated by people; these situations are not socially useful ways to solve her problem.

The conversation between Michael and the warden tries to uncover her inferiority (symptom) complex,

―... and she had to retreat even further, into a lonely cell safe from all eyes, where looks, clothing, and smell meant nothing. No it would be wrong to say that she had given up. She redefined her place in a way that was right for her, but no longer impressed the other women.‖ (p. 208).

Besides, the inferiority (symptom) complex possessed by Hanna can be seen through her manners toward Michael in their affair. In her domination and having lack of remorse in the relationship, Hanna tends to be abusive as seen in their fight in Amorbach below,

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

―Don‘t touch me.‖ She was holding the narrow leather belt that she wore around her dress; she took a step backwards and hit me across the face with it. My lip split and I tasted blood. It didn‘t hurt. I was horrorstruck. She swung again.‖ (p. 55)

The hostile aggressiveness is reflected in her rudeness toward Michael.

Hanna is filled with rage when she cannot know where Michael leaves that she cannot read his note. Her furious way and her abusive behavior toward Michael is not a socially useful way for Hanna to disentangle herself from problems.

Adler testifies that inferiority symptom complex is a dead-end for any development (p. 258). Here Hanna Schmitz endures the inferiority symptom complex that can be seen by her ways of presenting that she is not strong enough to solve a given problem in a socially useful way; her withdrawal from society and her abusive behavior are the representations to show the inferiority

(symptom) complex of Hanna Schmitz.

2. Mechanism

Here the term mechanism can be said as the outcome of the inferiority complex possessed by Hanna; how she demonstrates her inferiority complex. As has been discussed in chapter two, there are two mechanism of the inferiority complex; indirect and direct demonstration. The discussion is then to be divided into two based on the directions above. a. Indirect Demonstration

Indirect demonstration as Adler explains, one will act as if he or she is superior. He adds that they have arrogance and a tyrannical nature. People with the indirect demonstration tend to lie about the failure (p. 261).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

You don't have the power to upset me. And will you please go, finally? I've been working, I want to take a bath, and I want a little peace.‖ (p. 48, par 30)

The quotation above shows that Hanna behaves as if she cannot be upset and cannot be brought down by Michael. Those indirect demonstrations can be shown by Hanna‘s domineering and lack of remorse characters as discussed above. This behavior could actually show two things that Hanna really is dominant, strong, and firm, or else she conceals her weakness and withdraws herself from a problematic situation.

Accordingly, the person possessing 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). In her domineering and remorseless character traits, Hanna shows that she is overpowering Michael. When she gets Michaels apology, protestation, and entreaty, she would feel she is needed, that Michael has no power to leave her, that she is important for Michael as stated by Michael (p. 49-

50). b. Direct Demonstration

The direct demonstration is about compensating directly the inferiority complex. It can be done as proposed by Husband shown by hiding the background, refusing to try to do any action, and blaming herself (p. 266). Morris

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

(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).

The direct demonstration shown by Hanna is by being introvert, keeping her background as secret and not telling much about her life to Michael. Here

Michael tells that Hanna tries to conceal something about her life, ―She told me all this as if it were not her life but somebody else‘s, someone she didn‘t know well and who wasn‘t important to her.‖ (p. 39).

The introvert, insecure and secretive character traits of Hanna are also become the outcome of her inferiority complex. Dealing to the confrontation with undesired or threatening events, it can be seen that Hanna avoids the talk when

Michael starts to discuss about the fights they have as Michael says, ―Talking about our fights only led to more fighting. ...when I asked her about them, she said, 'Are you starting that again?'‖ (p. 50).

Another outcome of the direct mechanism as Morris said that they tend to avoid conflicts when they are confronted with undesired or threatening events can be seen in her choice to be imprisoned and keep the illiteracy as secret. It is known that Hanna tends to hide her inability to read and write to anyone.

From the beginning of the trial Hanna does not seem to make every effort to defend herself as it can be seen when the daughter gives her testimony about

Hanna‘s favorites to choose the weak one to read for her. The testimony becomes one thing which strengthens the accusation that Hanna is guilty, that Hanna already determines her victim to be sent to their death. Moreover, Hanna says

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

nothing in the court as it is stated by Michael, ―But the lawyer did not ask Hanna, and she did not speak of her own accord.‖ (p. 117).

In the trial, a report found in SS archives testifies that the defendants let the fire to rage in the church and keep the church doors locked to prevent attempts at escape (p. 125). For the other defendants the report is false and there will not be a report like that. If they admit that the report really happens, they can get difficulties defending themselves; they accuse Hanna for writing the report. The judge then proposes questions toward Hanna as written in below quotations

―Did you write the report?‖ ―We all discussed what we should write. We didn't want to hang any of the blame on the ones who had left. But we didn't want to attract charges that we had done anything wrong either.‖ ―So you're saying you talked it through together. Who wrote it?‖ ―You!‖ The other defendant pointed at Hanna. ―No, I didn't write it. Does it matter who did?‖ A prosecutor suggested that an expert be called to compare the handwriting in the report and the handwriting of the defendant Schmitz. ―My handwriting? You want my handwriting? …‖ The judge, the prosecutor, and Hanna's lawyer discussed whether a person's handwriting retains its character over more than fifteen years and can be identified. Hanna listened and tried several times to ask or ask something, and was becoming increasingly alarmed. Then she said, ―You don't have to call an expert. I admit I wrote the report.‖ (p.129)

From her admission above that she does write the report; she avoids conflicts and escapes for being known as an illiterate and chooses to be seen as the guilty one instead. Hanna is then sentenced to life in prison as it is written in the novel, ―The verdict was handed down at the end of June. Hanna was sentenced to life. The others received terms in jail.‖ (p. 161).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Here the discussion of her choice of being imprisoned rather than confessing her illiteracy becomes one of the direct demonstrations she makes as the outcome of the inferiority complex.

At the end of the story, Hanna Schmitz commits suicide just a moment before her release; this is considered as her trial to escape from her fear. Her death is found by the warden; she hanged herself at daybreak (p. 203). It can be seen as the other way of showing that she has the inferiority complex.

According to Boss, one of the elements of being-in-the-world is

―nothingness‖; it is the presence of nonexistence, to fall into nothingness is to become nothing (p.27). The presence of nothingness as seen in Hanna can be found by Michael in his first visit to the prison. During Hanna imprisonment,

Michael finally sees Hanna at the prison; the conversation happening is as followed,

―I'm glad you're getting out.‖ ―You are?‖ ―Yes, and I'm glad you'll be nearby.‖ I told her about the apartment and the job I had found for her, about the cultural and social programs available in that part of the city, about the public library. ―Do you read a lot?‖ ―A little. Being read to is nicer.‖ She looked at me. ―That's over now, isn't it?‖ ―Why should it be over?‖ But I couldn't see myself talking into cassettes for her or meeting her to read aloud. I was so glad and so proud of you when you learned to read. And what nice letters you wrote me!‖ That was true; I had admired her and been glad, because she was reading and she wrote to me. But I could feel how little my admiration and happiness were worth compared to what learning to read and write must have cost Hanna, how meager they must have been if they could not even get me to answer her, visit her, talk to her. I had

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

granted Hanna a small niche, certainly an important niche, one from which I gained something and for which I did something but not a place in my life. (p. 197-198, par. 4)

From the quotation, Michael already realizes that he takes Hanna for granted for so long The confusing thing for Hanna is that, Michael never replies her letter, but for her release, he already prepares home and job for her. Though, how Michael treats Hanna leads to the feeling of nothingness. This is strengthen by the statement of the warden,

―She so hoped you would write. You were the only one she got mail from, and when the mail was distributed and she said 'No letter for me?' she wasn't talking about the packages the tapes came in. why did you never write?‖ (p. 207)

Hanna is discovered to feel that she is unwanted by Michael. Her desire to communicate with Michael slowly vanishes as Michael shows his ignorance.

Hanna feels that she is nothing; she does not exist in front of the man she is longing to see all the time.

May proposes that death gives the most positive reality to life itself. It makes the individual existence real, absolute and concrete. Death is, in other words, the one fact of life which is not relative but absolute (as cited in Chiang,

1969, p. 72). Hanna also sees the death the way May utters; in her conversation with Michael, the idea is shown.

―Didn't you ever think about the things that were discussed at the trial, before the trial? I mean, didn't you ever think about them when we were together, when I was reading to you?‖ ―Does that bother you very much?‖ But she didn't wait for an answer.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

―I always had the feeling that no one understood me anyway, that no one knew who I was and what made me do this or that. And you know, when no one understands you, then no one can call you to account. Not even the court could call me to account. But the dead can. They understand. They don't even have to have been there, but if they were, they understand even better. Here in prison they were with me a lot. They came every night, whether I wanted them or not. Before the trial I could still chase them away when they wanted to come.‖ (p. 198-199).

In the prison Hanna feels the death is more vivid and real. The death is the one she can believe in. Here she starts to rely on the ―death‖ as her escape. Here

Hanna finally demonstrates the direct demonstration of inferiority complex by commuting suicide and choosing to lose everything in the world.

Next morning, Hanna was dead. She had hanged herself at daybreak. When I arrived, I was taken to the warden. I saw her for the first time – a small, thin woman with dark blond hair and glasses. She seemed insignificant until she began to speak, with force and warmth and a severe gaze and energetic use of both hands and arms. She asked me about my telephone conversation of the night before and the meeting the previous week. Had I picked up any signals, had it made me fear for her? I said no. indeed, I had had no suspicions or fears that I had ignored (p. 203).

Hanna does not plan and does not seem that she is eager to be released as the quotation below shows that she never packs.

… ―Frau Schmitz didn't pack. You'll see her cell the way she lived in it.‖ Bed, closet, table, chair, a shelf on the wall over the table, a sink and toilet in the corner behind the door. Glass bricks instead of window glass. The table was bare. The shelf held books, an alarm clock, a stuffed bear, two mugs, instant coffee, tea tins, the cassette machine, and on two lower shelves, the cassettes I had made. ―They aren't all here.‖ The warden had followed my glance. ―Frau Schmitz always lent some tapes to the aid society for blind prisoners.‖ (p. 204-205)

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

The quotations show that Hanna is ready for her death. She secretly prepares herself to leave the world she has left for eighteen years forever, and to leave the man she is longing to be with. She even leaves a will to the warden

―She left a letter for me, a sort of will. I'll read the part that concerns you‖. She unfolded the sheet of paper. ―There is still money in the lavender tea tin. Give it to Michael Berg; he should send it, along with the 7,000 marks in the bank, to the daughter who survived the fire in the church with her mother. She should decide what to do with it. And tell him I say hello to him.‖ (p. 207).

Those events above are the direct mechanism of Hanna Schmitz‘s inferiority complex. Those also strengthen the inferiority (symptom) complex; that she is not strong enough to face the outside world and to set a new life outside the prison where she is safe from the society for years.

3. The Cause of Hanna Schmitz’s Inferiority Complex

Adler declares that inferiority complex can be caused by the fulfillment failure of striving toward superiority (as stated in Huffman, 1997, p. 455). Here to figure out some causes of Hanna‘s inferiority complex related to her characters in the story, Hanna‘s psychological life will then be discussed. This works from

Adler‘s statement; ―inferiority feeling dominates the psychological life and can easily be understood from the feeling of imperfection and of incompletion and from the incessant striving of man and mankind‖ (p. 117). Hanna suffers from inferiority complex for she gets failure in her striving for perfection, for self- concept and self-esteem, for security, and for power.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

a. Striving for Perfection

It is said by Adler 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). The striving for perfection concerns with two main subjects; for physical growth and for the intrinsic necessities of life. As the physical appearance of Hanna has been discussed earlier, it can be seen that there is no relation between the inferiority complex and her physical growth or appearance. The striving for perfection endured by Hanna as the cause of her inferiority complex is related to the intrinsic necessities of life itself.

Striving for intrinsic necessities of life can be found further in the self- actualization needs and the belonging and love needs. The self-actualization needs, according to Huffman, are about the inborn drives to develop someone‘s talent and capacities. The reference of the needs is the finding of self-fulfillment

(p. 463). Here as it is known, Hanna does not have the capacity of being able to read and write in almost her lifetime as it is said by Michael, ―I sent her tapes.

Frau Schmitz was illiterate almost all her life; she only learned to read and write in prison.‖ (p. 213). Therefore, Hanna cannot develop her talent and capacities.

Her capacity as being a streetcar conductor is to be ended as well for her avoidance of the Siemens‘ promotion as a foreman (p. 96), she is afraid that her illiteracy will be exposed when being trained. Her capacity as female guards at

Auschwitz to guide the woman prisoners then must be discontinued as the war

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ends (p. 97). Her behavior for not being truthful then sends her to the prison, makes her sentenced to life (p. 161). Here from the rationale above, the self- actualization needs are failed to fulfill.

Related to Hanna‘s characters as an illiterate person, the striving for perfection is failed. The failure then leads to Hanna‘s inferiority complex. b. Striving for Self -Concept and Self-Esteem

Roger states that poor mental health and maladjustment are developed from a disparity between the self-concept and actual life experiences. When one feels the affection and love are conditional, they will show the negative impulses and feelings which then self-esteem becomes distorted (as stated in Huffman, p.

462).

This is closely related with the belonging and love needs. Adler (1956), states that the abnormal inferiority feelings often appear in hated children who are unwanted (p. 118). Though it is not pictured in the novel that Hanna is an unwanted child in her childhood, it is shown that she, at the age sixteen, has worked for her own living, whereas other girls in her age might study at school still. The following quotation is the proof, ―...then come to Berlin at the age of sixteen, taken a job at the Siemens company‖ (p. 39). It can be inferred that no one takes care of Hanna in her teens; the belonging and love needs are not fulfilled and her self-esteem becomes distorted.

Hanna also has poor mental health and experiences the conditional love from Michael. In this case, Hanna actually needs someone to love her. Inspite of

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

her poor behavior control, she offers Michael affair and sex which she knows

Michael cannot refuse as seen in part one of the novel. This relationship makes

Hanna‘s self-esteem distorted since she feels that she is only being acceptable by

Michael only when she gives him her body. Here is known when the affair starts.

From behind she wrapped me in the towel from head to foot and rubbed me dry. Then she let the towel fall to the floor. ... she was naked too. She put her arms around me, one hand on my chest and the other on my erection. ―That‘s why you‘re here!‖ ―I...‖ I didn‘t know what to say. Not yes, but not no either. (p. 25).

Hanna fails in the striving for the self-concept because of the unfavorable environment. This can be seen through her antisocial manner as discussed earlier in the characters and the indirect mechanism of inferiority complex. The quotations of how Hanna behaves during the trial and the statement from the warden become the proofs of the unfavorable environments she faces. ―During the breaks Hanna remained in her seat.‖ (p. 100). Hanna does not communicate with the other defendants like the other defendants. In the prison she even withdraws herself further, ―... she had to retreat even further, into a lonely cell safe from all eyes.‖ (p. 208). For these behaviors, it can be known that Hanna does not feel that the environment she belongs to is favorable. Here the unfavorable environment; the trial and the prison cause her behavior of limiting her social life. This condition then makes her fail the striving for self-concept.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Therefore, her attractive even seductive character fails the striving for self- esteem. The unfavorable environment then leads her to fail the striving for self- concept. Those failure lead her into the inferiority complex. c. Striving for Security

Adler (1956) states that the self-esteem safeguarding tendency is the one originate the feeling of insecurity. A person with this feeling fears of disparagement and disgrace (p. 109). Morris (1990) also has the idea that the striving for security deals with the desire to live comfortably in the milieu (p.

431).

She had been a streetcar conductor for several years; what she liked about the job was the uniform and the constant motion, the changing scenery and the wheels rolling under her feet. (p. 39).

From her job as a streetcar conductor above Hanna Schmitz finds the security she needs. Behind her uniform no one would know her illiteracy, and no one would scorn her of being illiterate. On the rolling wheels no one would talk to her about her personal life. This security is her way to disguise and hide her inability. Moreover, with her uniform she wears she can be seen as superior. Here when the promotion to be a foreman is offered, her striving for security is failed

(p. 96). Again, the illiteracy and the antisocial characters dominate the cause of

Hanna‘s inferiority complex that she fails to strive for security.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

d. Striving for Power

As has been discussed earlier that according Morris (1990), the need of power can be defined as the need to win recognition or to influence or control other people or group (p. 428).

I took all the blame. I admitted mistakes I hadn‘t made, intentions I‘d never had. Whenever she turned cold and hard, I begged her to be good to me again, to forgive me and love me. (p. 49-50)

With Hanna thing felt good for weeks—inspite of our fights, inspite of the fact that she pushed me away again and again, and again and again I crawled to her....‖ (p. 67)

Here Hanna uses her domination and even shows her remorseless behavior toward Michael to control him, and she does not fail the as the quotation of

Michael‘s statement above shown. As well as her striving for security, this overpowering becomes her way to strive towards the superiority and power to conceal the inferiority complex she has. Hanna‘s domineering and remorseless characters take part in this striving for power. Yet, when Hanna is to leave her job as a streetcar conductor which means she has to leave Michael as her ―victim‖

(chap. 17, p. 81-83), the striving for power faces failure, the inferiority complex then occurs.

It comes to the conclusion that the illiteracy which makes Hanna develop unfavorable character traits, the condition that forces Hanna to withdraw from the society, and the social life limitation bring Hanna to the failures of the four strivings. The failures of the four strivings as discussed above become the main causes of Hanna Schmitz‘s inferiority complex.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter consists of two parts. The first part contains the conclusion of the study in which the answers of the formulated problems are presented. The second part is the suggestions which are for the next researchers and for the implementation of The Reader in teaching English.

A. Conclusion

Based on the analysis of the previous chapter, this study comes into conclusions which can be drawn as follows:

Dealing with the physical appearance, Michael Berg sees Hanna Schmitz as an attractive, even seductive woman. In the social environment background,

Hanna‘s past life and the works she has done build some of her personality traits her strong independence. Working in the army in her twenties and being a guard at SS affect her in self-discipline, firm and strong manner. She also has a remorseless behavior which is developed at SS for choosing the prisoner and sending them to death.

Hanna Schmitz‘s social life condition closely concerns with her illiteracy.

Hanna is illiterate and the illiteracy is kept as a secret in almost of her life. Hanna sees her illiteracy as an intolerable defect. Her decision to accept the accusation and her willingness to be imprisoned are also triggered by the illiteracy. Hanna is a picture of deformity living in the greatness of Nazi regime in Germany.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

The third is about the personality traits. Hanna develops her independent trait since her tender years after she moves to Berlin from Rumania. Since then she lives alone and works for her own living within her inability to read and write.

Her domineering trait can be seen through the way she treats Michael and other people especially in the time she works at SS company. The remorseless behavior is prominently shown when she works to choose the prisoner and sends them to death. Hanna is introvert in the way she brings out her life to another person. The insecurity had by Hanna is shown with her way of building a boundary and behaving as a cold and rigid person. Moreover, the environment seems very insecure for the illiterate Hanna Schmitz. Next, Hanna is described as a secretive person; here, it is prominently shown by the way she struggles to keep the illiteracy a secret. Then the last trait is that she is antisocial. Hanna withdraws herself from public and limits her world. In her old age in the prison she also retreats herself from other prisoner that she can find her safe hiding place.

Hanna has the sense of inferiority (feeling) complex; it can be seen in her superior behavior which actually becomes the way to conceal her inferiority complex. The insecure environment and the illiteracy become the main causes of the abnormally increased inferiority feeling. She is having an inferiority

(symptom) complex sense for she has unsocially useful way to accept the accusation; the choice to be imprisoned rather than to confess the illiteracy. Her antisocial behavior and her suicide are considered as the unsocially useful ways either.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Hanna Schmitz‘s inferiority complex is demonstrated by both direct and indirect mechanisms. The indirect demonstration points out the way Hanna

Schmitz looking down others; by this way she can feel that she is important. Her superior behavior; the domineering and remorseless behaviors are merely to conceal the inferiority. The direct demonstration is compensated by her effort to keep her background and her illiteracy a secret. She also avoids conflicts and willingly accepts the accusation so that others cannot see that she is unable to read and write. In the end, her committing suicide is the most vivid way to demonstrate her inferiority complex.

The main cause of Hanna's inferiority complex is her illiteracy. She cannot stay at work which requires her to deal with literacy. When she has to leave the work she loses the self-actualization need. Her illiteracy, antisocial and secretive behaviors become the other causes of her inferiority complex that her striving for perfection and striving for security are failed. Her striving for self-concept and self-esteem are also failed to fulfill; the unfavorable environments make her fail to strive for self-concept, her seductive character distorts her self-esteem. Hanna‘s striving for power is also failed when she is to leave her job and the man she loves.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

B. Suggestions

The suggestion is divided into two parts. The first part includes the suggestion for future researchers and the second part includes the suggestions in the implementation of The Reader in the learning activity of Basic Reading II class.

1. Suggestion for Future Researchers

The Reader is a quite interesting novel to read. It presents some forms of inferiority complex and also some forms of Oedipus complex. We can also find some sociocultural-historical point of view in the novel.

For the next researchers, this study will give them a better understanding of that novel from the psychological point of view; limited to the characterization of

Hanna Schmitz and her inferiority complex. The next researchers may explore more about Schlink‘s reasons of putting inferiority complex in the main character of the story. They can also analyze the theme and the socio-cultural condition of the novel for them to analyze it better.

2. Suggestions in the Implementation of The Reader in the Learning Activity

Most people like reading literature, including novels to get some pleasures.

Novels can also contribute values of life and messages in struggles, love, and morality. The main point of The Reader is illiteracy, as it is known; this main idea is close to an issue in the society. Schlink presents his novel as an inspiring novel since it contains of Hanna Schmitz‘s struggles to live within her inferiority complex which she cannot cope with.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A big deal can be learned through literature and it can be applied well in language teaching-learning process especially in teaching reading. It is important for a teacher to have a good preparation. A lesson plan is helpful for the teacher as the preparation so that the teaching-learning activity can be managed easily.

Before conducting the teaching-learning activity, the information about the novel can be given first by the teacher. The teacher can firstly explain briefly about the social and psychological background of the novel and its characters so that the students will have the image of the condition in the novel.

By using The Reader, especially part one chapter eight and chapter nine, and part two chapter nine, the writer proposes materials for Basic Reading II for students in the 2nd semester of English Language Education Study Program of

Sanata Dharma University as the teaching activity. It is believed that those chapters contribute values of life and messages in struggles, love, and morality dealing with the illiteracy owned by the character. Using this course, it is believed that the students‘ attention will be focused through the instructions on linguistics feature. They will comprehend by answering related to the content of the novel and enrich their vocabularies by knowing and applying new words in sentences.

The students can further enhance their speaking skill by practicing reading skill.

A passage from the novel can be selected and some comprehensive questions based on the passage can be provided as well. Here the teacher‘s role is the facilitator to make sure that the teaching-learning activity runs well. The learning activity can be conducted as follows:

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

a. Pre-Reading 1) Greeting

Activity 2) The teacher gives a brief explanation about the

activity in a simple way.

3) The students mention the sad situations happen in

their environment/society related to illiteracy, they

share and discuss about the situations in pairs. b. Whilst 1) Distributing the handouts from the passage of The

Activity Reader.

2) The teacher explains briefly about the social

psychological background of the main character in

The Reader.

3) Reading the text.

4) Answering questions for details, answering inferential

questions, exercising the vocabularies, stating true or

false. c. Post-Reading 1) Discussing the answers of the exercises.

Activity 2) Students give response or idea of the given text.

3) Closing

Having this novel as the object of the study, the writer expects that there will be more people concern about any inferiority complex which occurs in the society.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

REFERENCES

Abrams, M. H. (1971). A glossary of literary terms (3rd ed.). New York: Holt, Rinehart & Winston, Inc.

Abrams, M. H. (1985). A glossary of literary terms. Orlando: Harcourt Brace Javanovich College Publisher.

Adler, A. (1956). The individual psychology of Alfred Adler. London: Bradford and Dickens London W. C. I.

Adler, A. (1979). Superiority and Social Interest: A collection of later writings (H. L. Ansbacher and R. R. Ansbacher Eds.). New York, W. W. Norton.

Aiken, L. R. (1969). General psychology: a survey. Scranton: Chandler Pub. Co.

Allport, G. W. (1937). Personality: a psychological interpretation. New York: Henry Holt & Company.

Beaty, J. J & Hunter, P. (1984). New world of literature. New York: W.W. Norton Co.

Beneckson, R. E. (n.d). Personality theory. Retrieved November 15, 2011, from http://vorlon1.com/PersonalityTheory2b.htm

Chiang, H. & Maslow, A. (1969). The healthy personality: readings. New York: Litton Educational Publishing, Inc.

Cloninger, S. C. (2004). Theories of personality. Upper Saddle River, NJ: Pearson Education, Inc.

Erikson, E. H. (1959). Identity and the life cycle; selected papers. New York : International Universities Press.

Frankl, V. E. (1973). The doctor and the soul: from psychotherapy to logotherapy. New York: Pocket Books.

Guerin, W. Labor, M. & Willingham. (1979). A handbook of critical approaches to literature. New York: Harper & Row, Publisher.

Henkle, R. B. (1977). Reading the novel: an introduction to the techniques of interpreting fiction. New York: Harper & Row, Publisher.

Horney, K. (1967). Feminine psychology. New York: W.W. Norton Company.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Hudson, W. H. (1960). An introduction to the study of literature. London: George G. Harrap and Co. Ltd.

Huffman, K., Vernoy, J.& Vernoy, M. (1997). Psychology in action (4th ed.). New York: John Wiley & Sons, Inc.

Husband, R. W. (1947). General psychology (5th ed.). New York: Rinehart & Company, Inc.

Kalish, R. A. (1973). The psychology of human behavior (3rd ed.). Belmont, CA: Wadsworth Publishing Company, Inc.

Magill, F. N. (1996). International encyclopedia of psychology, Volume I. London: Salem Press, Inc.

McConnell, J. V. (1974). Understanding human behavior fourth edition. New York: Holt, Rinehart & Winston, Inc.

Morris, C.. (1990). Psychology an introduction (7th ed.). New York: Prentice Hall, Inc.

Murphy, M. J. (1972). Understanding unseens: an introduction to english poetry and the english novel for overseas student. London: George Allen & Urwin Ltd.

Muzairi, H. (2002). Eksistensialisme Jean Paul Sartre: sumur tanpa dasar kebebasan manusia. Yogyakarta: Pustaka Pelajar Offset.

Nordby, V. J. & Calvin, S. H. (1974). A guide to psychologist and their concept. San Francisco: W. H. Freeman and Company.

Rohrberger, M. & Woods, S. H. (1971). Reading and writing about literature. New York: Random House.

Schlink, B.. (1997). The reader. New York: Vintage Books.

Stanton, R.. (1965). An introduction to fiction. New York: Holt, Rinehart & Winston, Inc.

Stein, H. T & Edwards, M. E. (1998). Psychoanalytic versions of the human condition. New York: New York University Press.

Van de Laar, E. & Schoonderwoerd, N. (1963). An approach to english literature. Hertogenbosch: L. C. G. Malmberg.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Young, K. (1945). Personality and problems of adjustment. New York: F. S. Crofts & Co.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

APPENDICES PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Appendix 1

Biography of Bernhard Schlink

Bernhard Schlink was born July 6, 1944 in Bethel,

Germany. He is the youngest of four children. He studied

law at West Berlin‘s Free University, and was graduated

in 1968. He served as a judge at the Constitutional Court

of the federal state of North Rhine-Westphalia beginning

in 1988, and became a professor for public law and the philosophy of law at Humboldt University, Berlin, Germany in 1992. That was the position he held until his retirement in 2006.

Schlink began his career as a writer with several detective novels, one of which one the Glauser Prize in 1989.The Reader was published in 1995 and became a bestseller in both Germany and the United States. It was the first

German book to reach the number one position in the New York Times bestseller list. In 1997 it won the Hans Fallada Prize, an Italian literary award, and the Prix

Laure Bataillon for works translated into French. In 1999 it was awarded the

"WELT - Literaturpreis" of the newspaper Die Welt. In 2000, Schlink published a collection of short fiction called Flights of Love. Schlink currently divides his time between homes in New York and Berlin. He has one son with former wife

Hadwig Arnold.

Literary Works in German

 1962 Der Andere

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

 1987 Selbs Justi(Self's Punishment; with Walter Popp)

 1988 Die gordische Schleife (The Gordian Knot), Zurich: Diogenes

 1992 Selbs Betrug, Zurich: Diogenes

 1995 Der Vorleser (The Reader), Zurich: Diogenes

 2000 Liebesfluchten (Flights of Love), Zurich: Diogenes

 2001 Selbs Mord (Self's Murder), Zurich: Diogenes

 2006 Die Heimkehr (Homecoming: A Novel), Zurich: Diogenes

 2008 Das Wochenende (The Weekend: A Novel), Zurich: Diogenes

 2010 Sommerlügen – Geschichten (~ Summer Lies: Stories), Zurich:

Diogenes

Other Works in German

 1976 Abwägung im Verfassungsrecht, Berlin: Duncker und Humblot

 1980 Rechtlicher Wandel durch richterliche Entscheidung: Beitraege zu

einer Entscheidungstheorie der richterlichen Innovation, co-edited with

Jan Harenburg and Adalbert Podlech, Darmstadt: Toeche-Mittler

 1982 Die Amtshilfe: ein Beitrag zu einer Lehre von der Gewaltenteilung in

der Verwaltung, Berlin : Duncker & Humblot

 1985 Grundrechte, Staatsrecht II, co-authored with Bodo Pieroth,

Heidelberg: C.F. Müller

 2002 Polizei- und Ordnungsrecht, co-authored with Bodo Pieroth and

Michael Kniesel, Munich: Beck

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

 2005 Vergewisserungen: über Politik, Recht, Schreiben und Glauben,

Zurich: Diogenes

Titles in English

 1997 The Reader, translated by Carol Brown Janeway, New York:

Pantheon Books

 2001 Flights of Love: Stories, translated by John E. Woods, New York:

Pantheon Books

 2005 Self’s Punishment, Bernhard Schlink and Walter Popp, translated by

Rebecca Morrison, New York: Vintage Books

 2007 Self’s Deception, translated by Peter Constantine, New York: Vintage

Crime/Black Lizard

 2007 Homecomin translated by Michael Henry Heim, New York: Pantheon

Books

 2009 Self's Murder, Weidenfeld & Nicolson

 2009 Guilt about the Past, University of Queensland Press, 9 January

2009, Beautiful Books Limited (UK) February 2010 ISBN

9781905636778 3]

 2010 The Weekend: A Novel, translated by Shaun Whiteside - October

2010

(Taken from http://www.bookbrowse.com/biographies/index.cfm/author_number/306/bernhard -schlink)

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Appendix 2

The Summary of The Reader

It is 1958, Germany. The young Michael is taken sick

one rainy day on his way home from school. He throws

up on the sidewalk and is helped by a woman, Hanna,

who is on her way home from her work as a tram

conductor. Attracted to her, the young boy returns to her

apartment to thank her 3 months later and from which

time a sexual affair begins. A routine emerges where

Michael and Hanna would bathe together each time before making love to each other. After a while, Hanna insists Michael to read aloud before their lovemaking sessions. This becomes a new routine and Michael begins to read her the books he reads at school; all of which are enjoyed by the very appreciative Hanna. The signs that Hanna is illiterate slowly emerge.

The affair lasts only a summer when Hanna suddenly disappears without a trace. Michael is upset at first but slowly puts the relationship behind him and moves on with his life. Years passed and it is later seen a 22 year old Michael attending law school. His law lecturer plans his class to attend a war crimes trial in the local court in which 6 defendants are being charged with murder for their role as SS guards. The charges against them were instituted after facts emerge from a book written by a daughter of the prisoner as the Holocaust survivor in which she details the events of one night when she and the other prisoners are

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

locked up in a church that was later bombed by Allied planes and caught on fire.

It comes to light during that trial that Hanna and her 5 co-defendants were SS guards in charge of the camp and that they had chosen not to unlock the burning church.

In her defense, Hanna explains that she was merely carrying out her duty as a guard; it would have led be a chaos if the guards had unlocked the church and let out the screaming masses inside. She shows her simple-mindedness and genuine ignorance of the consequences of her role during the war.

A report is produced in court, one written by the defendants to their superiors explaining what had happened. Hanna tells the court that the report was written based on what she and her co-defendants had discussed and agreed.

During the trial however, the other 5 defendants deny this and claim that it was

Hanna who was in charge that night and that it was Hanna alone who wrote the report. To confirm this, the judge proposes Hanna give a sample of her handwriting. A notepad is placed in front of her. The tense moment ends when

Hanna testifies to the court that there is no need for a handwriting expert. There is no need for that because she did; she wrote the report. Here we know she is trying to conceal her illiteracy.

As a result of this confession, Hanna is sentenced to life imprisonment.

Michael makes an attempt to visit her in prison but decides against it at the last minute. He goes back to his life in university, has a marriage and a daughter but the marriage fails that his mind returns to Hanna and he starts to tape himself

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

reading from books. He sends these tapes to Hanna in prison. There are no correspondences or visits; just tapes of him reading. Through these tapes, Hanna slowly learns to read and write in prison. She starts to explore books about the

Holocaust such as Primo Levi and Tadeusz Borowski. Her decision to stop denying her own illiteracy leads her to overcome it and from that, she is able to learn of the atrocities, and in the end, to accept accountability. She lives in the prison as if it is a convent. She retreats even further in her old age.

After more than 20 years of imprisonment, Michael visits Hanna in prison just before her release. She tells Michael about the death which can become the only truth she believes in,

I always had the feeling that no one understood me anyway, that no one knew who I was and what made me do this or that. And you know, when no one understands you, no one can call you to account. Not even the court could call me to account. But the dead can. They understand. They don't even have to have been there, but if they do, they understand even better. Here in prison they were with me a lot. They came every night, whether I wanted them to or not. Before the trial I could still chase them away when they wanted to come.

She is unable to live with the truth and the shame of her past. In the inferiority feelings she feel for so long, in the deaths she causes of so many, Hanna commits suicide one day before her release. Movie Tie-in Edition

(Taken and edited from http://www.culturazzi.org/literature/the-reader-bernhard-schlink. Pictures: http://www.google.co.id/search?um=1&hl=id&gbv=2&biw=1024&bih=441&noj =1&tbm=isch&sa=1&q=the+reader&oq=the+reader&aq=f&aqi=&aql=&gs_sm= e&gs_upl=105l110l0l177l2l0l0l0l0l0l0l0ll0l0)

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Appendix 3

LESSON PLAN BASIC READING II

Subject : KPE 141 Basic Reading II Skill : Reading Semester : 2 Time Allocation : 2 x 50 minutes class meeting 2 x 120 minutes independent work and structured tasks Material : Literary text (taken from The Reader by Bernhard Schlink)

Competence Standard :

On completing the course the students are able to 1) improve their reading comprehension ability focus on critical comprehension (including the literal and inferential/interpretive comprehension), 2) improve their speed in reading, 3) utilize reading strategies underpinning their comprehension abilities, 4) develop their vocabularies, and 4) develop oral reading skills (less emphasized than in Reading I).

Basic Competence :

At the end of the discussion, the students are expected to be able to improve their reading skills, apply various reading strategies and develop their English vocabulary.

Achievement Indicators :

1. The students are able to apply various reading strategies: previewing, skimming, scanning, identifying main ideas, summarizing.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2. The students are able to improve literal and inferential comprehension by reading various kinds of texts. 3. The students are able to develop English vocabulary 4. The students are able to write simple responses to the ideas or issues presented in the texts

Learning Objectives :

1. Students can mention the main idea by applying various reading strategies 2. Students can answer questions in detail correctly. 3. Students can guess the meaning of words from the text. 4. Students can state whether or not the given statements are true. 5. Students can state their responses and ideas to the issue related to the text.

Teaching Method :

 Questioning  Lecturing

Learning Method :

 Discussion  Pair work  Individual work

Learning Materials :

The reading passage taken from Bernhard Schlink's The Reader.

(Part One: Chapter 8-9, Part two: Chapter 9)

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Learning Activities :

ACTIVITIES TIME METHOD ALOCATION

Pre-Reading  Greeting 2‘ Activities  Brief explanation about today's 2‘ learning activity. (12‘)  Asking the pre-reading 3' Discussion questions

 Sharing and discussing in pairs the related issue found in 5'

students' environment

Whilst-  Distributing the handouts 3‘ Reading  Brief background discussion 3‘ Activities on the handouts  Reading the text using reading (61‘) strategy of their own Individual 15‘ preference. work  Working in pairs: Answering Pair work the question (the details in the 5‘ story).

 Working in pairs: answering Pair work whether or not the given 10' statements are true.

 Working in pairs: answering Pair work the vocabulary exercise 10'  Answering the question (what Individual 15' the text is about, the main work

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

idea). Post- B. Discussing the answers of the 15' Discussion Reading exercises

Activities C. Reflection of the text. Students write their response and idea 10' Individual (27‘) from the text work 2' D. Closing

Learning Media :

1. Handout 2. Dictionary

X. Assessment :

TASK CRITERIA SCORE NUMBER OF QUESTIONS

I (NOT ASSESSED)

II.A  Students give correct answer. 2 6 (Question number 1 and 3 has 1 point

score)

. Students answer the question with little mistakes or incompletely. 1 . Students do not answer the 0 question or students‘ answer is incorrect. II.B  Students give correct answer 1 10  Students do not answer the

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

question or students‘ answer is 0 incorrect.

II.C  Students give the meaning and the 2 10 part of speech of given words

correctly  Students only answer the meaning 1 or only the part of speech of given

words  Students do not answer or give the 0 meaning and the part of speech of given words correctly II. D  Students can answer the 100% 40 comprehension question optimally.

 Students can answer the comprehension question less good 50%  Students cannot answer the 0% comprehension question passage  point of each question: 1. 3x3 = 9

2. 5

3. 2

4. 4

III. A  Students can give their own 20 1 statements or ideas related to the

passage optimally  Students can give their own 15

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

statements or ideas related to the passage well 10  Students can give their own statements or ideas related to the passage less good 0  Students do not give their own statements or ideas related to the passage TOTAL 80

Learning Sources :

Schlink, Bernhard. (1997). The Reader. United States: Vintage Books.

Oxford University Press. (1995). Oxford Advanced Learner’s Dictionary. New York: Oxford University Press

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Read the following passage. I was proud at the two extra years she’d given me, and nodded. Practice the skimming and scanning reading strategies to answer “He’s seventeen and when he grows up he wants to be a famous . . the detailed questions. .” She hesitated. “I don’t know what I want to be.” THE READER “But you study hard.” By Bernhard Schlink “Sort of.” I told her she was more important to me than school and my studies. And I wished I were with her more often. “I’ll have to repeat PART ONE a class in any case.” CHAPTER EIGHT “What class?” It was the first real conversation we’d had with each other. …...... “Tenth grade. I’ve missed too much in the last months while I was “What’s your name?” I asked her on the sixth or seventh day. She ill. If I still wanted to move up next year I’d have to work like an idiot. had fallen asleep on me and was just waking up. Until then I avoided I’d also have to be in school right now.” I told her I was cutting classes. saying anything to her that required me to choose either the formal or “Out.” She threw back the coverlet. “Get out of my bed. And if the familiar form of address. you don’t want to do your work, don’t come back. Your work is idiotic? She stared. “What?” Idiotic? What do you think selling and punching tickets is?” She got out “What’s your name?” of bed, stood naked in the kitchen being a conductor. With her left hand “Why do you want to know?” She looked at me suspiciously. she opened the little holder with the blocks of tickets, using her left “You and I . . . I know your last name, but not your first. I want to thumb, covered with a rubber thimble, to pull off two tickets, flipped know your first name. What’s the matter with . . .” her right hand to get hold of the punch that hung from her wrist, and She laughed. “Nothing, kid, there’s nothing wrong with that. My made two holes. “Two to Rohrbach.” She dropped the punch, reached name is Hanna.” She kept on laughing, didn’t stop, and it was out her hand for a bill, opened the purse at her waist, put the money in, contagious. snapped it shut again, and squeezed the change out of the coin holder “You looked at me so oddly.” that was attached to it. “Who still doesn’t have a ticket?” She looked at “I was still half asleep. What’s yours?” me. “Idiotic—you don’t know what idiotic is.” I thought she knew. At that time it was the in thing not to carry I sat on the edge of the bed. I was stunned. “I’m sorry. I’ll do my your schoolbooks in a bag but under your arm, and when I put them on work. I don’t know if I’ll make it, school only has another six weeks to her kitchen table, my name was on the front. But she hadn’t paid any go. I’ll try. But I won’t get through it if I can’t see you anymore.” I . . .” attention to them. At first I wanted to say, I love you. But then I didn’t. Maybe she was “My name is Michael Berg.” right, of course she was right. But she had no right to demand that I do “Michael, Michael, Michael.” She tried out the name. “My kid’s more at school, and make that the condition for our seeing each other called Michael, he’s in college.” again. “I can’t not see you.” “In high school.” The clock in the hall struck one-thirty. “You have to go.” She “In high school, he’s what, seventeen?” hesitated. “From tomorrow on I’m working the main shift. I’ll be home 90

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI at five-thirty and you can come. Provided you work first.” to Easter, when I wanted to take a bicycle trip with her during the …...... vacation. We could get a room together as mother and son, and spend *** the whole night together. CHAPTER NINE Strange that this idea and suggesting it were not embarrassing to …...... me. On a trip with my mother I would have fought to get a room of my She—I should start calling her Hanna, just as I started calling her own. Having my mother with me when I went to the doctor or to buy a Hanna back then—she certainly didn’t nourish herself on promises, but new coat or to be picked up by her after a trip seemed to me to be was rooted in the here and now. something I had outgrown. If we went somewhere together and we ran I asked her about her life, and it was as if she rummaged around into my schoolmates, I was afraid they would think I was a mama’s boy. in a dusty chest to get me the answers. She had grown up in a German But to be seen with Hanna, who was ten years younger than my mother community in Rumania, then come to Berlin at the age of sixteen, taken but could have been my mother, didn’t bother me. It made me proud. a job at the Siemens factory, and ended up in the army at twenty-one. When I see a woman of thirty-six today, I find her young. But Since the end of the war, she had done all manner of jobs to get by. She when I see a boy of fifteen, I see a child. I am amazed at how much had been a streetcar conductor for several years; what she liked about confidence Hanna gave me. My success at school got my teachers’ the job was the uniform and the constant motion, the changing scenery attention and assured me of their respect. The girls I met noticed and and the wheels rolling under her feet. But that was all she liked about it. liked it that I wasn’t afraid of them. I felt at ease in my own body. She had no family. She was thirty-six. She told me all this as if it were …...... not her life but somebody else’s, someone she didn’t know well and who It all happened because of reading aloud. The day after our wasn’t important to her. Things I wanted to know more about had conversation, Hanna wanted to know what I was learning in school. I vanished completely from her mind, and she didn’t understand why I told her about Homer, Cicero, and Hemingway’s story about the old man was interested in what had happened to her parents, whether she had had and his battle with the fish and the sea. She wanted to hear what Greek brothers and sisters, how she had lived in Berlin and what she’d done in and Latin sounded like, and I read to her from the Odyssey and the the army. “The things you ask, kid!” speeches against Cataline. It was the same with the future—of course I wasn’t hammering “Are you also learning German?” out plans for marriage and future. But I identified more with Julien “How do you mean?” Sorel’s relationship with Madame de Renal than his one with Mathilde “Do you only learn foreign languages, or is there still stuff you de la have to learn in your own?” Mole. I was glad to see Felix Krull end up in the arms of the “We read texts.” While I was sick, the class had read Emilia mother rather than the daughter. My sister, who was studying German Galotti and Intrigues and Love, and there was an essay due on them. So literature, delivered a report at the dinner table about the controversy as I had to read both, which I did after finishing everything else. By then it to whether Mr. von Goethe and Madame von Stein had had a was late, and I was tired, and next day I’d forgotten it all and had to start relationship, and I vigorously defended the idea, to the bafflement of my all over again. family. I imagined how our relationship might be in five or ten years. I “So read it to me!” asked Hanna how she imagined it. She didn’t even want to think ahead “Read it yourself, I’ll bring it for you.” 91

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI “You have such a nice voice, kid, I’d rather listen to you than read “Some of us were dead, and the others had left. They said they it myself.” were taking the wounded to the field hospital and would come back, but “Oh, come on.” they knew they weren’t coming back, and so did we. Perhaps they didn’t But next day when I arrived and wanted to kiss her, she pulled even go to the hospital, the wounded were not that badly hurt. We would back. “First you have to read.” have gone with them, but they said they needed the room for the …...... wounded, and anyway they didn’t . . . they weren’t keen to have so So reading to her, showering with her, making love to her, and many women along. I don’t know where they went.” lying next to her for a while afterwards—that became the ritual in our “What did you do?” meetings. “We didn’t know what to do. It all happened so fast, with the She was an attentive listener. Her laugh, her sniffs of contempt, priest’s house burning and the church spire, and the men and the cart and her angry or enthusiastic remarks left no doubt that she was were there one minute and gone the next, and suddenly we were alone following the action intently, and that she found both Emilia and Luise with the women in the church. They left behind some weapons, but we to be silly little girls. Her impatience when she sometimes asked me to didn’t know how to use them, and even if we had, what good would it go on reading seemed to come from the hope that all this imbecility have done, since we were only a handful of women? How could we would eventually play itself out. “Unbelievable!” Sometimes this made have guarded all those women? A line like that is very long, even if you even me eager to keep reading. As the days grew longer, I read longer, keep it as tight together as possible, and to guard such a long column, so that I could be in bed with her in the twilight. When she had fallen you need far more people than we had.” Hanna paused. “Then the asleep lying on me, and the saw in the yard was quiet, and a blackbird screaming began and got worse and worse. If we had opened the doors was singing as the colors of things in the kitchen dimmed until nothing and they had all come rushing out...” remained of them but lighter and darker shades of gray, I was The judge waited a moment. “Were you afraid? Were you afraid completely happy. the prisoners would overpower you?” *** “That they would . . . no, but how could we have restored order? PART TWO There would have been chaos, and we had no way to handle that. And if CHAPTER NINE they’d tried to escape . . .” …...... Once again the judge waited, but Hanna didn’t finish the sentence. Until it was the turn of the plump and vicious defendant. She “Were you afraid that if they escaped you would be arrested, convicted, knew. “Ask that one there!” She pointed at Hanna. “She wrote the shot?” report. She’s the guilty one, she did it all, and she wanted to use the “We couldn’t just let them escape! We were responsible for them . report to cover it up and drag us into it.” . . I mean, we had guarded them the whole time, in the camp and on the The judge asked Hanna. But it was his last question. His first was march, that was the point, that we had to guard them and not let them “Why did you not unlock the doors?” escape. That’s why we didn’t know what to do. We also had no idea how “We were . . . we had . . .” Hanna was groping for the answer. many of the women would survive the next few days. So many had died “We didn’t have any alternative.” already, and the ones who were still alive were so weak . . .” “You had no alternative?” Hanna realized that what she was saying wasn’t doing her case 92

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI any good. But she couldn’t say anything else. She could only try to say what she was saying better, to describe it better and explain it. But the THE READER more she said, the worse it looked for her. Because she was at her wits’ By Bernhard Schlink end, she turned to the judge again. “What would you have done?” The exercise below is related to the passage: part one chapter eight. But this time she knew she would get no answer. She wasn’t After skimming and scanning the passage, give the short answer to expecting one. Nobody was. The judge shook his head silently. the following questions Not that it was impossible to imagine the confusion and 1. Does Michael know the women's name from their first meeting? helplessness Hanna described. The night, the cold, the snow, the fire, the ______screaming of the women in the church, the sudden departure of the 2. When does Michael ask the woman's name? people who had commanded and escorted the female guards—how ______could the situation have been easy? But could an acknowledgment that 3. Does Hanna realize Michael's name on his schoolbook? the situation had been hard be any mitigation for what the defendants ______had done or not done? As if it had been a car accident on a lonely road 4. How old is Michael actually? on a cold winter night, with injuries and totaled vehicles, and no one ______knowing what to do? Or as if it had been a conflict between two equally 5. Michael is studying in.... compelling duties that required action? That is how one could imagine ______what Hanna was describing, but nobody was willing to look at it in such 6. What kind of job does Hanna have? terms. ______“Did you write the report?” “We all discussed what we should write. We didn’t want to hang any of the blame on the ones who had left. But we didn’t want to attract The exercise below is related to the passage: part one chapter nine. charges that we had done anything wrong either.” Read the following statements. If a statement is true, write T on the “So you’re saying you talked it through together. Who wrote it?” line. If it is false, write F. “You!” The other defendant pointed at Hanna. 1. _____ Hanna can easily tell Michael about her life “No, I didn’t write it. Does it matter who did?” A prosecutor suggested that an expert be called to compare the 2. _____ Michael knows Hanna's family. handwriting in the report and the handwriting of the defendant Schmitz. 3. _____ Hanna spends her childhood in German “My handwriting? You want my handwriting? . . .” The judge, the prosecutor, and Hanna’s lawyer discussed whether 4. _____ Michael is fond of literary work a person’s handwriting retains its character over more than fifteen years 5. _____ Michael is embarrassed to have a walk with Hanna and can be identified. Hanna listened and tried several times to say or ask something, and was becoming increasingly alarmed. Then she said, 6. _____ Hanna does not want to think about her future with “You don’t have to call an expert. I admit I wrote the report.” Michael 93

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 7. _____ Hanna is familiar with literature Answer the comprehension questions below. 8. _____ Hanna loves to listen Michael reading aloud to her 1) What does the passages mainly discuss? 9. _____ Michael is eager to read aloud for Hanna 1. Part one, chapter eight 10. _____ They do the “reading aloud” ritual every morning ______Vocabulary exercise:

word in ….. (part of speech) meaning 2. Part one, chapter nine 1. Part I chap. 8: ______Suspiciously ______2. Part I chap. 8: ______thimble 3. Part two, chapter nine 3. Part I chap. 9: ______rummaged ______4. Part I chap. 9: ______vigorously 2) Is the indication of Hanna's illiteracy shown in the passage? 5. Part I chap. 9: If yes, in which part? imbecility ______6. Part II chap. 9: ______vicious ______3) How does this novel give you feeling and thinking? Is it hopeful 7. Part II chap. 9: or ultimately despairing? groping ______8. Part II chap. 9: ______spire ______

9. Part II chap. 9: 4) If you were in Hanna's shoes, which of her secrets would be more escorted important to you, 10. Part II chap. 9: -That she was illiterate - she couldn't write and couldn't read, or mitigation 94

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI -That she was an SS guard during WWII and was responsible for the death of hundreds of people? State your opinion. ______

State your personal opinion or view on the issue discussed. My opinion on the issue discussed: ______