The personality development of hiccup in Cressida Cowell`s how to train your dragon

THE PERSONALITY DEVELOPMENT OF HICCUP

IN CRESSIDA COWELL’S

HOW TO TRAIN YOUR DRAGON

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pedidikan Degree

in English Language Education

By

Roosefine Shierly Septiana Student Number: 121214037

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

YOGYAKARTA 2017

i

THE PERSONALITY DEVELOPMENT OF HICCUP

IN

CRESSIDA COWELL’S

HOW TO TRAIN YOUR DRAGON

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pedidikan Degree

in English Language Education

By

Roosefine Shierly Septiana Student Number: 121214037

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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DEDICATION PAGE

I dedicate this undergraduate thesis to

My beloved father in heaven

vii ABSTRACT

Septiana, Roosefine Shierly. (2017). The Personality Development of Hiccup in

Cressida Cowell’s How to Train Your Dragon. Yogyakarta: English Education Study Program. Department of Language and Arts Education. Faculty of Teachers Training and Education. Sanata Dharma University.

This study analyzed a novel entitled How to Train Your Dragon by Cressida Cowell. This study focused on analyzing the personality development of Hiccup in his pre-adolescent stage. The research problem in this study is focused on how Hiccup’s personality development was depicted in the stage of preadolescent.

This study applied the psychological criticism approach to analyze the development of Hiccup in his preadolescence period. This approach was chosen because the main discussion in this study was about the personality development. The method was library study with the novel as the main source, while the other sources were taken from books, articles, and internet.

The finding of this study revealed that Hiccup developed from having phlegmatic, melancholic, and choleric personalities. Those personalities had predominant negative characteristics such as fearful and worried, too introspective, and unenthusiastic. Later, Hiccup’s personalities developed and became melancholic and choleric personalities. Characteristics’ of each personality were more positive than previous personalities.

viii ABSTRAK

Septiana, Roosefine Shierly. (2017). The Personality Development of Hiccup in

Cressida Cowell’s How to Train Your Dragon. Yogyakarta: Program Studi Pendidikan Bahasa Inggris. Departemen Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sanata Dharma.

Studi ini menganalisa sebuah novel berjudul How to Train Your Dragon

yang ditulis oleh Cressida Cowell. Fokus pada studi ini adalah menganalisa perkembangan karakter Hiccup yang sedang di masa awal masa remaja dan factor yang mempengaruhi perkembangan kararternya.

Terdapat satu rumusan masalah di studi ini, yaitu; bagaimana perkembangan karakter Hiccup yang digambarkan menggunakan pendekatan psikologis terutama pada masa awal masa remaja.

Pendekatan psikologis dipilih karena pembahasan utama pada studi ini adalah perkembangan karakter. Pendekatan psikologis diterapkan dengan tujuan untuk menganalisis perkembangan karakter Hiccup di masa awal keremajaannya.

Metode yang digunakan adalah studi pustaka dimana sumber utama studi ini didapat dari novel yang berjudul How to Train Your Dragon yang ditulis oleh Cressida Cowell, dan sumber lain diambil dari buku –buku, jurnal, artikel dan internet yang berisi tentang karakter, karakterisasi, perkembangan remaja dan kepribadian.

Temuan dari studi ini adalah Hiccup berkembang dari kepribadian yang sangat plegmatis, melankolis dan juga koleris yang berciri-ciri dari setiap kepribadian sangat negatif. Sekarang Hiccup telah berubah menjadi kepribadian berwatak melankolis dan koleris yang ciri-ciri setiap kepribadiannya cenderung lebih positif.

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ACKNOWLEDGEMENTS

First, Iwould like to thank God for his guidance. He has given His blessing to me so that I could finally finish my thesis. I believe that this achievement is nothing without Him. I also thank Mother Mary who also gives Her blessing, love, andstrength.

My deepest gratitude goes to my mother Lf. Kus Ari Astuti and my sisters Roosephine Candy Kuntari and Rooseline Linda Octina who always love, encourage, give advices, guidance, and also support me to finish my study every time I wanted to give up. I also give my thank to my father in heaven, Conradus Koenraad Roosen, who gave his never ending love tome. Moreover, for my grandparents, my uncle, and aunty who also support and give me love, courage, andcare to write this thesis. I am grateful to have them as my family.

I would like to give my sincere gratitude to my advisor Dr. Emanuel Sunarto, M.Hum. He has guided me patiently in the writing process and has given me his time to consult this thesis. I thank to all lectures in ELESP for all the guidance to finish my study and my thesis.

I also give my thank to my best friends; Chezia Eufresia Isworo, S.Pd., Giovani Agnes Utami, Dogma Uli Sihombing, S.Pd., and Anselmus Apri, S.Pd. for their support, reminder, love, care, and guidance to encourage me during the process to finish my thesis and study. I would like to thank my senior high

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schoolbest friend, Verena Yosica Ronandha S.Pd. who always reminds me to keep fighting and finish my study. I amvery grateful to have them in my life.

I would like to thank my friends Dogma Uli Sihombing, S.Pd., Anchieta Avi Avilanova, S.Pd., Ria Resty Winarni, S.Pd., Hari Krismawan S.Pd., Giovani Agnes Utami, Chezia Eufresia Isworo, S.Pd., and Christianus Joe Nau Tonga, S.Pd., for their time and willingness to proofread this thesis.

I also express my gratitude to my beloved boyfriend, Yoseph Yulian Setyadi who always stays by my side in joy and tears. Hegives me his love, care, and support. He always encourages and helpsme in any situation. I amlucky to have him by my side.

The last but not least, I would like to thank all of my friends and everyone who give me his or her support, help, and assistance in the process of writing this thesis and for their friendship that we shared.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF APPENDICES ... xiv

CHAPTER I. INTRODUCTION ... 1

A. Background of Study ... 1

B. Problem Formulation ... 4

C. Object of the Study ... 5

D. Significance of the Study ... 5

E. Definition of Terms ... 5

1. Character ... 6

2. Personality ... 6

3. Personality Development ... 6

4. Preadolescence ... 7

CHAPTER II. REVIEW OF RELATED LITERATURE ... 8

A. Review of Related Studies ... 8

B. Theoretical Description ... 10

1. Theory of Plot ... 10

2. Theory of Character and Characterization ... 11

2.1Definition of Character ... 11

2.2Definition of Characterization ... 12

2.3Ways of Characterization ... 12

2.3.1 Personal Description ... 13

2.3.2 Character as Seen by Another ... 13

2.3.3 Speech ... 13

2.3.4 Past Life ... 13

2.3.5 Conversation of Others ... 14

2.3.6 Reactions ... 14

2.3.7 Direct Comment ... 14

2.3.8 Thoughts ... 14

2.3.9 Mannerism ... 14

3. Theory of Personality ... 15

3.1Definition of Personality ... 15

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3.2 1 Sanguine ... 16

3.2.2 Choleric ... 16

3.2.3 Melancholic ... 17

3.2.4 Phlegmatic ... 18

3.3 Factor of Personality Change ... 18

C. Theoretical Framework ... 20

CHAPTER III. METHODOLOGY ... 23

A. Object of Study ... 23

B. Approach of the Study ... 24

C. Methods of Study ... 25

CHAPTER IV. ANALYSIS ... 28

A. Hiccup’s Dominant Personalities Before Conflict ... 28

1. Phlegmatic ... 29

1.1Fearful and Worried ... 30

1.2Uninvolved ... 33

1.3Kind ... 36

1.4Unenthusiastic ... 39

2. Melancholic ... 41

2.1Introspective ... 41

2.2Serious and Purposeful ... 44

3. Choleric ... 46

3.1 Compulsive ... 47

B. Hiccup’s Dominant Personalities After Conflict ... 49

1. Melancholic ... 51

1.1Genius ... 51

1.2Self-sacrificing ... 54

2. Choleric ... 56

2.1Capable of Leading and Organizing ... 57

2.2Capable of Solving Problems ... 59

C. Hiccup’s Personality Development ... 63

CHAPTER V. CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS 73 A. Conclusions ... 73

B. Implication ... 75

C. Suggestions ... 76

1. Suggestion for Future Researchers ... 76

2. Suggestion for Teachers ... 77

xiii

REFERENCES ... 79 APPENDICES ... 81

xiv

LIST OF APPENDICES

Appendix 1: The Summary and cover of How to Train Your Dragon ... 81

Appendix 2: The Biography of Cressida Cowell ... 82

Appendix 3: The Picture of Cressida Cowell ... 84

1 CHAPTER I INTRODUCTION

This chapter consists of five parts, namely, background of the study, problem formulation, objective of the study, significances of the study, and definition of terms. The background of the study provides the explanation why the writer chooses the novel as the subject of the study. The problem formulation describes the question that is going to beanalyzed later. The object of the study deals with the aims of the study. The significances of the study discuss the advantages of this study to the readers. The definition of terms, it is provided to avoid misconception in this study.

A. Background of the Study

Children development is important for parents to understand. Parents should be really concerned about their children’s development. Accordingly, they can guide them in a right path to live. Finding a guide to help the parents in raising their children is easy. Many studies have been done to find the detailed information about children’s development. Those studies are intended to give information as many as possible about what children development is and how to handle it. The information which is provided is easy to be applied as a guidance for the parents to educate, help, and guide their children.

Children development is divided into several stages. They are infancy, childhood, juvenile, preadolescence, early adolescence, and late adolescence.

However, the most important stage is adolescent stage. It is because if children want to become adults, they have to pass the adolescence stage. According to Sullivan’s Stages of Development, there are three stages which are included in adolescence stage (as cited in Feist & Feist, 2006, p. 231). The adolescence’s stages are preadolescence, early adolescence, and late adolescence. Adolescence stage is a stage between childhood and adulthood. According to Conger (1977), “adolescent is a period of rapid change, physical, physiological, psychological, and social” (p. 36). Many children psychologists concern about this stage and call this stage as “Storm and Stress.” In adolescence stage, children experience a lot of difficulties which come from themselves (body and mind) and from their environments. A proper guide from parents is a great help for children to pass adolescent stage.

One of the ways to help children pass the adolescence stage is by understanding their personalities. Each child has his or her own personality that makes he or she is different from others. By knowing their children’s personalities, parents can provide better treatments, activities, and environments to help children pass the adolescence stage. According to Hjelle and Ziegler (1981), someone’s personality can be affected by internal and external influences, such as genetic, biological propensities, their social experiences, and changing in environments (p. 7). Moreover, understanding children’s personalities in their preadolescence stage can be used to prevent and treat negative personalities which are in the children since the juvenile stage. Feist and Feist (2006) state that “earlier negative influences or mistakes in juvenile stage can be diminished in preadolescence stage, but mistakes in preadolescence are difficult to surmount during later stages” (p. 228).

Negative personality is caused by children’s unhappy emotions. According to Ali and Asrori (2004), in adolescent’s psychological development, children who are entering the adolescence stage experience a sudden growth in their bodies which caused by the brain’s development. The sudden growth in the brain development can trigger unbalanced emotions towards their life such as a sensitiveness which can lead to an unhappy emotion. At this point, the parents’ role is needed, children should be guided and informed about what will happen to them in preadolescence stage. According to Spano (2014), parents should provide their children with warm, strong, and positive communication to build individual values and healthy life to prevent unhappy emotions to turn into negative personalities in their children.

Talking about children is not only interesting for the research but also for literature works. Cressida Cowell is one of the American novelists who is inclined to write stories for children. She began to write stories since she was nine years old. Her first book was published in 1999. However, she began to write stories about adolescent since 2002. Her ideas mostly come from her childhood. Her stories contain her experiences about family, school, and friendship.

How to Train Your Dragon novel is one of the arts from Cressida Cowell.

This novel tells the readers about the adventure of Hiccup. He is the son of the chief in The Hairy Hooligan of the Viking tribe. Hiccup is a ten-year-old boy who is smart, very kind, clumsy, and a bit of a coward. Hiccup is demanded to be the next chief when he grows up. However, Hiccup is very different from other Viking boys. Other boys are bigger, taller, stronger, and braver. It is then, he experiences a lot of rejection and bullying from his society. Therefore, he has to pass the initiation to

be accepted in the tribe so that he can be called as a Viking. In this initiation, he and the other boys should catch and train their own dragons as the final test. Hiccup tries his best to train his coward and self-centered dragon named Toothless. In his journey, he faces a lot of problems such as training Toothless basic commands and fighting the biggest dragon in the world in order to save his tribe.

This novel emphasizes on Hiccup’s personality development in his preadolescence stage. This study analyzes Hiccup’s personality development since he is rejected until he finally earns his acceptance in his society. This kind of situation happened in many adolescences. Many children have ever felt a rejection from their society especially in their adolescence stage. For example, a case written by Burns (2017), a bullying case of eleven –year-old boy named Thomas Thompson. He took an overdose painkiller after he was bullied because being a clever boy. Thomas being bullied by his friends at Riverside Primary School in Wallasey. Based on the fact above, the writer finds out an interesting topic about understanding personalities in order to help children to survive, especially in their preadolescence stage which needs more attention. Therefore, the writer analyzes the personality development further in this novel.

B. Problem Formulation

There is one problem discussed in this study. It can be formulated as follows: 1. How is Hiccup’s personality development depicted in his preadolescence

C. Objective of the Study

There is one objective to be achieved in this study. The objective is to depict Hiccup’s personality development from the beginning until the end of the story. The analysis focusses on his preadolescence stage.

D. Significance of the Study

There are three benefits from this study especially for those who have an interest in literary work and psychology. The first benefit of this study is for the lecturers who teach a literary course. Hopefully, the novel in this study can be used by the lecturers to be teach about character, characterization, and plot in prose or drama courses. The second benefit is for the future researcher. The writer hopes that this study can be the source of future researches in literary studies which analyzes character development or personality development, for example Hiccup’s personality development in adolescence or Snotloud’s character development. The third is for the teachers and parents. This study is expected to be the source for teachers and parents who need adeeper understanding about types of personality and reasons for personality change in order to help their students or children pass the preadolescence stage.

E. Definition of Terms

To provide a clear meaning of some terms used in this study and to avoid confusions that might be aroused, there are some definitions that should be clarified. There are some terms which are used in this study. The terms are:

1. Character

According to Eneste (1991), characters in novel can be in form of humans or animals (p. 24). As stated by Stanton (1965) that “character is the emotion, wishes, morality, and personality of the individual in the story” (p. 33). Here, character means the subject of the story in the form of human with their emotions, wishes, moralities, and personalities in the story. The character that is analyzed in this study is a young Viking boy named Hiccup.

2. Personality

Personality has many definitions. As stated by Hjelle and Ziegler (1981), the word “personality” comes from a Latin word “persona” which means the mask worn in theatrical players in ancient Greek dramas. Therefore, nowadays, personality has been seen as the individual’s strongest or most dominant characteristic (p. 6). In this study, personality is seen as the dominant characteristics in a character.

3. Personality Development

Personality development is a development which enhances individual outer and inner self to bring about a positive change to your life. Outer self means body or physical appearance. Inner self means the mind and conscience. Each individual has a different personality that can be developed, polished and refined. Personality development usually happened because of several changes in their life (“Personality Development,” 2017).

4. Preadolescence

According to Hurlock (1973), adolescence is a period of transition when the individual changes physically and psychologically from a child to an adult” (p. 2). Children will transform their body and mind from childhood to adulthood. According to Sullivan (1953), there are six stages in development (as cited from Feist and Feist, 2006, p. 223). The stages are infancy, childhood, juvenile era, preadolescence, early adolescence, and late adolescence. Preadolescence is ranged between eight and a half until thirteen years old. Preadolescence is time when intimacy with a particular person in the same gender occurs. In preadolescence the intimacy and love become the characteristics of friendship. The intimate relationship in preadolescence usually involves another person with the same gender, age and social status. Moreover, love in friendship will occur when other’s security is important to the other and vice versa. The experience during preadolescence stage is important for the future personality development because intimacy from this stage can diminish negative influences. Furthermore, a serious problem in children such as loneliness or self-centeredness cam also be diminished by achieving intimacy in preadolescence stage (p. 227-228).

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of three parts. The first part is the review of related studies. The second part is the theoretical description. The third part is the theoretical framework. In the review of related studies, the writer presents the references of the previous studies about character development. In the theoretical description, the writer presents the theories related to the problem formulation. In the third part, the writer explains the steps of conducting this study and shows some theories which are used in analyzing the subject of the study.

A. Review of Related Studies

This study is not the only study that analyzes the character development in a novel. There are two related studies which help the writer to understand more the aspects and factors of character development that the writer aims to reveal. This study uses the same approach as the previous studies but uses different novel as the subject.

The first undergraduate thesis that is related to my study is entitled “The Psychological Influences of Mother’s Behavior on Paul’s Character Development as Seen in D.H. Lawrence’s Son’s and Lovers” by Almira Wanodya Padmasari (2016).

Padmasari focused on mother’s psychological behavior which affected children’s character development. In her thesis, Padmasari analyzed the reality on how the parents’ responsibility takes part on shaping their children’s personalities. She said “the mother as the family and major nurturance figure to the children must set an example of behavior for her children. The behavior engaged in herself, her husband, her children and the society will interfere with the children’s achievement and integrated personality” (2016: 4).

Padmasari used psychological approach in her undergraduate thesis, since the idea of the character development and personality are the significant theories in psychology. Her approach is the same as this study, but the object of the study is different. The novel that Padmasari analyzed entitle Son’s and Lovers and the novel that is used in this study is How to train Your dragon.

The second related study is “Scout’s Personality Development as Revealed in Lee’s to Kill a Mocking Bird” by Astari Paramita Tjandra. Tjandra (2015) focused on Scout’s personality development since she grows up around adulthood.

Tjandra analyzed Scout’s personality development since Scout grew up around adulthood and the moral values that the reader can get from someone’s racism experience. Tjandra used psychological approach in her undergraduate thesis since the concept of personality development is significant theories in psychology.

From the related studies that are mentioned above, there is a difference and similarity. They used the same approach with this study. In the first related study

written by Padmasari, she focused on the psychological influence of mother’s behavior toward Paul’s character development. Meanwhile, the second related study focused on the finding of personality development and moral values that could be found from someone’s racism experience. The difference between two previous studies from this study is on the objects of the study which use different novels. Therefore, the writer finds a new topic which discusses personality development of Hiccup in his preadolescent stage in How to train your Dragon

novel using psychological approach.

B. Theoretical Description

There are some theories used by the writer in conducting this study. These theories give the writer some valuable information which are very helpful in analyzing the novel. They are the theory of plot, the theory of character, the theory of characterization, the theory of adolescence, and the last one is the theory of personality.

1. Theory of Plot

Every story in the literature works contain a plot. According to Murphy (1972), “a plot is a plan which all the action, event, reaction of the characters are contributes toward the movement of the story” (p. 134). To see the development of Hiccup, the theory of plot is needed to distinguish and to provide a clear development from the beginning until the end of the story. The theory of plot is taken from theory of tragic by Aristotle (as cited in McManus’s, 1999, p. 1.)

McManus (1999) said that there are three major sections. The first is the incentive moment or exposition, contain the introduction of characters, the setting, and the conflict. The second is the climax, the turning point when the problem or conflict turns worst. The third is the resolution, the end of the story when the problem or conflict is solved.

2. Theory of Character and Characterization

Characters is one of the important parts of a story. To have deeper understanding about a story, the reader should know all of the characters in the story. As stated by Stanton (1965), “through our knowledge of the characters, we understand their actions, we understand the characters” (p. 18). The theories of character in this study are proposed by Eneste (1991), Stanton (1965), Kennedy and Gioia (2010).

2.1 Definition of Character

Every story has characters. Characters have very important roles for the author to deliver the story to the readers through characters’ actions, thoughts, personalities, emotions, and backgrounds. According to Forster, there are two types of character namely flat and round (as cited in Kennedy & Gioia, 2010, p. 78). A flat character only has one outstanding trait and tends to stay the same from the beginning until the end of the story. A round character has a greater and generous detail. Round character is likely to evolve from the beginning of the story until the end.

As stated by Eneste (1991), characters in the novel is usually humans, but sometimes there is a novel which has animal characters in it (p. 24). Moreover, as stated by Stanton (1965), “character is used in two contexts. First, character is the individual shown in the story or second, character is the emotion, wishes, morality, and personality of the individual in the story” (p. 33). Based on the statements above, a character can be synthesized as humans or animals which have emotion, wishes or certain personality in them and connected to the action in the story. 2.2 Definition of Characterization

Characterization is important when people write stories because every story has characters in it and every character should have their own characterization. According to Eneste (1991) “characterization’s function is to support the story and the plot” (p. 25). Moreover, as stated by Saad (1967) “characterization’s task is to supply the reasons for certain action in the story” (as cited in Eneste, 1991, p. 25). Based on statements above, the writer concludes that characterization is an instrument to support the story and explain the reason why certain action happens in the story.

2.3 Ways of Characterization

Characterization can be done in many ways to give a detailed explanation about the character itself. As stated by Rene and Austin (1956), “the simplest way to understand a character is from the name” (as cited in Eneste, 1991, p. 24). Moreover, according to Eneste (1991), “characterization can be done not only by name but also by their personality or behavior from the character” (p. 24).

Furthermore, Murphy (1972) describes nine ways of characterization in the novel, which are:

2.3.1 Personal Description

The authors of stories usually describe their character directly. Through their narration, they will give the readers some clues through appearances or clothes to let their imagination form their own perception towards the characters in the story.

2.3.2 Character as Seen by Another

On the other hand, instead of giving a direct narration about character, the author usually gives clues about a character through other characters’ eyes, opinions or thoughts.

2.3.3 Speech

The author can also describe characters through their speech. Clues can be found from how characters talk, their speech, their conversation, and also from their opinions.

2.3.4 Past Life

Characters’ past life can also give the readers description about the characters. Knowing their past life or background can help the readers to find clues regarding to the personalities of a character. Usually, the clues about characters’ past life can be done by the direct narration from the author, through the characters’ thoughts, conversation, and from other characters.

2.3.5 Conversation of Others

The author can give the readers clues about a character through other characters’ conversation. Usually, other characters will talk about other characters too. From their conversation we can find some clues that related to certain character that they talked about.

2.3.6 Reactions

Clues can also be found in reactions. The reactions mean that the author sometimes gives the readers clues about a character through their reaction. A character’s reaction toward some situations and events can help the reader to have a better understanding.

2.3.7 Direct Comment

The author uses their direct comment or narration to describe the characters directly in the story.

2.3.8 Thoughts

The author gives the readers clues from the characters’ thoughts or what they are thinking about in various events.

2.3.9 Mannerism

The author gives the readers clues about characters’ personalities through their description about characters’ mannerism and habits.

3 Theory of Personality

To see the factors of the development in personality, the theory of personality is needed to give a clearer reason and explanation. The theories of personality are from Ekstrand (2012) and Hurlock (1974).

3.1 Definition of Personality

Personality has many meanings. According to Allport, “personality is the dynamic organization within the individual of those psychological system that determine his or her characteristic behavior and thought” (as cited in Hurlock, 1974, p. 7). Moreover, according to Hjelle and Ziegler (1981) in their book entitled

Personalities Theories; Basic Assumption, Research, and Applications, personality

is seen as the most dominant individual’s characteristic (p. 6). It can be concluded that personality is an organization from the most dominant individual’s characteristic.

3.2 Theory of Four Human Temperaments

There is a reason why people do certain things. The reasons can be found by analyzing their temperament or personality. According to Ekstrand (2012) in his article entitled The Four Human Temperaments, “many of the answers for human

behavior can be found in people’s temperament or personalities” (p. 1). People’s personalities are inherited from parents or influenced and shaped by the environment (p. 1). Thus, personalities are shaped by the inheritance personalities and the influence from environment. A human’s personality is commonly divided into four major categories. They are sanguine, melancholic, choleric, and

phlegmatic. Ekstrand (2012) says that “all human beings have a degree of each of these four personality types within them, though each person will definitely test out higher in one, with another being a close second” (p. 2). According to Ekstrand (2012), each personality is described as follows:

3.2.1 Sanguine

Sanguine personality has positive and negative characteristics in it. Therefore, sanguine characteristics are mentioned in order to support this study in analyzing Hiccup’s characterization. The sanguine is described as impulsive and pleasure-seeking personality. According to Ekstrand (2012) the sanguine is called as the talker. They are very expressive and enthusiast with people (p. 2). Sanguine loves to be the center of attention that is why they are very sociable and attractive. Moreover, sanguine loves people so they are famous of being friendly and warm-hearted and it help them to make friends in a crowd. In the other hand, even though sanguine seems to be very cheerful and friendly, sanguine also has some negative characteristics in them. The negative characteristics in sanguine are first, impulsive, they have tendency to make what they want come true as soon as possible. If what they wish did not came too they easily bored and sanguine cannot handle boredom well. The changes of sanguine moods are very fast and they famous of having mood disorder. Mood disorder means the sanguine has fluctuated moods.

3.2.2 Choleric

The choleric is an ambitious and leader-like personality. Ekstrand (2012) describes the choleric as the doer or the driver (p. 3). The choleric usually born as

a leader so they have a great desire to control others. The choleric also famous of being insensitive because they do not care about other’s feelings. That is why they good at working independently because choleric is also strong-willed and self-sufficient. The negative characteristics of the choleric are bossy and also domineering others. They also quick tempered and easily angered about something that is wrong. Moreover, when choleric knows that something is wrong, they have tendency to correct it because they have compulsive side that always like to change things (p. 3). Choleric’s characteristics are mentioned in order to give clearer explanation about choleric type and to support this study in analyzing Hiccup’s personality development.

3.2.3 Melancholic

The Melancholic is an introverted and thoughtful personality. Melancholic’s characteristics are explained in order to give detailed information about melancholic and to help this study in finding Hiccup’s personality. Ekstrand (2012) describes the melancholic as the thinker. The melancholic’s analytic skill is the best in analyzing problems which difficult to solve by others because they are a deep-thinker. They famous of being serious and purposeful that make them as a perfectionist. Melancholic also known as a feeler that make them as a very sensitive personality. Moreover, because melancholic is a feeler, they are very talented and creative. On the other hand, because melancholic is a deep-thinker they often see the negativity of their life that make them to have a low self-image, frequently moody, gloomy and like to sacrifice themselves for others (p. 5).

3.2.4 Phlegmatic

The phlegmatic is described as a relaxed and quiet personality. The phlegmatic is known as a quite personality, they like to make peace and stay out of a trouble and conflict. Therefore, phlegmatic is famous for being kind, sympathetic, easy going and calm. Ekstrand (2012) says that phlegmatic is referred to the watcher. Phlegmatic called as the watcher because they are very curious and observant but they do not like to be involved in some situation especially a conflict. Even though they are very peaceful, their negatives characteristics of the phlegmatic are tend to be a worrier and they tend to be indecisive when they have to decide something. moreover, because phlegmatic is known as the watcher and a relaxed personality, they seem to be an unenthusiastic and reluctant personality (p. 4). Phlegmatic’s characteristics is used in order to find Hiccup’s personality whether he included in phlegmatic type or not.

3.3 Factors of Personality Change

Every personality development always has a factor. The factor can either come from inside or outside of a person. According to Hurlock (1974) there are eight factors of personality changes that happen in people (p. 124). First is physical changes, physical change may come from maturation, decline, illness, or some other condition resulting from person’s life pattern but unrelated to the normal change in the body structure (p. 124). Second is changes in environment, changes in either the physical or social environment may produce changes in the person’s self-concept and in their characteristic behavior (p. 124). Third is changes in significant people,

when significant people in an individual’s life change and when he tries to adapt his pattern of behavior and his attitudes, belief, values, and aspiration to theirs, changes in his personality pattern cannot be avoided (p. 126). Fourth is changes in social pressure, as a childhood progresses, the child becomes increasingly aware that some personality traits are admires while some are dislike. Since everyone normally has a strong desire to be accepted by those who are significant to him, he tries to change any personality trait that will militate against his being accepted (p.126). Fifth is changes in role, a child changes being dependent to being economically independent person when he is old enough to become wage earner (p. 126). The changes in role may become favorable or unfavorable effect depends on how well it fits to person’s need. Sixth is strong motivation, when the motivations to improve the personality patterns is strong enough, changes can be effected (p. 127). A person who is different from others in their community will try harder to remove what makes him or her different because he or she has a strong motive to be accepted in the community. Seventh is changes in self- concept, changing one’s self-concept requires tremendous self-insight. This means that a person must be able and willing to see himself as he actually is, not as he would like to be or as other perceive him (p.128). Eight is the use of psychotherapy, psychotherapy helps a person to understand his self-concept. It is because in some condition, a certain person needs to be helped in order to change his self-concept, learning to think himself in a new way, and breaking destructive habit. The use of psychotherapy is to help a person that is poorly adjusted become a person who make a better

adjustment (p. 128). This theory is used in order to find the factor of Hiccup’s personality development.

Those are the theories that are used in this study. The theories that are explained above are used to support this study. Those theories are used to help the writer to analyze Hiccup’s personalities development in order to answer the question. Further explanation about the use of those theories is discussed in the theoretical framework.

C. Theoretical Framework

In this study, theories from books and references are taken to help the analysis in this study. The theories are also used to strengthen and support the analysis in this study. Each theory is used to answer the research question. Those theories are the theory of plot, theory of character, theory of characterization, theory of personality, and theory of personality change. The writer uses theory of plot by Aristotle’s theory of tragic (as cited in McManus, 1999, p. 1). It is to divide the story into three stages in order to give clearer movement of personality development from Hiccup before the conflict and after the conflict. In order to analyze Hiccup’s role and his clue from the author about his personality, the writer uses the theory of character from Eneste (1991) and Stanton (1965). The theory of characterization that is used is from Murphy (1972). It is to find clues of Hiccup personality. Since this study focuses on analyzing Hiccup’s personality development, the writer uses Ekstrand’s theory of four types of human temperaments (2012) as the guide to

define Hiccup’s personality type. After defining the main personality type of Hiccup, the writer uses the theory from Hurlock’s (1974) in the third part. Hurlock’s theory of personality change is used in order to understand what the reasons which make Hiccup’s personality is developed from the beginning of the story (the first part) until the end of the story (the second part).

Figure of theoretical framework diagram Data

•Hiccup's Characterization

Theory of Plot

•Exposition •Climax/Conflict •Resolution Research Data •Hiccup's characterization before conflict •Hiccup's Characterization after conflict

Teory of Four Human Temperanment

•Sanguine

•Melancholic

•Choleric

•Phlegmatic

Theory of Change Personalities

•Physical Changes

•Changes in environtment

•Changes in Significant People

•Changes in Social Pressure

•Changes in Role

•Strong Motivation

•Changes in Self-Concept

•The use of Psychotherapy

23 CHAPTER III

METHODOLOGY

This chapter discusses the methodology that is employed in conducting this study. This chapter consists of three parts, namely object of the study, approach of the study, and methods of the study. The first part is the object of the study. It discusses the brief description of the novel. The second part is the approach of the study which presents the critical approach used in this study. The third part is the method of the study. It presents the research procedure which discusses the steps done by the writer in conducting the study to answer the formulated problem.

A. Object of the study

The literary work which is discussed in this study is a novel entitled How to

Train Your Dragon. This novel is written by Cressida Cowell, an author of

children’s story. She was born on April 15, 1966 in London. She started writing a story since she was nine years old. Her first novel published on 1998. Later, How

to Train Your Dragonnovel was published in 2003. This novel contains 254 pages

and 19 chapters.

The novel tells about a journey of a young boy named Hiccup Horrendous Haddock III or Hiccup, the son of a chief of tribe Hairy Hooligan. He is smaller and weaker than the other boys. However, he has the same responsibilities as the other boys to capture a dragon and train it so that he will not be exiled from Berk as its

tradition. He and the other boys in the village have to catch a dragon for initiation. The training is led by Gobber the Belch, a best friend of Hiccup’s father. After they succeed in catching the dragons for themselves the training begins. Hiccup uses so many ways to train his dragon. However, the result is not good. His dragon does not listen to him. Therefore,he uses his skill to talk in dragon’s language, he is finally able train a basic commandto his dragon. In the final exam, Hiccup’s dragon namely Toothless, starts a fight with other dragons. As the result, the initiation is ruined by the dragonsand the boys will be exiled out of Berk. A huge storm comes to Berk, the elder postponed the exile for a day. In the next day, the storm brought two giant dragons to Berk’s shore. Hiccup, as the only one who is able to speak dragoness, commanded by his father to ask the dragons to leave Berk. The dragons do not want to leave and they intend to eat all the villagers. However, Hiccup has a great idea to solve this problem. In the end, Hiccup succeeds in saving the village and the villagers.

B. Approach of the Study

Since this study focuses on psychological aspects, the psychological criticism approach is applied. To have a better understanding about the literary works and its connection to psychology, it is better to take a look at nine critical approaches to literature. According to Kennedy and Gioia (2002), literary criticism is a natural human response to literature works. Moreover, in literary criticismthere are nine critical approaches. The approaches are; formalist criticism, biographical criticism, historical criticism, psychological criticism, mythological criticism,

sociological criticism, gender criticism, reader-response criticism, deconstructionist criticism and, cultural studies. Since this study focuses on psychological aspects, psychological criticism is applied in this study. According to Kennedy and Gioia (2002), psychological criticism has three major areas. They are the investigation of the creative process of artists, a psychology study of certain artists, and the analysis of fictional characters. Since this study analyzes fictional character, this study is included in the third major area of psychology criticism.

This study analyzes Hiccup’s personality development in his preadolescence stage as the main character in How to Train your Dragon novel.

The reason which makes Hiccup’s personalities developedis discussed as well. It means that this study deals a lot with Hiccup’s personalities in order to find his personality development. Therefore, it is decent to apply psychology criticism approach to find the personality development because it can achieve a better understanding about human’s personalities. In this study, psychology criticism approach is synthesized by two theories which are the theory of tragic and the theory of four human temperaments. The theory of tragic is applying three parts namely exposition, climax, and resolution. Theory of human temperament is applying four parts namely phlegmatic, sanguine, choleric, and melancholic. The analysis is used to find clues which is going to be used to find Hiccup’s personality development.

C. Methods of Study

The method of this study was a library study. It means all the data needed in this study were obtained from books, written articles, or other references that

available at the library. The primary data of this study was How to Train Your

Dragon novel.

There were several steps applied in conducting this study. The first step was reading the novel several times thoroughly and understanding the story, looking for an information to support the study, taking notes of some information about the data that would be analyzed. After that, the writer was interested in analyzing personality development on Hiccup as the main character. The next step was segmenting the novel in several stages. The novel was segmented by using some theories. The first theory was the theory of plot, the theory was used to divide the story into exposition, conflict, and resolution in order to give clearer development on Hiccup’s personality. The second was the theory of characterization. The theory was used to gather the research data to find clues on Hiccup’s characteristics. After finding the clues from the characterization, those clues were tabulated and divided into personality’scharacteristics. The third was theory of four human temperaments. The theory was used to divide the clues into each personality type to find the most dominant personality before and after the conflict based on the amount of personality’s characteristics from the tabulated clues. After knowing the before and after most dominant personality in Hiccup, the writer used the theory of factor in personality changes to find the factor that made Hiccup’s personality developed. The next step was drawing conclusions of the study and applying them to answer the problem formulation which was Hiccup’s personality development which depicted from psychological point of view. The last step was making the

conclusion, implications of the study and, giving suggestions for further studies about the novel.

28 CHAPTER IV

ANALYSIS

This chapter provides the answer for the question stated in the problem formulation. This analysis is divided into three parts. The first part is what Hiccup’s dominant personalities before conflict which is from chapter one until ten. The second part is how Hiccup’s dominant personalities during and after conflict which are from chapter eleven until nineteen. The third part is Hiccup’s personality development.

A. Hiccup’s Dominant Personalities Before Conflict

Personality cannot be separated from people because every person has his or her own unique personalities. Personality is often shaped by environment, social activities, and experiences that someone has. Indifferent with human, fictional characters in a novel also have personalities. According to Forster, there are two types of character namely flat and round (as cited in Kennedy and Gioia, 2010, p. 78). A flat characteronly has one outstanding traitand tend to stay the same from the beginning until the end of the story. A round character has a greater and generous detail. Hiccup in this novel is a round character. As the main character in the novel, the author gave so many details about him.

In a literary workssuch as a novel, there are some ways to find character’s personality. Based on Murphy (1972), there are nine ways of characterization that are usually used by authors to give clues about the characters in a story. The nine

ways are personal description, character as seen by another, speech, past life, conversation by others, reaction, direct comment, thought, and mannerism.

After analyzing Hiccup using the ways of characterization, the writer found several characteristics which show Hiccup’s dominant and less dominant personalities according to the findings which were found in the novel. The personalities are considered as dominants when the characteristics of each personality type had at least three clues in each characteristic. The less dominant personality found in Hiccup is sanguine. Sanguine’s characteristic found in Hiccup is forgiving towards other. Sanguine’s characteristic, forgiving, only found less than three times in the story. Therefore, it made the sanguine personality is less dominant personality found in Hiccup. In the other hand, the dominant personalities found in Hiccup are explained as follows:

1. Phlegmatic

Phlegmatic is a relaxedand quiet personality. Phlegmatic is called as the watcher. Phlegmatic has several positive and negative characteristics. According to Ekstrand (2012), the phlegmatic’s positive characteristics are such as kind, sympathetic, easy going, calm, warm, charitable, and observant. On the other hand, their negative characteristics are such as fearful, indecisive, reluctant, worrier, stay uninvolved, resist change, and dampen enthusiasm (p. 4). Hiccup’s characterization result shows that his most dominant personality is phlegmatic. The writer found some phlegmatic’s characteristics in Hiccup. The characteristics are fearful and worried, uninvolved, kind, and unenthusiastic.

1.1 Fearful and Worried

From phlegmatic characteristics that have been found, fearful and worried are on the first place. It isbecause there are 10 of 48 clues that are found from chapter one up to ten. The characterizations which showHiccup’s fearful and worried characteristics are from Hiccup’s thoughts, speeches, direct comments and reactions. The writer only took three clues to be analyzed in this part. For other clues, see Appendix 5 Table 1.

Hiccup and his friendsjointhe initiation as the basic rule to be accepted in their tribe. They have to catch their own dragons and train them for the final exam. The first clue takes place when Hiccup and other boys are in the Wild Dragon Cliff with their teacher namely Gobber. They are going to climb the cliff and enterthe dragon’s cave where the dragons are sleeping due to hibernation. Every boy has to catch a dragon and put it in the basket without waking them up.

[Excerpt 1]

"In the unlikely event that you DO wake the dragons -- and you would have to be IDIOTICALLY STUPID to do so -- run like thunder for the entrance to the cave. Dragons do not like cold weather and the snow will probably stop them in their tracks." Said Gobber. Probably? thought Hiccup. Oh,

well, that's reassuring. (p.9 10)

In that scene, Hiccup feels uneasy to enter the dragon’s cave which is occupied with dragons. He has to join the initiation because if he does not pass the initiation he will be exiled from Berk forever. The punishment feels harder for Hiccup because he has to pass the initiation for the sake of his father’s name as the chief. Hiccup who is considered useless by almost all of his friends feels worrier to do the test.

According to Murphy (1972), characterization can be done by character’s thought or by giving direct clues to readersabout what the character is thinking about. From Hiccup’s thought we can see that he is not sure that he can come back alive from the dragon’s cave. He starts thinking and criticizing about the test even before the test really starts. Viking is described as a tough and brave tribeso even though with lack of proper instructions, trainings, and tools to protect them, they will do just fine in the test, except Hiccup.

Hiccup is described as a weak boy who cannot do anything and the opposite of a Viking boy should be. Therefore, when he faces this test, his thought exaggerates the word “probably” by repeating what Gobber said which is “cold

probably can stop the dragons from chasing and hunting them if the boys wake

them up”. From the exaggeration and repetition of word “probably”, it shows that Hiccup is worried about the safety of this initiation and himself. Moreover, the meaning of Hiccup’s sarcasm, “Oh, well, that's reassuring”, is that it is just fine and nothing can go wrong. On the other hand, what Hiccup means is showing the opposite of the real meaning of that phrase which becomes “this is not reassuring at all and it is not safe”.From Hiccup’s sarcasm phrase, it shows that he is afraidif the cold does not stop the dragons from chasing them.

The second clue is when the boys are ready to climb the cliff. They have been tied up into one rope. The first boy is the braver. He is also a good climber. Then, he isfollowed by the other boys. Hiccup and Fishlegs are the last to be tied up behind Dogsbreath.

[Excerpt 2]

Hiccup and Fishlegs were the last to be tied on, just behind a flushed and triumphant Dogsbreath. "Oh, brilliant," muttered Fishlegs. "I'm about to enter a cave full of man-eating reptiles tied up to eight complete maniacs." "If we. get to the cave ..." said Hiccup nervously, looking up at the sheer black cliff.

It was a perilous climb. The rocks were slippery with snow and the other

boys were thoroughly overexcited, making the ascent far too quickly. (p.18)

Based on Murphy (1972), understanding a character can be seen from his or her speech. From the clue it shows that Hiccup feels nervous when they climb the cliff. Hiccup responds to Fishlegs with a pessimist answer. He thinks that it is a small chance that they can get to the cave by adding the word “If” in the beginning of the sentence. The word “If” which is followed by “if we, get to the cave” shows that he worries about this climbing. He thinks that there is another possibility that they cannot get to the cliff. The cliff is very steep and dark and makes the climbing is very dangerous. Again, the cliff already makes him scared only by looking at the end of it. Hiccup’s reaction is different from the other boys who excited about this climbing.

The third clue is when the initiation day. This is the very end of the initiation test. The boys only have to pass the final test which is catching fishes as many as the dragons can do. Hiccup does not seemvery excited compared to the previous year when he only becomes the supporter not the contestant.

[Excerpt 3]

The Young Heroes Final Initiation Test would not start until 2 P.M. that afternoon, so Hiccup spent the morning listening round-eyed to storytellers telling tall tales of Dirty Danes and pirate princesses. He was sick with

nerves, so he found it difficult to enjoy the occasion as much as he had in

According to Murphy (1972), the author can give a direct commentabout how the character is about. From the direct comment,it shows that Hiccup has to perform in front of the Hooligan and The Meathead tribes. He feels sick which indicates that he is worried. He cannot enjoy the occasion like he enjoys it before when he becomesone of the contestants. This day, as a contestant, he has to perform basic commands and order his dragon, Toothless, to hunt fishes as the final test in the initiation day. If he succeeds, he officially becomes one of the Hairy Hooligan tribe’s members. In this clue, the author gives a direct comment on how Hiccup feels about today’s initiation test. The author writes that Hiccup is “sick with nerve” which indicates that he is worried about today’s final test. The author also adds another direct comment says that Hiccup “found out difficult to enjoy the occasion as much as he had in previous year.” In the previous years, when he was younger, Hiccup can enjoy the occasion because he is not the contestant. Therefore, when he is old enough, he becomes one of the contestants. The direct comment gives us a clue that Hiccup is not relaxed because he is worried about the test which makes him feels sick and he cannot enjoy the occasion.

Hiccup seems to have a great amount of fear and worriedness in several activities. This initiation day becomes the source of his fear and worriedness especially when he has to do some tasks to pass the tests. For more evidences about Hiccup’s fear and worriedness see appendix 5 table 1.

1.2 Uninvolved

Hiccup’s second phlegmatic characteristic is he prefers to be uninvolved. From 22 clues that are found from chapter one up to ten, there are five clues which

showthat Hiccup prefers to be uninvolved. The clues showthat Hiccup prefersto be uninvolved in several conversation or actions in the story. These are three clues that are analyzed:

The first clue is when the boys return to the village after they caught their dragons. Hiccup and Fishlegs also walktoward the village. The other boys are hanging out at the village’s gate.

[Excerpt 4]

The boys were hanging about the village gates, taking the opportunity to show off the dragons that they had caught. Hiccup had tried to walk through

without being noticed, but Snotlout had stopped him. "Let's see what

pathetic creature Hiccup has got," said Snotlout, and took off the lid. (p.47) Murphy (1972) said that a character’sreaction can show the characteristic of him or herself. After seeing that his friends gather in the village’s gate to show off their dragons, Hiccup reacts by avoiding his friends. He wants to pass them without being noticed so his dragon will not be the laughing stock. He knows that they will mock his dragon because it is a very small and a very ordinary Basic Brown dragon type which is very easy to train and not scary at all. The clue from his reaction is “Hiccup had tried to walk through without being noticed.” It explained that he tries to walk through his friends so he does not have to show off his dragon. Hiccup’s reaction shows that he does not want to socialize with his friends. Hiccup’s relationship with his friends is not good because they always bully and mock Hiccup except his best friend Fishlegs. It is then, Hiccup feels insecure when he gathers with other boys especially Snoutlout who always intimidates him. He prefers to be uninvolved with his friends even only in conversation.

The second clue is when Snotloud shows off his dragon. Snotloud’s dragon is Monstrous Nightmares type. That type is special because only the chief can have Monstrous Nightmares. Fishlegs challengesSnotloud in the name of Hiccup to hand over his dragon.

[Excerpt 5]

"Hiccup should challenge you for the dragon," said Fishlegs slowly, and everybody swiveled around to look expectantly at Hiccup.

Hiccup tried to stay out of his way as much as he possibly could. But he

couldn't ignore this insult to his status, now that Fishlegs had helpfully pointed it out, without looking like a coward in front of the other boys. (p. 50)

"I challenge you, Snotface Snotlout, for the dragon, Fireworm, who is mine by right," said Hiccup, trying to hide his reluctance by speaking as loudly and formally as he could. (p. 51)

Hiccup’s reactiontoward Snoutloud gives a clue about his characteristic. The situation is when Snoutloud jeers Hiccup and mocks his status. Fishlegs tries to protect Hiccup but it turns out that Hiccup should challenge Snoutloud to protect his status. Hiccup does not want to fight with Snoutloud because he will lose. It can be seen from the sentence“Hiccup tried to stay out of his way as much as he

possibly could.” However, to appreciate his friend’s help, Hiccup challenges

Snoutloud. From his reaction, we can see his true feeling. It is from “Hiccup, trying

to hide his reluctance by speaking as loudly and formally as he could”it shows that

he actually does not want to have any fightwith Snoutloud. To be honest, he does not want to involve in problems with Snoutloud. The word “reluctant” becomes the key of his characteristic.

The third clue is when Snotloud mocks and intimidates Hiccup. Snotloud is trying to start a fight with Hiccup. He mocks Hiccup and challenges Hiccup when he steals his inheritance.

[Excerpt 6]

"Oh, he is, is he?" jeered Snotlout. "So, I'm not allowed that Monstrous Nightmare, am I? Our Future Leader is keeping very quiet about it, isn't he? Come on, Hiccup, I'm stealing your inheritance. What are you going to do about it, then, eh?" (p.50)

According to Murphy (1972), the characteristic of a character can be seen through other character’s perception. In this clue, Snotloud’s opinion gives a clue about Hiccup’s characteristic. Snoutloud who mocks and jeers Hiccup thinks that Hiccup does not want to respond to it. Snoutloud says that “Our future leader is

keeping very quiet about it isn’t he?” Itindicates that Hiccup does not do anything

when Snoutloud mocks and jeers him. Snoutloud is bigger than Hiccup. He is also very mean. Snoutloud is very mean to Hiccup because he wants to be the next chief. Hiccup, who has experienced a lot of unpleasant behavior from Snoutloud, tends to stay quiet. He also does not want to starts a fight with him. Hiccup knows he has a small chance to defeat Snoutloud. He prefers to be uninvolved, patient, and accept everything what Snoutloud has done to him.

1.3 Kind

Hiccup is a kind boy. According to Ekstrand (2012), kind is one of the characteristics in phlegmatic personality (p. 4). Even though he experienced a lot of unpleasant things from Snoutloud and the other boys, he still shows his kindness to his only best friend Fishlegs. Hiccup and the other boys are in the cave and they start choosing their dragons. When everybody gets his dragon, Fishlegs does not

have a dragon yet. Then, he pulls a dragon from under a dragon’s pile. The dragon’s pile collapses but the dragons do notwake up. Unfortunately, Fishlegs sneezes very loud. One dragon awakes because of the sneeze and starts waking other dragons up. The dragons start to chasethe boys so they run toward the cave’s entrance.

[Excerpt 7]

"I haven't. . . got. . . a . . . dragon," panted Fishlegs, a couple of paces behind Hiccup. "Oh, for THOR'S SAKE," snapped Hiccup. He thrust his basket

into Fishlegs's arms and grabbed the empty one from Fishlegs’ back. "Have

MINE, then. Wait here." (p.28)

According to Murphy (1972), characteristic can be portrait from his reaction toward a certain event. When Hiccup and Fishlegs are in the entrance of the cave, Fishlegs says that he does not have any dragon in his basket. Each boyshould have his own dragon. If they do not get dragons, they will be failed. Hiccup feels sympathy to Fishlegs. He sacrifices his dragon for Fishlegs, “He thrust his basket into Fishlegs' arms and grabbed the empty one from Fishlegs' back. "Have MINE,

then. Wait here.” Hiccup gives his dragon and comes back into the cave. He

searches for a new dragon for himself. From Hiccup’s reaction to that situation, it shows that Hiccup is a kind boy. He sacrifices his own dragon for his best friend. By going back to the cave, Hiccup also sacrifices his own safety because hundreds of dragons are chasing them down.

Moreover, not only to his best friend, Hiccup is also kind to his dragon, Toothless. After going back to the cave, Hiccup gets a dragon and decides to name it Toothless. Toothless is a very small and ordinary dragon. Even though he is small, Toothless is a smart and self-centered dragon. [Excerpt 8] “So he was as nice to

and lay dangerously balanced on the edge of it himself” (p. 82). In Hiccup’s tribe, teaching a dragon has to be done by yelling because it is the easiest way to train it. On the other hand, Hiccup is not good at yelling. Therefore, Hiccup shows his kindness to his dragon by giving him an affection. He hopes that he can be a friend withhis dragon by giving him love. From the direct comment that Cowell gave, Hiccup tries to give Toothless a comfiest bed and a space that he needs by laying dangerouslyin the edge of the bed. Hiccup shows his kindness again. He prefers to lay in the edge of the bed than interrupt his dragon from his sleep.

[Excerpt 9]

He fed him as much kipper and lobster as he wanted. He played games with him for hours and hours. He told him jokes, he brought him mice to eat, he scratched the bit that Toothless couldn't quite reach in between the spokes on his back. He made that dragon's life as close to Dragon Heaven as he

possibly could. (p.83)

Further, Hiccup tries to train his dragon by making his dragon’s life like a dragon heaven. Hiccup does not want to train his dragon by yelling. Hiccup tried it once when Toothless bit his father’s beard and it did not work. Hiccup hopes that Toothless will listen to all his commands. Thus, he has to gain his dragon’s trust by making his dragon’s live like a heaven. He gives everything that his dragon needs,

“he made that dragon's life as close to Dragon Heaven as he possibly could” (p.83).

He provides many good food, a place to sleep, and services such as jokes and games. He spends so much time to prepare and fulfil his dragon’s needs. Dragon is a selfish creature which does not know gratitude. Toothless still does not listen to Hiccup’s command even though he receives all of the kindness that Hiccup has givento him.

1.4 Unenthusiastic

Other dominant phlegmatic’s characteristic in Hiccup is unenthusiastic. Ekstrand (2012) said that phlegmatic’s negative characteristic is dampen enthusiasm (p. 4). In several parts of the novel, the writer found three out of 22 clues of his unenthusiastic side. Back to the initiation tests, Hiccup and the other boys are preparing to climb the dragon cliff. Gobber as a teacher tries to pump up his students’ spirit.

[Excerpt 10]

"DEATH OR GLORY!" yelled Gobber. "DEATH OR GLORY!" yelled eight

boys back at him fanatically. Death, thought Hiccup and Fishlegs, sadly I

think this could possibly be the worst moment of my life SO FAR, thought Hiccup to himself as he waited for the blast of the horn. (p.13)

When Gobber screams death or glory, eight from ten boys answer the same words fanatically. The other two are Hiccup and Fishlegs. They think that the death is the answer. The test has not begun yet and Hiccup has lost his spirit. Hiccup seems unenthusiastic about this initiation. It can be seen through Hiccup’s thought,

“Death, thought Hiccup and Fishlegs, sadly I think this could possibly be the worst

moment of my life SO FAR,….” Unfortunately, Hiccup feels that joining this

initiation and catching a dragon are the worst day of his life. Contrary, the other eight boys seem brave and like the challenge.

Another clue of Hiccup’s unenthusiastic is when they are at the Dragon Cave. The task is the boys should catch their own dragons. The boys should climb a cliff to reach the dragon’s cave. Gobber tells the instruction how to catch a dragon and punishment if the boys fail to catch dragons. Gobber yells to encourage the boys, “HEROES OR EXILE!" yelled Gobber the Belch. [Excerpt 11] "HEROES

OR EXILE!" yelled eight boys fanatically back at him. Exile, thought Hiccup and Fishlegs sadly (p.38). The other eight boys answer fanatically again. Different from Hiccup and Fishlegs, they think that they will fail and exiled will be the result for them. They have not tried the test yet and they already decide what will be the result for this test. It shows that Hiccup does not want to do his best to finish the test and he does not have the spirit to try.

The last clue of Hiccup as an unenthusiastic boy is in his reaction. After leaving the dragons’ cave, Hiccup and Fishlegs walk toward the village. They stop for a while to see their dragons. Hiccup opens his basket to see what type of dragon that he got.

[Excerpt 12]

"Well," said Hiccup at last, "that's a sign, if you like. You reach for a Deadly

Nadder and what do you get? A Basic Brown. I grab a dragon in the dark and what do I get? A Common or Garden. The thing is, the gods are telling us we're Common or Garden folk, Fishlegs. You and I, we're not meant to

be Heroes.”. (p.45)

Hiccup’s reaction after seeing his dragon that it is just a common dragon shows his disappointment. He considered the dragon as a sign from the God for him. He said that a common dragon that he has is the sign from the God. The God tells him that he is just an ordinary boy by sending this common dragon to Hiccup. Hiccup said “The thing is, the gods are telling us we're Common or Garden folk,

Fishlegs” (p.45).Common dragonand garden dragon types are the easiest dragons

to train. These types are suitable to become farm helpers. The population ishigh. That is why they are called as common dragons. Hiccup refers himself to be a common or garden folks which has the same function like common dragon, he is

meant to be a farmer and not a fighter. Hiccup’s unenthusiastic side is shown when he says that they (Hiccup and Fishlegs) are not meant to be heroes. Hesays “You

and I, we're not meant to be Heroes."(p. 45). He seems unenthusiastic to try to be

heroes of Berk. He judges Fishlegs and himself as common folks and are not meant to be heroes only by their dragons’ types. He should try and keep pushing himself to the limit first to see whether he can be a hero or not. Hiccup should not see the type of his dragon to decide how his life will be.

In conclusion, Hiccup’s most dominant personality is phlegmatic type. There are four characteristics of phlegmatic type in Hiccup. They are fearful and worried, stay uninvolved, kind, and unenthusiastic. From those four Phlegmatic characteristics, the writer found 18 clues from Hiccup characterization.

2. Melancholic

Hiccup’s second dominant personality is melancholic. According to Ekstrand (2012), one individual can have a degree of each types (p. 1). There are two melancholic’scharacteristics in Hiccup. They are introspective, serious, and purposeful. The writer found three clues of each characteristic.

2.1 Introspective

The first melancholic’s characteristic is introspective. Ekstrand (2012) describes the melancholic as a very introspective personality and it has a high standard (p. 5). Hiccup is supposed to be the next chief like his father. As a chief, he hasa great responsibility to protect the continuation of their tribe. Hiccup is very different from his father because his friends called him as “The Useless”. Even

Table 9 Strong Willed

No Chapter Scene Characterization Through:

1 8 1 Speech 1. "I'll think of something else," said Hiccup. (p.86)

2 17 1 1. "I need to live, I need to live, "he repeated to himself, over and over again, trying desperately to block out the Dragon's thoughts. (p.190) 3 18 1 Direct Comment 1. Meanwhile Hiccup was being

thrown this way and that inside the Dragon's throat as it shook its head from side to side. He was trying desperately to hang on to the spear, which was in danger of becoming dislodged any second. (p.194)

Table 10 Serious and Purposeful

No Chapter Scene Characterization through:

1 8 1 Speech 1."What, in Woden's name, are you doing?" asked Fishlegs when he came across Hiccup digging a large hole just outside the house. "Building a mud wallow for Toothless," panted Hiccup.

"You spoil that dragon, you really do," said Fish-legs, shaking his head. "It's psychology, you see," said Hiccup. "It's clever and it's subtle, not like that caveman yellingyou're doing with Horrorcow." (p.83-84)

2 2."Okay, Toothless, it's ready," said Hiccup. "Get yourself a good. wallow."

Toothless stopped trying to catch voles and leaped into the mud. He rolled over and over in the oozy muck, spreading out his wings and squirming happily. "I'm bonding with him," said Hiccup, "so he'll want to do what I say." (p.84-85) 3 9 1 Speech 1. "It can't get much worse than this,"

said Hiccup, "so I'm going to try a new tack." He took out the notebook in which he had been jotting down all he knew about dragons in the hope that it might be useful. "DRAGON MOTIVATION .. ." Hiccup read aloud, "Number one. GRATITUDE." Hiccup sighed. "Number two. FEAR. That works, but I can't do it. Three, four, five: GREED, VANITY, and REVENGE. Those are all worth a try. six. JOKES AND RIDDLING TALK. Only if I'm desperate." (p.93)

Table 11 Compulsive Need of Change

No Chapter Scene Characterization Through

1 10 1 Thought 1. . "HEROES OR EXILES!" yelled Gobber the Belch. "HEROES OR EXILES!" yelled eighteen boys fanatically back at him. "HEROES OR EXILES!" yelled the watching Hooligan and Meathead Tribes. Please let me be a bit of a Hero, just this once, Hiccup and Fishlegs each thought to

themselves. Nothing too spectacular or anything, just to get through this Test.

(p.112)

2 10 1 Speech 1. "This is too good to be true," Hiccup said to himself ten minutes later as Toothless returned from a second trip,

clearly too bored for words but dropping a couple of herring at Hiccup's feet. "In about half an hour, I, Hiccup, will become a fully paid-up memberof the Hairy Hooligan tribe."(p.117 -118)

3 2. JUST ONCE," yelled Hiccup. "Why

couldn't you let me be a Hero JUST ONCE? I didn't want anything amazing, just to pass this STUPID TEST so I could become a proper Viking like everybody else." Thor's thunder boomed and crackled above him blackly. "OKAY, THEN," screamed Hiccup, "HIT ME with your stupid lightning. Just do something to show you're thinking about me AT ALL."

(p.126)

Table 12 Figure things out

No Chapter Scene Characterization Through

1 13 1 Speech 1. After about half an hour, Thuggory said: "Whatever you're thinking about to get rid of that monster better work for both of them." "There's ANOTHER Dragon?" asked Hiccup. Thuggory nodded.

"I went up to the Highest Point and spotted him while you were having your chat with the Big Green One." "OK," said Hiccup. "That's good news, actually. Let's check out the new Horror." (p.162)

2 2 1. He was another Seadragonus

Giganticus Maximus, this time a glorious deep purple in color and, If anything, slightly larger than the one at Long Beach. "The Purple Death, I

presume," whispered Hiccup, shakily. "This is just what we need. Are you sure there aren't any more?" (p.163) 3 18 1 Direct Comment 1."Time to did for all of us," purred the Green Death. "You can't save his life now, you know. You are quite, quite helpless. My FIRE will melt that shield like butter...."The Monster puffed out his cheeks and Stoick and Toothless waited for flames to consume them. But no fire came out. The Green Death looked very surprised. He puffed out his cheeks and blew a little harder. And again, no fire (p.197) The Monster had no idea what was happening. He thrashed around wildly and his eyes bulged larger and larger until with a bang that could be heard for hundreds of miles in every direction. . . . . the Green Death blew up, right in front of their eyes. When Hiccup was hanging in the SeaDragon's throat, desperately repeating "I need to live, I need to live" to himself, he had taken off his helmet and had plugged the horns as hard as he could into the fire holes. It was a perfect fit. (p.198)

Table 13 Patient Well Balance

No Chapter Scene Characterization Through:

1. 8 1 Speech 1."NO FOOING IN THE KITCHEN," said Hiccup for the hundredth time,

carrying Toothless outside after yet another accident. 'Is w-w-warmer in the kitchen," whined Toothless. "But poos go OUTSIDE, You KNOW that." said Hiccup, at the end of his tether.

Toothless promptly pooed all over Hiccup's hands and down his tunic. "Is OUTSIDE, is OUTSIDE, is OUTSIDE," crowed Toothless. (p.87)

2 14 1 1. Why not just feed him fried herring and see whether he drops dead of a heart attack in twenty years or so?" jeered Snotlout. "No," said Hiccup patiently, "the feather bombs are just to make him very confused so he won't kill anybody on the way. Snotlout, Thuggory, I'm going to need to coach Fireworm and Killer in what they have to say," continued Hiccup.(p.168)

Table 14 Analytical

No Chapter Scene Characterization Through:

1 3 1 Speech 1. After about half an hour, Thuggory said: "Whatever you're thinking about to get rid of that monster better work for both of them." "There's ANOTHER Dragon?" asked Hiccup. Thuggory nodded.

"I went up to the Highest Point and spotted him while you were having your chat with the Big Green One." "OK," said Hiccup. "That's good news, actually. Let's check out the new Horror." (p.162)

2 2 1."We aren't big enough to fight these

dragons," said Hiccup, "but they can fight EACH OTHER. We have to get them really angry at one another. We Hooligans will concentrate on the Green Death and you Meatheads will deal with the Purple Death. "The one thing we will need is our own dragons, who seem to have disappeared," said Hiccup, "so we'd better start calling for them."(p.163-164)

Table 15 Indecisive

No Chapter Scene Characterization Through:

1 2 2 Reaction 1. "JUMP!" yelled Gobber, as he stunned a dragon with one blow of his mighty fist.

"What do you mean, JUMP??" Hiccup hesitated as he looked down at the dizzying drop into the sea."No time to climb down," panted Gobber, banging a couple of dragons' heads together, and bouncing three more off his gigantic belly. "JUMP!!!" (p.29)

Table 16 Withdrawn and Remote

No Chapter Scene Characterization Through: 1. 3 1 Character seen by

Other

1. Nobody's going to talk to me for YEARS after this -- except for you, of course, Hiccup, but then you're just a weirdo like me -- " said Fishleg (p.39)

Table 17 Doesn’t Hold Grudges

No Chapter Scene Characterization Through:

1. 4 1 Reaction 1. "Sorry about the challenge," Fishlegs apologized, "Oh, don't worry about

it," said Hiccup. "Somebody would have gotten me to do it anyway. You know how they all love a fight." (p.52)

Table 18. Dampens Enthusiasm

No Chapter Scene Characterization Through:

1. 5 1 Speech 1. "The point is, I just don't see how I am ever going to become a Hero," said Hiccup gloomily. "I am the least Heroic boy in the whole Hooligan Tribe."(p. 64)

Table 19 Has False Humility

No Chapter Scene Characterization Through:

1 5 1 Speech 1. "He thinks you should yell at it," said Hiccup, gloomily chucking stones again. "Show the beast who is Master by the sheer charismatic force of your 65 personality that sort of thing. I have about as much charisma as a stranded jellyfish and yelling is just another thing I am useless at." (p. 65)

Table 20 Sarcastic and Teasing

No Chapter Scene Characterization Through:

1 8 1 Speech 1. At this inopportune moment, Snotlout and Dogsbreath came sauntering past Stoick's house on the way back from the beach, their dragons on their shoulders. "Bullies! Yellowbellies! Come closer and Toothess'll fry you to a frazzle! Toothess'll drag out yer guts and, play'em on a harp! Toothess'll... Toothless'll... Toothless'll... well, you just better not come any closer, that's all... !" "Oh, very brave, Toothless," said Hiccup sarcastically. "If you shout louder they might even, hear you." (p.89)

Table 21 Not Exciting

No Chapter Scene Characterization Through:

1 9 1 Speech 1. "Okay, Toothless," said Hiccup to the little dragon, who was pretending to be asleep as he held on to Hiccup's leg. "For every, fish you catch me I will give you two more lobsters when you get home." Toothless opened his eyes. "A-a-alive?" he said eagerly.

"C'C-can Toothless kill them? P-Ppplease? Just this once?" "No, Toothless," said Hiccup, firmly,"I keep on telling you, it isn't kind to torture creatures smaller than yourself." Toothless closed his eyes again. "You're so b-b- boring," he said sulkily. (p.96)

Table 22 Low-key Personalities

No Chapter Scene Characterization Through:

1 9 1 Speech 1. "I'm going to call myself HICCUP THE USEFUL and his dragon TOOTHFULL," said Hiccup,

beaming. "I thought of it just now and I'm really pleased with it. It's solid, dependable, not too flashy and not too much to live up to." (p.102-103)

Table 23 Not Easily Discourage

No Chapter Scene Characterization Through:

1 14 1 Direct Comment 1.This took about the same amount of bravery it might take for you to leap off a mountain at a thousand feet. Even with the monster fast asleep, the natural reaction was to keep hidden in the

bracken. Hiccup tried not to breathe in. (p.172)

Table 24 Calm, Cool, Collected

No Chapter Scene Characterization Through:

1 17 1 Though 1. How interesting, thought Hiccup, who was strangely calm, because he couldn't quite believe that this was really happening. Those must be where the fire comes from. (p.188)

Table 25 Deep Concern for Other

No Chapter Scene Characterization Through:

1 19 2 Direct Comment 1. Hiccup was watching the burning ship, tears pouring down his face.(p.207)