the personality development of hiccup in cressida cowell's how to train your dragon
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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
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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
2017
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DEDICATION PAGE
I dedicate this undergraduate thesis to
My beloved father in heaven
My beloved grandmother in heaven
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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.
Key words: character, preadolescence, development, personality
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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.
Kata Kunci: character, preadolescence, development, personality
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ACKNOWLEDGEMENTS
First, I would 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, and strength.
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 to me. Moreover,
for my grandparents, my uncle, and aunty who also support and give me love,
courage, and care 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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school best friend, Verena Yosica Ronandha S.Pd. who always reminds me to
keep fighting and finish my study. I am very 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. He gives me his love, care,
and support. He always encourages and helps me in any situation. I am lucky 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.
Roosefine Shierly Septiana
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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
2.1 Definition of Character ....................................................... 11
2.2 Definition of Characterization ............................................. 12
2.3 Ways 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
3.1 Definition of Personality ..................................................... 15
3.2 Theory of Four Human Temperaments ............................... 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
1.1 Fearful and Worried ............................................................ 30
1.2 Uninvolved .......................................................................... 33
1.3 Kind ..................................................................................... 36
1.4 Unenthusiastic ..................................................................... 39
2. Melancholic ............................................................................... 41
2.1 Introspective ........................................................................ 41
2.2 Serious and Purposeful ........................................................ 44
3. Choleric ..................................................................................... 46
3.1 Compulsive ......................................................................... 47
B. Hiccup’s Dominant Personalities After Conflict ............................ 49
1. Melancholic ............................................................................... 51
1.1 Genius ................................................................................. 51
1.2 Self-sacrificing .................................................................... 54
2. Choleric ..................................................................................... 56
2.1 Capable of Leading and Organizing ................................... 57
2.2 Capable 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
3. Suggestion for Parents .............................................................. 78
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REFERENCES ................................................................................................ 79
APPENDICES ................................................................................................. 81
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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
Appendix 4: Hiccup’s Personality Characteristics .......................................... 85
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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 be analyzed 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.
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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).
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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
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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
stage?
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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 a deeper 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:
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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).
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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).
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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
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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.)
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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.
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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).
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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.
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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.
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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
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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
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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).
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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,
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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
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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
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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).
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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
22
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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 Dragon novel 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
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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 command to 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 dragons and 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 criticism there
are nine critical approaches. The approaches are; formalist criticism, biographical
criticism, historical criticism, psychological criticism, mythological criticism,
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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 developed is 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
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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’s characteristics. 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
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conclusion, implications of the study and, giving suggestions for further studies
about the novel.
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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 character only has one outstanding trait and 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 works such 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
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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 relaxed and 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.
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1.1 Fearful and Worried
From phlegmatic characteristics that have been found, fearful and worried
are on the first place. It is because there are 10 of 48 clues that are found from
chapter one up to ten. The characterizations which show Hiccup’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 friends join the 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 enter the
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.
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According to Murphy (1972), characterization can be done by character’s
thought or by giving direct clues to readers about 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 tribe so 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 afraid if
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 is followed by the other boys. Hiccup and Fishlegs are the last to be tied
up behind Dogsbreath.
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[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 seem very 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
previous years. (p.106)
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According to Murphy (1972), the author can give a direct comment about
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 becomes one 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
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show that Hiccup prefers to be uninvolved. The clues show that Hiccup prefers to
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 walk toward 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’s reaction 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.
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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 challenges Snotloud 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 reaction toward 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 fight with Snoutloud. To be honest, he does
not want to involve in problems with Snoutloud. The word “reluctant” becomes the
key of his characteristic.
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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?” It indicates 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
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have a dragon yet. Then, he pulls a dragon from under a dragon’s pile. The dragon’s
pile collapses but the dragons do not wake up. Unfortunately, Fishlegs sneezes very
loud. One dragon awakes because of the sneeze and starts waking other dragons up.
The dragons start to chase the 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 boy should 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
Toothless as he possibly could be. He gave Toothless the comfiest bit of the bed
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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
with his 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
dangerously in 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 given to him.
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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
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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 dragon and garden dragon types are the easiest dragons
to train. These types are suitable to become farm helpers. The population is high.
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
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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. He says “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’s characteristics 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 has a 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
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though his friends mock him, Hiccup, as the next chief wants to be responsible for
his tribe from now.
[Excerpt 13]
"How am I going to persuade anybody to do anything?" asked Hiccup.
"They've started calling me HICCUP THE USELESS. That is not a great
name for a Military Leader" (p.65).
Those sentences were found from Hiccup’s conversation with the Old
Wrinkly, his grandfather. From the conversation we can see that Hiccup is worried
about his future. He starts thinking about his name as the chief in the future. He
starts questioning his skill in persuading other people when he becomes a chief. He
blames himself that he will not be a great military leader because his friends call
him the useless. According to Ekstrand (2012), the melancholic often takes very
serious regarding to his life. He or she often feel hopeless and helpless (p. 5). From
Hiccup’s conversation it shows that Hiccup is helpless in the situation. He shows
his serious action toward his life by introspecting. He asks himself on how he will
persuade others, when his friends call him “the useless”. It shows that he really
cares about his future as the next chief.
The next clue is when Hiccup has his own dragon. Now, his task is to teach
him basic commands. The best way to train a dragon is by yelling at him. They will
know who is in charge then they will be obedient. Hiccup knows that he is not good
at yelling. He is confused on how to train his dragon.
[Excerpt 14]
"It's all very well for you to say they are little problems," said Hiccup
crossly, "but I have a LOT of little problems. I have to train this super-small
dragon in time for Thor's day Thursday or be thrown out of the Hairy
Hooligan Tribe forever." (p. 65)
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Hiccup seems to be stressed. His task to train his dragon is considered as a
problem for him. In Hiccup’s characterization through his speech, the author
capitalized the word “A LOT” which indicates that the word “A LOT” exaggerates
Hiccup’s problems. One of Hiccup’s problems is the initiation. The initiation has
so many tests: catching a dragon, training the dragon, and completing the final test.
The punishment is even burdensome for a boy like Hiccup. Hiccup is confused on
how to train his dragon. Yelling is one of the easiest method but Hiccup cannot yell
loud enough to scare his dragon. The exaggeration of the word “a lot” shows how
many problems that Hiccup has and also how deep Hiccup concerns about it is.
Hiccup is stressed because he is too introspective. He does not think that he can
complete those task and solve the problems. Based on Ekstrand (2012),
“melancholies are also victims of deep bouts of depression that come from great
dissatisfaction, disappointment, hurtful words or events” (p. 5). Here, Hiccup has a
depression or stress because of a certain event and a great dissatisfaction about
himself because he has a difficulty to train a dragon.
The last clue of Hiccup’s too introspective characteristic is when Toothless
awake from his hibernation. Hiccup and Fishlegs are in Hiccup’s house. They have
been waiting to see Toothless opens his eyes for the first time. After a while,
Toothless awakes and feels starving. He wants to eat something. Suddenly, he sees
Hiccup’s father beard and he jumps right on to it and starts eating it. His father
commands Hiccup to yell at Toothless. When Hiccup yells as loud as he could,
Toothless ignores him. Hiccup’s characteristic can be seen through his thought, “As
Hiccup has suspected, Toothless took absolutely no notice whatsoever. [Excerpt
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15] I KNEW I'd be useless at yelling, thought Hiccup gloomily” (p. 75). From
Hiccup’s thought the writer realizes that Hiccup blames himself and consider
himself useless at yelling. He focuses on how useless he is rather than he tries to
practice his yelling. The melancholic often sees the negative side. They tend to
become too introspective to themselves.
2.2 Serious and Purposeful
Second characteristics of the melancholic type in Hiccup is serious and
purposeful. According to Ekstrand (2012), melancholic is very perfectionist over
his life. Therefore, they tend to be serious and purposeful to make their life as perfect
as they can (p. 5). From the novel, there are 3 clues that show Hiccup’s serious and
purposeful side.
Hiccup wants to be his dragon’s friend. He wants to gain Toothless’ trust by
showing his kindness Therefore, Hiccup shows how serious he is to make
Toothless’ life like in heaven by building a mud wallow for him to play. Hiccup
digs a hole in his yard. Fishlegs comes and wonders why Hiccup is digging a hole.
After knowing that Hiccup builds a mud wallow for his dragon, Fishlegs tries to
convince Hiccup that he spoils his dragon.
[Excerpt 16]
"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 yelling you're
doing with Horrorcow." (p.83-84)
After his friend criticizes that he spoils his dragon, he tries to convince him
that it is a clever idea rather than yelling. He tries everything to gain Toothless’ trust
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in order to have bond with him even though he has to serve the best food until
building a mud wallow for his dragon. Despite his friend’s criticism for his actions,
he keeps digging and he does not stop until his mud wallow is ready. This shows
how serious he is to achieve his goal.
After a couple of minutes, Toothless’ mud wallow is ready. Toothless jumps
on to it and rolls over until he is covered with mud. Hiccup sees his effort has been
paid off. He likes that he can make Toothless happy. He feels happy too by seeing
his dragon plays in his mud wallow.
[Excerpt 17]
"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)
According to Ekstrand (2012), melancholic is very serious and purposeful
with his life so they will always finish what they start (p. 5). After he sets his goal,
he will do anything to accomplish his goal. Hiccup wants to make Toothless’ life
like in a dragon’s heaven. That is why Hiccup gives the best food for Toothless and
builds a mud wallow for him too. Hiccup will give and do anything that he can to
help him accomplish his goal. He does not stop until his goal is accomplished even
though his friend thinks this kind of action is useless. Nevertheless, Hiccup does
not listen to what Fishlegs says about it. He still focuses on his mission.
The last clue is when Hiccup tries to teach his dragon some of the basic
commands. Hiccup and Fishlegs are in the beach to train their dragons. Fishlegs
feels that he is hopeless with his dragon Horrorcow. Even though his dragon learned
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several basic commands, Horrorcow does not want to hunt for a fish. In fact,
dragons have to hunt for fish in the final test. On the other hand, Hiccup feels more
desperate with Toothless because he does not listen to his command at all and even
the basic command.
[Excerpt 18]
"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)
Hiccup does not want to surrender. He still wants to teach Toothless so they
can officially be the member of Hairy Hooligan. When he uses verbal commands
to Toothless, he does not listen. Thus, Hiccup makes several list of dragon’s
motivation to see which motivation will work the best. Instead of giving up, he
thinks about another way that can be used to make Toothless listen to his command.
He uses all his knowledge about dragons and sums it up to make dragon’s
motivation in order to help him teach commands to Toothless.
3. Choleric
The third personality is choleric. According to Ekstrand (2012), the choleric
is described as an ambitious and leader-like personality or the doer. Even though
this personality is not really dominant in Hiccup but this personality’s characteristic
can be seen in Hiccup several times. The characteristic is compulsive. There are
three clues that have been found.
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3.1 Compulsive
Even though Hiccup is very dominant in phlegmatic and melancholic
personalities, Hiccup also shows his choleric side. According to Ekstrand (2012),
choleric is very compulsive to change things. In several scenes, Hiccup seems want
to change some things that happen in his life.
[Excerpt 19]
"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)
When Hiccup doing his final test, he thinks that he wants to be a bit of hero.
The word “a bit” gives an expression that he desperately wants to be a hero even
though only a bit. Therefore, he is eager to change his status to be a hero or to be
the official members of the tribe. His eagerness makes him so compulsive to change
things. One of them is his social status, i.e. to be accepted in his tribe is his goal.
Furthermore, the next sentence is “Nothing too spectacular or anything, just to get
through this Test” (p. 112), which indicates that he does not need a big change. It
seems that passing the test is enough to make his status change. To be accepted in
the tribe is very important for Hiccup. In extend for Hiccup to have a better life, to
be one of the heroes, and not the one that be exiled from the tribe.
[Excerpt 20]
"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 member of the Hairy Hooligan
tribe."(p.117 -118)
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The next clue that shows Hiccup’s compulsive side is when he is doing his
final test. The final test is that their dragons have to hunt for fish in the sea and
collect as many as they can. Hiccup does not believe that Toothess will hunt several
fish for him. So, when Toothless brings some fish for him, he reacts with “This is
too good to be true”. It seems that Hiccup does not believe in what happens to him.
He is very excited knowing that his goal will be achieved soon. Moreover, his
excitements can be seen through his following sentence which is “In about half an
hour, I, Hiccup, will become a fully paid-up member of the Hairy Hooligan tribe”
(p. 117 - 118). From the sentence, it shows how excited Hiccup is while waiting for
half an hour to be the official member of his tribe. Therefore, knowing Hiccup’s
excitements shows how important this moment is for Hiccup. After half an hour he
can be the member of Hairy Hooligan and his change in social status makes him
very compulsive to achieve his goal.
[Excerpt 21]
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)
The last clue is when he fails the final test because their dragons fight one
another and the boys cannot stop them. The boys will be exiled the day after
tomorrow because the weather that day is bad and full with storm. Hiccup cannot
take the result well. He is very disappointed and sad. He has been thrown out by his
own father. Moreover. knowing his father put the laws first than his son makes
Hiccup’s emotion becomes worst. Therefore, Hiccup cannot hold his anger and yell
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it out, “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” (p. 126). From the sentence, it shows
how important this test is and shows how Hiccup desperately wants to be a hero
even though just for one time. He yells to Thor (belief as a God for Vikings). He
says he does not want anything amazing, but passing the final test. He is really
disappointed with the result. It shows how desperately he wants to change his social
status. The clue is that when Hiccup has to yell to Thor. He complains why He can
let Hiccup just to be a hero and pass the final test and become like everybody else.
Beside those characteristics, Hiccup also shows some other characteristics
too. The writer only found less than three clues in each characteristic. That is why
the writer did not mention the characteristic which has less than three clues as
characteristics of the dominant personality. The characteristics which have less than
three clues are; analytical, indecisive, does not hold grudges, dampens enthusiasm,
has false humility, sarcastic and teasing, not exciting, low key personality, patient
and well-balanced.
B. Hiccup’s Dominant Personalities During and After Conflict
In this part the writer provides the explanation about Hiccup’s dominant
personalities from the conflict until resolution. The writer combines two plots
(conflict and resolution) because the resolution only contains few chapters and to
provide better continuation from conflict to resolution. The conflict of this story is
there are two gigantic dragons in the Berk’s beaches. The dragons
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have been brought up to the beaches by the heavy storm. These dragons are not
fully awake yet because they have been hibernating for hundreds of years. The
elders gather all of the villager in the Great Hall and they agree that all Vikings will
yell at the same time to chase away the dragons. After 400 Viking’s yell does not
change anything, they gather in the Great Hall again to make a new plan. Stoick
wants to know someone who can speak “dragonese”. Unfortunately, Hiccup is the
only one who can speak “dragonese”. Then they make a deal that if Hiccup can
chase away the dragons, he will not be exiled from Berk. Before that Hiccup should
ask the dragons first if they come in peace or war. Hiccup ask one of the dragons.
He says that he will eat the whole village and villagers. Hearing that the dragons
have a bad intention, the chief and the adults start making a new tact. However, they
are very clueless and end up with a never ending debate.
Same with the first part, the personality is considered as a dominant if the
characteristic of the personality has three or more clues which are found from
chapter eleven up to nineteen. The less dominant personality found in Hiccup is
phlegmatic, Hiccup has a phlegmatic’s characteristic which is calm. The
characteristic is showed only one time, therefore, the phlegmatic personality is
considered as less dominant personality found in this second part. In the other hand,
the dominant personalities that are found are melancholic and choleric personalities.
The further explanation about Hiccup’s dominant personality from the conflict until
resolution are explained as follows:
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1. Melancholic
According to Ekstrand (2012), the melancholic is described as the thinker.
They are usually very thoughtful (p. 5). Different from the first part, the first
dominant personality in the second part is melancholic. Melancholy’s
characteristics found in Hiccup are genius and self-sacrificing. The writer found
eight clues in total. However, only three clues that will be discussed in each
characteristic.
1.1 Genius
The most dominant melancholy’s characteristic in Hiccup is genius. The
melancholic can solve problem which is too hard to solve for others. According to
Ekstrand (2012), the melancholic is a deep thinker and they are best at details (p.
5). In this characteristics, the writer found six clues about Hiccup’s genius side.
Therefore, the writer only discusses three clues.
In the first part, Hiccup seems very passive because his dominant personality
is phlegmatic. When Hiccup’s dominant personality is phlegmatic, he tends to stay
uninvolved in any occasion. Different from the second part, because he fails to pass
the final test, his new goal is to chase away those dragons so he will not be exiled
from Berk. Therefore, in the second part, Hiccup seems more active by showing his
genius side. In several scenes, the other boys depend on Hiccup’s idea to solve the
problem.
The first clue is when Hiccup talks with Old Wrinkle. Hiccup feels
depressed because he is different from the other boys. Therefore, the old wrinkle
tries to cheer his grandson. He says that being different is good and maybe it is the
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time to have a different leadership style because Hiccup will be the next chief after
his father.
[Excerpt 22]
"Anyway," said Old Wrinkly, "it might be just what this Tribe needs, a
change in leadership style. Because the thing is, times are changing. We
can't get away with being bigger and more violent than everybody else any
more. IMAGINATION. That's what they need and what you've got. A Hero
of the Future is going to have to be clever and cunning, not just a big lump
with overdeveloped muscles. (p.64)
Old Wrinkle is famous with his wise prediction about the future. He predicts
that in the future the tribe needs a change in leadership style. He said that they
(Vikings) no longer can be bigger and more violent than everybody. He says the
Vikings need something in Hiccup. Furthermore, Old Wrinkle says that A Hero of
the Future is going to have to be clever and cunning, not just a big lump with
overdeveloped muscles. A hero of the future means Hiccup because he is going to
be the chief replacing his father. The next part is “is going to be clever and cunning”
which shows Old Wrinkle’s statement about Hiccup who is actually a clever boy.
In conclusion, old Wrinkle says that his tribe needs Hiccup who is smart and have
a new style of leadership.
The second clue is when Hiccup finally made a plan to defeat the giant
dragons. He and his friends are in the Highest Point to run his plan. His friends
finally start to listen to Hiccup because he is the only one who can make a plan. The
clue is found from a direct comment of the author. The clue is [Excerpt 23] “Back
at the Highest Point, Hiccup outlined his Plan of Action, it was Fiendishly Clever –
if a bit desperate” (p. 163). The author describes the plan which Hiccup makes as a
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fiendishly clever plan. It shows how genius Hiccup is to make a very simple and the
effective way to defeat the giant dragons.
The third clue is when Hiccup shows his knowledge about dragons. He
wakes up after he collapses when he already defeats the giant dragons. His family
is very happy knowing that Hiccup can survive from the fight. Moreover, Toothless
helps Hiccup to defeat the dragons. He also suffers from several injuries. Hiccup is
worried about toothless condition, but then Stoick says that Toothless is death.
Toothless’s pulse cannot be tracked and his body is stone cold which means the
body temperature is very low. Therefore, Stoick prepares the funeral several hours
ago and now the funeral is coming to the end which is closed by cremating the body.
Hiccup is very shocked knowing that they will burn Toothless.
[Excerpt 24]
Stoick looked surprised. "Well, you know, the usual: no pulse, no breath,
stone cold to the touch. He was quite clearly dead, I'm afraid." "Oh,
HONESTLY, Father," said Hiccup, in a frenzy of exasperation, "don't you
know ANYTHING about dragons? That could have been a SLEEP COMA,
it's a GOOD SIGN, probably means he's healing himself." (p.204)
Hiccup says that dragons have an ability to heal themselves by doing sleep
coma. Sleep coma characteristics are when dragons will have no pulse, no breath,
and their temperature is very low which make their body are very cold. Hiccup
shows how he has a lot of knowledge about dragons. As a young boy, he has more
knowledge than his father who is the chief of the tribe. Stoick seems does not know
anything about sleep coma because he already prepares funeral for Toothless. Other
Vikings are also clueless about this because they gather at Toothless funeral.
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1.2 Self-sacrificing
Beside genius, melancholic’s characteristic in Hiccup is self-sacrificing.
According to Ekstrand (2012), melancholic is very caring to other people and they
tend to do something in order to help others. Therefore, they tend to do self-
sacrificing and put other’s needs above their own needs (p. 5). In several scenes,
Hiccup seems to sacrifice himself in order to help others. The writer only discussed
three clues from four clues that had been found in the story. For other clues please
see appendix 5 Table 6.
The first clue is when Hiccup and all of the villager gathers at the great hall
to make a second plan to chase away the giant dragons. Stoick the chief ask for
someone who can speak “Dragonese” in order to ask the dragons whether they come
in peace or war. Hiccup as the only one who can speak “Dragonese” has been given
a task by his father to face the giant dragons to ask that question.
[Excerpt 25]
Will you go to this monster and ask him whether he comes in PEACE or in
WAR?" ask Stoick Hiccup said nothing. Stoick coughed again. "You can
talk to me," said Stoick. "I've un-banished you." "So the exile is off, then, is
it, Father?" asked Hiccup. "If I go and kill myself talking to this Beast from
Hell, I will be considered Heroic enough to join the Tribe of Hooligans?"
Stoick looked more embarrassed than ever. "Absolutely," he said. "OK,
then," said Hiccup. "I'll do it."(p.144-145)
Stoick will un-banish Hiccup if he wants to talk to the giant dragons and
asking whether they come in peace or war. Asking the giant dragon is a very risky
action. Hiccup actually has a choice to deny the order but if he can ask the dragon
and come back alive they will un-banish Hiccup and he will be the member of his
tribe. Therefore, he decides to do his father’s task. His decision can be considered
as a self-sacrificing act because the risk of taking this task is being killed. Hiccup
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has actually understood the risk by saying “If I go and kill myself talking to this
Beast from Hell, I will be considered heroic enough to join the Tribe of
Hooligans?”. He actually thinks that talking to the giant dragon is a suicidal action.
However, Hiccup still wants to be considered as a hero for his tribe. He will do the
task even though it will kill himself in the process as long as he will be remembered
and accepted as a hero for Hairy Hooligan tribe.
The second clue is after Hiccup agrees to go to ask the dragons, his father
wants to help him by sending two of his guards to go with Hiccup. Hiccup refuses
for the sake of those two guards. [Excerpt 26] “Stoick offered to send a guard of
his finest soldiers, but Hiccup preferred to go alone. "Less chance of anybody doing
anything Heroic and stupid, he said” (p. 146). Hiccup says that he prefers to go
alone because it reduces the chances of other people to do something heroic but
stupid. Hiccup knows that asking one of the giant dragons is a stupid action and he
does not know whether he will come back alive or dead. Therefore, by going alone
there is no other life in danger. His action by refusing his father’s offer shows how
he is a self-sacrificing boy. He is concerned about other’s safety rather than his own
safety.
The third clue is when the dragons finally fight one another. One giant
dragon is dead but the other still survive. The Green Death is still alive and he is
very angry, knowing that human makes him fight with the Purple Death. The Green
Death chases the villagers who gather in the cliff. The villagers run toward their
village to save their life. Hiccup who feels responsible for the plan tries to distract
the Green Death because he knows that the Green Death is looking for him.
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[Excerpt 27]
“Hiccup stayed in a little longer because he knew the Dragon was waiting
for him. Finally, the heat became unbearable and he took a deep breath,
closed his eyes, and ran out into the open. (p.185)”
When the villagers are hiding to save themselves, Hiccup runs to the open
field so that the Green Death is distracted from chasing the villager. Hiccup chooses
to run to the open field so that the villagers has enough time to run back to the
village. Hiccup feels the pressures between he wants to save himself but on the
other hand the villagers are in danger. He said that “Finally, the heat became
unbearable…”, the heat means the feelings between himself or the villagers’
priority. He is measuring which one is the most important; is life or others’ life. At
the end, Hiccup chooses to sacrifice himself by running to the open field and distract
the Green Death. Thus, the Green Death chases Hiccup not the villagers. Therefore,
the villagers have enough time to run back to the village and hide. He shows how
he has the self-sacrificing side by choosing others’ priority than himself.
2. Choleric
After melancholic, in the second part, choleric is also the dominant
personality in Hiccup. According to Ekstrand (2012), choleric is described as the
doer. Choleric is best at jobs that demand strong control and authority. Hiccup in
the first part of the story only shows a little side of choleric in his personality.
Different from Hiccup’s personality in the first part, now, he shows his choleric
side as the second dominant personality. The choleric’s characteristics in Hiccup
are leading and organizing and excel in emergencies.
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2.1 Capable of Leading and Organizing
Hiccup’s most dominant choleric’s characteristic is capable of leading and
organizing others. According to Ekstrand (2012), the choleric likes being in charge
(p. 3). Different from previous Hiccup, now he likes taking charge in order to save
his tribe. The writer found five clues of this characteristics but the writer only
discussed three clues. For the other clues, please see appendix 5 table 4.
The first clue is when Hiccup preparing the tools to fool the Green Death to
attack the Purple Death. The tools are named “the bomb feather”. He uses the
feather because the giant dragons have a tendency of sinusitis. The bomb feather is
used to prevent the Green Death attacks on their pets when the other pets lure the
Purple Death to the Green Death. As the planner of this plan, [Excerpt 28] “Hiccup
supervised the making of the feather bombs” (p. 169). It shows that Hiccup is more
involved and actives in some events. He even starts leading their friends when they
are preparing the bomb feather. Hiccup shows his choleric side when he supervised
his friends. He is more like a leader now because he is capable on supervising his
friends. According to Ekstrand (2012), choleric is mostly men, born leaders, and
the one who can figure things up (p. 3). As mentioned by Ekstrand, Hiccup shows
that he is a choleric type when he has a problem because Hiccup is the one who can
figure things up. He is the one who has the idea to make the giant dragons fight with
one another. He is also the one who has the idea to use feather bombs to distract the
Green Death.
The second clue is when they already make hundreds of feather bombs.
They continue to the next place to drop the bombs. Hiccup leads the Hooligans’
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boys to the Long Beach where the Green Death is sleeping. They walk to the edge
of the cliff as close as they can to have the best spot to drop the bombs. Hiccup
leads the boys to the cliff, [Excerpt 29] “Hiccup led them as near as he dared to the
edge of the cliffs surrounding the Long Beach” (p. 172). Hiccup finally becomes a
leader, even though only for a small group but Hiccup is the leader. Hiccup in the
previous parts save been bullied by Snoutloud. He mocked Hiccup that he is not
meant to be a future leader because Hiccup is not capable to do so. Finally, Hiccup
shows a true side of him as the heir of a chief. He leads his friends to do the things
that he said. He also supervises them and contributes in every action which makes
him a good leader. He gains respect from some of his friend because his friends
listen to him and do as Hiccup said. It becomes a proof that his friends respect him.
The third clue is when Hiccup and his friends finally find a best spot to hide
and drop the bombs. The boys start calling their dragons to help them drop the
feather bombs around the Green Death. Their dragons come except Toothless. They
wait patiently to have a perfect chance to drop the bombs and also wait for the
Purple Death to come closer to the Green Death. Their dragons already grab some
feather bombs in their legs and are ready to fly. As the planner, Hiccup waits and
observes the Green Death patiently to see the exact time when the Green Death
inhale and exhale. He needs to know Green Death in hale and exhale time because
the feather bombs have to go in to the Green Death nostrils. After couple of minutes,
Hiccup commands the dragons to fly closer to the Green Death.
[Excerpt 30]
“He lifted his arm to give the command to begin. "Go," whispered Hiccup.
"GO!" yelled back the boys, and ten dragons flew up and circled around the
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vast sleeping head. Just as the Green Death inhaled, Hiccup shouted
"NOW!" and the dragons let go of the feather bombs (p.173).”
Hiccup becomes the leader of this plan because his friends trust Hiccup’s
plan. Their dragons are also being very obedient to Hiccup’s command. They fly
directly after Hiccup tells them to go. After the dragons are close enough to the
Green Death, Hiccup gives the second command to drop the feather bombs when
the Green Death inhales. The dragons return to the cliff to get some of the feather
bombs and Hiccup continues giving commands to the dragons to drop the bombs
when the Green death is inhaling. From the clue, it shows that Hiccup is in charge
in every action in this plan. Not only giving the commands, Hiccup also organizes
the plan and teaches other boys on how to make the feather bombs. Those actions
show Hiccup as a choleric type because those actions reflect choleric characteristic
which is as a leader. He leads and organizes the group.
2.2 Capable of Solving Problems
The choleric’s second characteristic in Hiccup is solving problems.
According to Ekstrand (2012), the choleric is very analytical, good at math and
engineering, goal oriented, and can figuring things out or solving problem when the
other cannot (p. 3). The writer found three clues on Hiccup’s actions throughout the
conflict and resolution part which show this characteristic.
Hiccup and the others boys gather outside the Great Hall away from the
adults. Thuggory, the boys from Meathead tribe, ask for Hiccup’s idea to defeat the
giant dragons. Hiccup needs time to think for a plan. The boys give him space and
time that Hiccup needs. After half an hour, Hiccup still cannot make a plan.
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[Excerpt 31]
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)
When Thuggory said that there is another giant dragon in Berk then
Hiccup’s responds to it by saying that it is a good news. Hiccup’s positive response
shows that he has already made a plan. It shows that he finally figures out how to
defeat the giant dragons. While the adults and the other boys still cannot figure any
plan on how to kill those dragons, Hiccup already has a plan.
The second clue is when they finally see the other giant dragon in Berk. The
boys climb to the Highest Point to see the giant dragon. This dragon is bigger than
the Green Death and he has a purple color on his body. Hiccup called it the Purple
Death. In conclusion, there are two Seadragonus Giganticus Maximus at Berk
named the Green Death and the Purple Death.
[Excerpt 32]
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)
Hiccup’s speech and reaction when he sees another dragon show that he is
neither panic nor afraid, but his reaction is so calm. According to Ekstrand (2012),
choleric is not given to worry and anxiety (p. 4). In this situation, Hiccup is very
calm. He also thinks about how to defeat the giant dragons. Hiccup says that “this
is just what we need.” It shows that Hiccup already has a scheme about how the
plan will go according to his idea. When the others think that another giant dragon
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as another nightmare, Hiccup considers it as an advantage. It shows Hiccup’s
choleric characteristic which is better at solving problems rather than the others.
The third clue is when Hiccup finally runs his plan. The plan is to make the
giant dragons fight with each other. Thuggory and some of the other boys and their
dragons climb to the Highest Point to make the Purple Death angry upon the Green
Death. After the Purple Death is angry, they lure them to the Long Beach where the
Green Death is.
After the giant dragons see each other, the Purple Death who is already
angry to the Green Death suddenly attacks the Green Death. The Green Death also
attacks the Purple Death and then they fight with each other. After several minutes,
the giant dragons lay on the beach. The boys wish that both of them are death, but
Hiccup realizes that the Green Death is wounded but still alive. The Green Death
wakes up and is very angry to Hiccup. The villagers, who already join the boys
watching the fight, run to save their life from the angry Green Death. The boys also
run to hide.
Hiccup knows that the Green Death is looking for him, so he runs toward
an open field. Thus, the Green Death will focus on Hiccup so it will give several
minutes for the villagers to run toward the village. The Green Death grabs Hiccup
and swallows him. Fortunately, Hiccup’s vest stuck on a Roman broken spear from
the last supper that the Green Death has. Hiccup can see the inside of the dragon,
his digestion system, and also the part (two small holes) where the fire comes from
a dragon. The dragon tries to find Hiccup in order to make sure that he has already
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killed Hiccup. It triggers the digestion system to work. Hiccup desperately finds a
way to stay alive.
[Excerpt 33]
"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 Sea Dragon'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)
The Green Death continues his plan to kill all the villagers. Stoick and
Toothless try to fight with Green Death in order to help Hiccup. Suddenly, the
Green Death inhales and he wishes to burn all of them. When he exhales, there is
no fire comes out from his mouth and he tries again. After that, his body getting
bigger and bigger until he explodes. The reason why the Green Death’s body
explodes is because Hiccup covers the fire holes with the horns in his helmet. He
figures that covering the fire holes will make the Green Death’s body explodes
because the fire will not come out from his body. Once again, Hiccup has done
something that other people will not ever think. He shows that he can find ways to
stay alive and how to kill the Green Death.
Other than those dominant personalities’ characteristics, Hiccup also has
other minor characteristics in him. The minor characteristics are calm, cool, and
collected. The writer only found less than three clues for this characteristic.
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C. Hiccup’s Personality Development
In the beginning, Hiccup is described as a useless boy. He is always being
the weakest in the group. He does not seem suitable to become the next chief of the
Tribe. As the story goes by, Hiccup has changed and become a useful boy. He gains
positive personality’s characteristics. He becomes a Hero of Berk after he defeats
two giant dragons and saves the village and villagers. His personality development
will not happen without reasons. According to Hurlock (1974), there are eight
reasons that make a person’s personality changes. They are physical changes,
changes in environment, changes in significant people, changes in social pressure,
changes in role, strong motivation, changes in self-concept, and the use of
psychotherapy. However, from those eight reasons the writer only found one reason
that makes Hiccup’s personalities change. The reason is changes in social pressure.
Hiccup is the smallest boy in the group, but he has the greatest responsibility
that awaits him in the future. He will become the next chief to replace his father.
Therefore, he has to gain his reputation as soon as possible so he will be
acknowledged by the villagers. From an early age, Hiccup has to control his action
because it will be judged by the villagers. Consequently, Hiccup tends to do
something that he thinks good and acceptable in society. Hurlock (1974) said that
child is very aware of some personalities that are admired (p. 126). In the Viking,
the most favorable personalities are brave, confidence, and a fighter. From the
physical appearance, the most favorable are masculine, big arms, and tall.
[Excerpt 34]
“For a start, he didn't LOOK like a Hero (Hiccup). Somebody like Snotlout,
for instance, was tall, muscley, covered in skeleton, tattoos, and already had
the beginnings of a small moustache.” (p.15)
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Contrary, Hiccup does not have all the qualifications. Hiccup also has been
bullied by his friends because he is different. The author wrote that “Hiccup was
just absolutely average, the kind of unremarkable, skinny, freckled boy who was
easy to overlook in a crowd.” (p. 16). It indicates that Hiccup is a very different boy
who is expected to be a Hero of Berk that has the qualifications like Snotloud.
Therefore, he has some negative characteristics. Those characteristics belong to
phlegmatic personality. The characteristics are worried and nervous, stay
uninvolved, and unenthusiastic. Those characteristics emerge many times in the
novel which makes phlegmatic is the dominant personality.
[Excerpt 35]
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)
That is an example of Hiccup being worried and fearful. The author
describes Hiccup being worried and scared when he is going to climb and then enter
the dragon’s cave. In comparison, the other boys, except Fishlegs, seem to enjoy
the test. Here is the example of Hiccup that stay uninvolved in some events:
[Excerpt 36]
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)
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Hiccup tries to avoid socializing with his friends because he knows that he
will be bullied. He cannot catch a great dragon in the cave so when the other boys
show off their dragons, Hiccup prefers to avoid the conversation than being bullied
because of his dragon. Moreover, the last example is Hiccup’s unenthusiastic
characteristic.
[Excerpt 37]
"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 seems so unenthusiastic by telling that God tells them just a common
folks and it is impossible to become a hero. Hiccup is full of negativity. He becomes
unenthusiastic because he cannot find the great and scary-looking dragons. He
wishes that he can have a deadly nadder type but he only gets the common garden
dragon. A common garden dragon is a very easy type to train. They are usually
trained to be helpers not to be fighters. Hiccup, as the heir of the chieftain, should
have a scary-looking dragon so he will gain his reputation but he does not have it.
A common garden dragon makes Hiccup unenthusiastic about trying to be a Hero
of Berk. As the writer mentioned above, a child is aware whether some personality
characteristics are admired and some are not. It also happens to Hiccup. He is aware
that he himself has characteristics that are not admired by other people. Hiccup has
a hard time to accept himself the way he is when the social pressure and demand is
very heavy and high. He becomes too introspective about himself because he feels
that he cannot fulfill the expectation of other people. Too introspective is the
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characteristic in melancholic type. Hiccup shows some melancholic’s introspective
characteristic in the story but not as many as phlegmatic’ characteristics.
[Excerpt 38]
"How am I going to persuade anybody to do anything?" asked Hiccup.
"They've started calling me HICCUP THE USELESS. That is not a great
name for a Military Leader" (p.65).
He knows that he is called useless so many times. He feels that he fails to
become the next chief because of other people start to call him Hiccup the Useless.
Therefore, he is still responsible to his social status as the heir of the chieftain. It
shows that he still considers his name as the military leader. He still wants to be
accepted as the official member of the Hairy Hooligan Tribe to fulfill the social
pressure from others. Hurlock (1974) said that “everyone normally has a strong
desire to be accepted by those who are significant to him, then they will change
their personality so they can be accepted.” (p. 126). Moreover, Hiccup in this part
shows some changes. The change is from an unenthusiastic boy change into a
serious and purposeful boy.
[Excerpt 39]
"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.” (p. 93)
Now, he becomes serious about his role in the society. Rather than giving
up in the situation he tries to fix the situation. By training his dragon to be the best
in the initiation so he able to past the tests then he will become the official member
of the tribe. He starts accepting his flaws and thinks about something that he can do
based on his ability. When he fails to train his dragon by yelling, he thinks about
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another way that suitable with his skills and effective to tame his dragon. He finds
a way that he that is called as a dragon’s motivation. He will try those motivations
one by one to find the more effective ways to train his dragon. Introspective,
serious, and purposeful sides are the characteristics of melancholic type. It is the
second dominant personality since the characteristics appear more than three times
in the story.
Hiccup also has the third dominant personality which is choleric. Hiccup
shows his desire more than one time that he really needs a change in his social
status. Hiccup seems more enthusiastic than before. He becomes so positive and it
makes him feels an urge to change in his social status so desperately. Unfortunately,
he fails the final test because the dragons are fighting. He is disappointed because
all he wants to become the official member of the tribe is now impossible.
[Excerpt 40]
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. (p.126)
He is angry because after he tries everything he still fails in the test. He
seems very disappointed with the result because he yells at Thor for the first time.
Hiccup’s spirit starts to diminish but he is still responsible. After failing at the test,
the boys will be banished the day after because there is a storm coming. The storm
bought two giant dragons to Berk. The elder and the villagers gather at the great
hall to discuss on how to make one of the dragons leave from Berk. They come up
with a plan to yell at the giant dragon but it does not work. Then, they ask Hiccup
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as the only one who can speak dragoness in Berk to ask whether the Green Death
comes in peace or not. Hiccup shows his responsibility as the heir of the chieftain.
After the conflict of the story arises, Hiccup develops a new dominant
personality. The personality is melancholic. The melancholic’s characteristic that
the writer found are self-sacrificing and genius. Hiccup’s previous dominant
personalities are nowhere to be found in Hiccup except his kindness. He replaces
those negative personality’s characteristics with the more positive characteristics
that are admired by other people in this case are genius, can figure things out, lead,
and organized without being bossy. According to Maslow (1974), characteristics
which are likely lead someone to social rejection (such as shyness, bossiness, and
aggressiveness) are more subject to change than those which are admired (such as,
ambition, generosity, cooperativeness and affection) (p. 126). The changing in the
personality’s characteristic can be seen in Hiccup. Instead of being uninvolved
because he will be banished, he voluntarily wants to help the villagers. He sacrifices
his own safety even though asking the giant dragon, Green Death, will be the last
thing he does.
[Excerpt 41]
"If I go and kill myself talking to this Beast from Hell, I will be considered
Heroic enough to join the Tribe of Hooligans?" Stoick looked more
embarrassed than ever. "Absolutely," he said. "OK, then," said Hiccup. "I'll
do it."(p.144-145)
Fortunately, the Green Death does not want to eat yet because he is still
sleepy. Hiccup uses that limited time to think an effective plan to kill the Green
Death before it eats them. Hiccup really shows his responsibility to keep the village
and villagers safe. He can actually run away from the village and hide somewhere
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else to avoid the punishment but he decides to stay. He finally can show his true
self as a clever boy as Old Wrinkly said.
[Excerpt 42]
"Anyway," said Old Wrinkly, "it might be just what this Tribe needs, a
change in leadership style. Because the thing is, times are changing. We
can't get away with being bigger and more violent than everybody else any
more. IMAGINATION. That's what they need and what you've got. A Hero
of the Future is going to have to be clever and cunning, not just a big lump
with overdeveloped muscles. (p.64)
After Hiccup knows that there is another giant dragon in Berk, he finds a
way to defeat both of them. Even though his plan is not perfect and not guaranteed
that it will work, but it is the only plan and hope that they have. He needs more
support to help him run the plan. Thus, he needs his friends to make the plan
successful. Moreover, because Hiccup is the only one who makes the plan, he takes
the charge and leads the plan so it can go smoothly as he designed. In the previous
part, Hiccup seems to be the follower, but in this part he becomes the leader.
According to Ekstrand (2012), one of the choleric’s characteristics is choleric will
lead and organized other. Hiccup finally shows his true self as the leader of the
group. He proves that he is able to lead and organizes others and will be a great
leader someday.
[Excerpt 43]
“He lifted his arm to give the command to begin. "Go," whispered Hiccup.
"GO!" yelled back the boys, and ten dragons flew up and circled around the
vast sleeping head. Just as the Green Death inhaled, Hiccup shouted
"NOW!" and the dragons let go of the feather bombs (p.173).”
It shows that Hiccup has gained his respect from others. His friends start to
see Hiccup’s true self as a genius and as a good leader who is ready to sacrifice his
life for other’s need. The proof that Hiccup has gained his respect is when the boys
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listen to and follow Hiccup’s commands. He finally gains his reputation and respect
from the ways he treats his friends which reflects on how his leadership skill is.
The other choleric’s characteristic is solving problems. After they make the
giant dragons fight one another, the villagers need to wait and see the result. After
several minutes, the dragons are lying on the ground but one of them is still alive
and he is very angry. Hiccup yells at the villagers to run back toward the village.
When everybody starts to run and hide, Hiccup run through an open space so that
Green Death will catch him instead of other villagers. Hiccup is eaten by the dragon,
but he fortunately hinged in the German’s spear inside the dragon’s mouth. From
inside of dragon’s mouth, he can see two tiny holes. The function of the holes is as
a way for a fire to come out. When Hiccup desperately hangs inside the dragon’s
mouth. He also has to figure on how he can get out alive but also kill the giant
dragon. At the same time, the digestion system of the dragon’s starts. Hiccup finally
has an idea that is worth to try. He blocks the fire hole with the horns in his helmet.
[Excerpt 44]
When Hiccup was hanging in the Sea Dragon'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)
Not long after, the dragon is ready to set the village on fire. He blows but
no fire comes out of his mouth. Then, he blows harder, but the next thing happened
is the dragon blows up by his fire which is trapped inside his own body. The dragon
dies and Hiccup is saved because his dragon Toothless comes to save him when he
floats in the air.
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After that day, Hiccup is known as the Hero of Berk. People start calling
him Hiccup “the useful” not Hiccup “the useless” anymore. He gains his reputation,
respect, and also he already becomes the official member of Berk.
[Excerpt 45]
"Hooligans and Meatheads! Terrors of the Seas, Sons of Thor and most
feared Masters of the Dragon! I feel humbled to present you with the most
recent member of the Hooligan Tribe. I give you my son --HICCUP THE
USEFUL!" And the words "Hiccup the Useful" came echoing down from
the hills behind and were shouted back again by the cheering crowd, and
were picked up and carried on the night breeze, until the whole world
seemed to be telling Hiccup that maybe he was going to be Useful after all.
(p. 210)
Hiccup’s
Characterization
Approach
Personality’s
characteristics Theory of
Tragic
Theories of
Human
Temperaments
Exposition
Phlegmatic
1. Fearful and worried
2. Prefer to be uninvolved
3. Kind
4. Unenthusiastic
Melancholic 1. Introspective
2. Serious and purposeful
Choleric 1. Compulsive
Climax Melancholic 1. Genius
2. Self-sacrificing
Resolution Choleric 1.Leading and Organizing
2. Solving problems
Summary of Hiccup’s personality development
Table 1 above is the summary on Hiccup’s personality development. The
development begins from Hiccup’s characterization as the main data of the study.
Next, the finding is divided into two part which are exposition (above bolded line)
and climax and resolution (below bolded line) to see the development on Hiccup’s
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personalities before and after conflict. Next, from the exposition part, the writer
found three dominant personalities. The first dominant personality is phlegmatic
with four characteristics which are fearful and worried, prefer to be uninvolved,
kind, and unenthusiastic. Second dominant personality is melancholic with two
characteristics which are introspective and serious & purposeful. The third
dominant personality is choleric with only one characteristic which is compulsive.
Later, during and after the conflict, Hiccup’s personalities are developed. Hiccup
now has two dominant personalities. The first personality is melancholic with two
characteristics which are genius and self-sacrificing. The second dominant
personality is choleric with two characteristics which are leading and organizing
and solving problems.
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CHAPTER V
CONCLUSIONS, IMPLICATION, AND SUGGESTIONS
A. Conclusions
From the analysis, the writer found the answer to the question formulated in
the first chapter. The problem formulated is how Hiccup’s personality development
is depicted in the point of view of psychological approaches in his preadolescence
stage. To answer the question, the writer applied library study to analyze the novel
in order to find clues of Hiccup’s personalities in exposition, climax, and resolution
parts. After the writer found some clues, the clues were divided into four types of
personalities. Next, the writer categorized the clues based on each personality’s
characteristics to analyze the most dominant personality based on the amount of
personality’s characteristics found from clues.
The result of the analysis was that Hiccup had several main personalities in
the exposition. The main personalities in Hiccup during exposition were
phlegmatic, melancholic, and choleric. Each of the personality has its own
characteristics. The phlegmatic’s characteristics which were found in Hiccup’s
characterization were fearful and worried, stay uninvolved, kind, and
unenthusiastic. Moreover, the melancholics’s characteristics which were found
were introspective, serious, and purposeful. The last, Hiccup’s choleric’s
characteristic which was found during the exposition was compulsive.
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After the exposition, the conflict of the story begun to arise. The conflict
was included in the climax part. Therefore, the writer decided to put the climax and
the resolution as one part to give a clearer explanation on Hiccup’s personality
development during and after the conflict. Hiccup showed his personality
development during the climax until the resolution. Previously, Hiccup’s most
dominant personality were phlegmatic, melancholic, and choleric. In the climax and
the resolution parts, Hiccup showed melancholic and phlegmatic as the most
dominant personalities. The melancholic’s characteristics found in Hiccup during
climax until resolution were genius and self-sacrificing. Then, the choleric’s
characteristics found in Hiccup were capable of leading and organizing, and capable
of solving problems. Those personality’s characteristics were dominated by the
positive characteristics or as the strength for someone to possess.
After knowing the differences between Hiccup’s main personality during
the exposition to the climax and the resolution, the writer used theory of factor of
personality change by Hurlock (1974). The writer used the theory to find the reason
why Hiccup’s personality developed from the exposition until resolution. From
eight reasons which are stated by Hurlock, the writer only found one main reason.
The reason was there is a change in social pressure which make Hiccup had greater
responsibilities and task in order to be accepted in the tribe.
In conclusions, Hiccup’s personality was developed from phlegmatic,
melancholic, and choleric became melancholic and choleric in the end of the story.
The development was caused by the change in social pressure. Finally, Hiccup was
called as Hiccup the Useful and also he was accepted in the tribe.
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B. Implication
After reading a novel, the reader not only get the pleasure but also can get
some knowledge about life. For example, some novels contain life-lesson that teach
the readers to be more confident, to make friends, and to be more responsible. A
novel also become a great source for teaching and learning activities. Through
novel, the reader can increase their vocabularies, grammar, and reading skill.
How to Train Your Dragon is a fictional novel which tells about an
adventure of a young boy named Hiccup. The novel explains about the personality
development in Hiccup which influenced by his society. Hiccup was mocked and
jeered by his friends and labeled as “The Useless” because he is different. The
writer saw that Hiccup’s experience was also happened in our life.
Since the story almost similar in people’s life, the novel can be a source for
lecturers to teach about moral values. The writer suggests that the lecturers use the
novel in Book Report course for PBI students in the first semester. There are some
steps about the procedures of teaching and learning activities. First, the lecturers
introduce the novel entitled How to Train Your Dragon as the main source for
teaching-learning activities. Second, the lecturers distribute some question related
to the novel. Third, the students should answer the question and the answer should
be submitted in the following week. Fourth, the students read the novel for a week
to answer the question. Fifth, the students submit the answer. Sixth, the lecturers
and students discuss the questions together and the students share their opinions
about the moral values that they get after reading the novel.
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C. Suggestions
In this part, there are three points that is going to be presented. The first
point presents the suggestions for the future researchers. The second point is
suggestions for the teachers. The third point states the suggestions for parents.
1. Suggestions for Future Researchers
How to Train Your Dragon is a novel for children. The novel has a simple
story line which is easy to understand. The story contains life and social
experiences of a young boy named Hiccup. The conflicts and events give the readers
some lessons about personality development and the reason why personality
development can happen. Therefore, after reading the novel, the readers can have
several positive values from the novel.
As this study focuses on Hiccup’s personality development in his pre-
adolescent stage, the future researchers can focus on the other characters’
personality development, for example; Snotloud, who also develops in the story.
Moreover, this novel is about a young boy named Hiccup who experiences
personality development in his pre-adolescent stage. The novel also has other
sequels which is when Hiccup grows older. Here, the future researchers can analyze
the personality development which happen in his young adolescent, adolescent or
late adolescent stage. Another interesting aspect is that the novel also comes in
movies, so the future researchers can analyze Hiccup’s personality development in
How to Train Your Dragon movies.
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2. Suggestion for Teachers
This novel also has some values that can be used to improve teaching and
learning activities. The first value is the effect of verbal and social bullying.
Bullying has four types. They are physical bullying, social bullying, verbal
bullying, and cyber bullying. This novel can be used to show examples of verbal
bullying and social bullying that have been used and the effect of it on shaping
children’s personality. Bullying happens every time and everywhere particularly at
school. Therefore, teachers should be able to detect before the bullying starts to
happen. This novel presents some examples of verbal and social bullying’s
characteristics. This novel will help the teachers to detect verbal and social bullying
if it happens among the students and prevent it in the future. The second, this novel
can be used as a source of verbal bullying words that should be avoided by teachers
in teaching and learning activities. For example, “Hiccup will be leading you,
although he is, admittedly, completely useless, because Hiccup is the son of the
CHIEF, and that's the way things go with us Vikings….” said Gobber, Hiccup’s
teacher (p. 5). By using positive constructive words in teaching and learning
activities, it is hoped that teachers will build student’s confidence and
communication skill better. The third, this novel can be used by students to reflect
on their behaviors. This novel contains of how verbal and social bullying’s effects
on children’s personality. Teachers can use this novel as the refection tools for
students to see the effect of bullying among them. Hopefully, this novel can teach
the students to respect others and accept the differences between them. Expectantly,
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this novel can also reduce the use of negative words among students and replace
them with positive and constructive words to support one another.
3. Suggestion for Parents
The main character in the novel is a young boy named Hiccup. He
experiences a lot of rejection from his society because he is different. He also
suffers unpleasant things from his friends, such as being mocked, jeered, and
bullied. Not only in novels, bullying also happens in our life. Moreover, children
who suffers bullying from others tend to withdraw themselves from society.
Therefore, the writer suggests that parents should guide and look after their
children especially when their children start to join the community. Parents should
be available as a source of support when they experience unpleasant things. Parents
also need to give a proper explanation to children about what should and should not
do when they communicate with others. Moreover, parents should teach how to
react when someone hurts their feeling. In addition, by giving children knowledge
on how they should communicate, they also increase their communication skill.
Hopefully, children with knowledge will not develop any unpleasant characteristic
and personality in the future.
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REFERENCES
Ali, M. (2004). Psikologi remaja. Jakarta: Bumi Aksara.
Conger, J. J. (1977). Adolescence and youth: Psychological development in a
changing world. New York: Harper & Row.
Cowell, C. (2003). How to train your dragon. United Kingdom: Little, Brown and
Company.
Ekstrand, D. W. (n.d.). The four human temperanments. Retrieved on April 16,
2016, from www.thetransformedsoul.com/additional-studies/.../the-four-
human-temperaments
Feist, J., & Feist, G. J. (2006). Theories of personality (6th ed). Boston: McGraw-
Hill.
Hjelle, L. A., & Ziegler, D. A. (1981). Personality theories: Basic assumptions,
research, and applications. London: McGraw-Hill International Book.
Hurlock, E. B. (1973). Adolescent development. Tokyo: McGraw-Hill Kogakusha.
Kennedy, X. J., & Gioia, D. (2002). An introduction to poetry. New York:
Longman.
McMAnus, B. F. (1999). Outline of Aristotle's theory of tragedy in poetice. 4.
Murphy, M. J. (1972). Understanding unseen: An introduction to english poetry
and the english novel for oversees students. Great Britain: Alden Press.
Padmasari, A. W. (2015). The psychological influences of mother's behavior on
Paul's character development as seen in D.H Lawrence's son's and lover
(Unpublished bachelor thesis). Sanata Dharma University, Yogyakarta.
Pamusuk, E. (1991). Novel dan film. Flores: Nusa Indah.
Spano, S. (2004). Stages of adolescent development. Youth Center of Excellent, 1-
4. Retrieved on April 10, 2016, from
http://www.actforyouth.net/resources/rf/rf_stages_0504.cfm
Stanton, R. (1965). An introduction to fiction. New York: Holt, Rinehart and
Winston.
Tjandra, A. P. (2015). Scout's personality development as revealed in Lee's to kill
a mocking bird (Unpublished bachelor thesis). Sanata Dharma University,
Yogyakarta.
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80
Burns, J. H. (2017). Boy "driven to suicide by bullies". Retrieved on July 16, 2017,
from http://bullyproofclassroom.com/boy-driven-suicide-bullies
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDICES
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Appendix 1: The Summary and the cover Cressida Cowell’s How to Train
Your Dragon
How to Train Your Dragon
(From:http://vignette2.wikia.nocookie.net/howtotrainyourdragon/images/3/3f/How_to_Train_Your_Dragon_First_Edition_Cover.jpg/revisio
n/latest?cb=20161102210959)
Hiccup is the son of the Hairy Hooligans' Viking chief, and destined to take
over that leadership from his father. But first, he - along with all the other boys his
age in the tribe - must successfully complete an important rite of initiation: climb
up into the dragon cave, locate the dragon nursery, bag a sleeping juvenile dragon
for his lifelong companion, and get out. All without waking up the rest of the
hundreds of dragons slumbering there, who will surely pursue the boys and ensure
a rather grisly end to their quest. And then, he has to prove his mastery over this
dangerous creature by training it. The problem is that Hiccup is not very much like
his mighty Viking father, and not very like a typical Viking, for that matter. In fact,
the other boys have dubbed him Hiccup the Useless, all except his loyal friend
Fishlegs. Can he complete this quest, fulfill his destiny, and earn the respect of the
tribe? Or will he end up a charbroiled dragon snack?
(By: Kim Wheedleton, from http://bugsandbunnies.blogspot.co.id/2010/01/book-
review-how-to-train-your-dragon-by.html, retrieved on April 7th, 2017 at 05.18
P.M)
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Appendix 2: The Biography of Cressida Cowell
CRESSIDA COWELL
Cressida was born on 15th April 1966 in London. She still lives in London.
She is married to Simon Cowell (not THAT Simon Cowell), and she has three
children, Maisie (12), Clemmie (10) and Alexander (7). She studied at Oxford
University, (English), and St Martin’s and Brighton University (Illustration).
Books & Ideas
Cressida has been writing books since she was 9 years old, but the first book
she had published was in 1999, when she was 33. It was called Little Bo Peep’s
Library Book, and it was a picture book.
Cressida illustrates the Hiccup books herself, but she also writes picture
books that other people illustrate. She has had 20 books published, 10 Hiccup
fiction titles, and ten picture books, including the Emily Brown books, illustrated
by Neal Layton.
She has just finished writing the tenth Hiccup book, How to Seize a
Dragon's Jewel. There will be AT LEAST eleven books in the series. (She is a little
nervous about saying exactly how many, because she keeps finding that there is just
one more to write...) She got the idea for the Hiccup books from childhood holidays
spent off the west coast of Scotland.
She doesn’t quite how she thinks of the funny names for the characters. She
tries to make the names sound like the character of the person they are describing,
so a rather unpleasant, stupid person will be called ‘Dogsbreath the Duhbrain’, for
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example. The Vikings really did have very descriptive names, such as King Magnus
Barelegs, Olav the Stout, Eric the Red.
Films & Awards
The film of How to Train Your Dragon came out in 2010 and How to Train
Your Dragon 2 in 2014. Another film is coming in 2018. A TV series, Riders of
Berk, is on Netflix.
Cressida won the Nestle Children's book award in 2006 and the How to
Train Your Dragon film has been nominated for the 2011 BAFTAs and the Oscars.
Cressida won Philosophy Now magazine's 'Contributions in the Fight Against
Stupidity Award' in November 2015.
(Retrieved from http://www.cressidacowell.co.uk/about-cressida-cowell.asp, on
April 7th, 2017 at 05.27 PM)
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Appendix 3: The Picture of Cressida Cowell
(From: http://www.zimbio.com/photos/Cressida+Cowell/How+Train+Dragon+Premiere/TVEeBxKgf-4)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Appendix 4: Hiccup’s Personality Characteristics
Table 1 Fearful and Worried
No. Chapter Scene Characterization Through:
1 1 1 Though 1."FIRST CATCH YOUR DRAGON!"
Ohhhhhh suffering scallops, thought
Hiccup. (p.6)
2 2. “Dragons do not like cold weather and
the snow will probably stop them in their
tracks. Said Gobber” 9 Probably? thought
Hiccup. Oh, well, that's reassuring. (p.9-
10)
3 3. Don't linger for TOO long in there --"
Linger??? thought Hiccup. In a cave full
of three thousand sleeping DRAGONS?
(p.10)
4 Reaction 1.AT THIS VERY MOMENT, three
thousand young dragons having their last
few weeks of winter sleep." Hiccup
swallowed hard. (p.7)
5 2 1 Speech 1. 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 (p.18)
6 2 2 Reaction 1. Hiccup looked down briefly at the sea
pounding the rocks way below, and
swallowed very hard (p.18)
7 2. Hiccup started sweating as he looked
around him at pile after pile of the
animals, draped over every available
surface; even hanging upside down from
the roof like giant bats. (p.20)
8 3. He swallowed hard, muttered a prayer
to Loki, the patron saint of sneaky exploits,
and edged forward cautiously to grab the
most unconscious-looking dragon, so he
could get out of this nightmare as fast as
possible. (p.24)
9 3 1 Direct Comment 1. On the other hand, Hiccup had been
worrying about Dragon-catching Day for
longer than he could remember. He had
been sure he would be the only one
to come back without a dragon, and
shame, embarrassment, and awful exile
would follow. And now, here he was: a
Viking warrior WITH a dragon. So, on the
whole, he was feeling fairly pleased with
himself. (p.41)
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10 10 1 Direct Comment 1. 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 previous years. (p.106)
11 2. "P-P-P-P-A-R-P! Will all youths hoping
to be initiated into the Tribes this year
please make their way to the ground at the
left of the beach" Hiccup gulped, nudged
Toothless, and stood up This was it.
(p.107)
12 Reaction 1. "You will start by performing the basic
commands of' go,' 'stay,' and 'fetch.' You
will end by ordering your reptile to hunt
fish for you, as your forefathers have done
before you." Hiccup swallowed
nervously. (p.111)
Table 2 Stay Uninvolved
No Chapter Scene Characterization Through:
1 4 1 Reaction 1. 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)
2 2. "Hiccup should challenge you for the
dragon," said Fishlegs slowly, and
everybody swiveled around to look
expectantly at Hiccup. "Oh, brilliant,"
muttered Hiccup under his breath.
"Thank you, Fishlegs. My day just gets
better and
better." (p.50)
3 3. 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. "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)
4 Character seen by
Other
1. "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)
5 Direct Comment 1.Hiccup tried to stay out of his way as
much as he possibly could. (p.50)
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6 11 1 Speech 1."Do you speak Dragonese, Gobber?"
asked Stoick in surprise. "Well, no,"
Gobber admitted. "Nobody here speaks
Dragonese. It's forbidden by order of
Stoick the Vast, O Hear His Name and
Tremble, Ugh, Ugh. Dragons are inferior
creatures who we yell at. Dragons might
get above themselves if we talk to them.
Dragons are tricky and must be kept in
their place." "Hiccup can speak to
dragons," said Fishlegs very quietly,
from the middle of the crowd. "Sssh,
Fishlegs," whispered Hiccup,
desperately digging his friend in the
ribs. (p.143)
Table 3 Genius
No Chapter Scene Characterization Through:
1 5 1 Character seen by
other
1."Anyway," said Old Wrinkly, "it might
be just what this Tribe needs, a change in
leadership style. Because the thing is,
times are changing. We can't get away
with being bigger and more violent than
everybody else any more.
IMAGINATION. That's what they need
and what you've got. A Hero of the
Future is going to have to be clever and
cunning, not just a big lump with
overdeveloped muscles. (p.64)
2 2."It is true," admitted Hiccup, "but for
Thor's sake don't tell anybody, they
wouldn't understand." "Talking to
dragons is a highly unusual skill," said
Old Wrinkly. "Maybe," he said, "you can
train a dragon better by talking to it
than by yelling at it." (p.67)
3 12 1 Character seen by
Other
1."It's a long time since the supper has
shown such intelligence. They're
generally too bound up with their little
lives to bother with the Really Big
Questions. (p.151)
4 13 2 Direct comment 1.Back at the Highest Point, Hiccup
outlined his Plan of Action. It was
Fiendishly Clever – if a bit desperate. (p.163)
5 14 1 Speech 1. "Dragons have a tendency to
asthma," explained Hiccup. "It's all
that fire-breathing they do. The smoke
gets in their lungs."(p.168)
6 19 1 Speech 1. Stoick looked surprised. "Well, you
know, the usual: no pulse, no breath, stone
cold to the touch. He was quite clearly
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dead, I'm afraid." "Oh, HONESTLY,
Father," said Hiccup, in a frenzy of
exasperation, "don't you know
ANYTHING about dragons? That
could have been a SLEEP COMA, it's a
GOOD SIGN, probably means he's
healing himself." (p.204)
Table 4. Will Lead and Organized
No. Chapter Scene Characterization Through:
1 14 1 Direct Comment 1. Hiccup supervised the making of the
feather bombs. (p.169)
2 2. Each team often boys were armed with
about a hundred of these feather bombs
wrapped in a great parcel made out of an
old sail. Hiccup led the Hooligans
toward the Long Beach, while
Thuggory took the Meatheads to
Unlandable Cove.(p.171)
3 3. Hiccup led them as near as he dared
to the edge of the cliffs surrounding the
Long Beach. (p.172)
4 Speech 4. He lifted his arm to give the command
to begin. "Go," whispered Hiccup.
"GO!" yelled back the boys, and ten
dragons flew up and circled around the
vast sleeping head. Just as the Green
Death inhaled, Hiccup shouted "NOW!"
and the dragons let go of the feather
bombs.(p.173)
5 5. The nine other dragons had by this
time returned to collect more feather
bombs from the boys on the cliffs.
"NOW!" yelled Hiccup and, with split-
second timing, they let their bombs fly.
They hit their target of the Green Death's
nostrils and he collapsed with coughing
again. (p.175)
Table 5 Sympathetic and Kind
No Chapter Scene Characterization Through:
1. 2 2 Reaction 1. "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's back. "Have
MINE, then. Wait here." (p.28)
2 7 2 Speech 2. "Can I take him to bed with me?"
he asked Stoick."A dragon is a working
animal," said Stoick the Vast. "Too much
hugging and kissing will make him lose
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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his vicious streak." "But Newtsbreath
will kill him if I leave him alone with
them." (p.80)
3. 8 1 Direct Comment 1. So he was as nice to Toothless as he
possibly could be. He gave Toothless the
comfiest bit of the bed and lay
dangerously balanced on the edge of it
himself. (p.82)
4. 2. 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)
Table 6. Self-Sacrificing
No Chapter Scene Characterization Through:
1 3 1 Speech 1."NEVER ... in FOURTEEN YEARS,
have I come across such a load of
HOPELESS BARNACLES as you lot.
WHICH OF YOU USELESS
MOLLUSKS WAS RESPONSIBLE
FOR WAKING UP THE
DRAGONS????" "I was," said Hiccup.
Which wasn't strictly true (p.35)
2 11 1 1. Will you go to this monster and ask
him whether he comes in PEACE or in
WAR?" ask Stoick Hiccup said nothing.
Stoick coughed again. "You can talk to
me," said Stoick. "I've un-banished you."
"So the exile is off, then, is it, Father?"
asked Hiccup. "If I go and kill myself
talking to this Beast from Hell, I will
be considered Heroic enough to join
the Tribe of Hooligans?" Stoick looked
more embarrassed than ever.
"Absolutely," he said. "OK, then," said
Hiccup. "I'll do it."(p.144-145)
3 12 1 1.Stoick offered to send a guard of his
finest soldiers, but Hiccup preferred to go
alone. "Less chance of anybody doing
anything Heroic and stupid," he said.
(p.146)
4 16 1 Direct Comment 1. Hiccup stayed in a little longer
because he knew the Dragon was
waiting for him. Finally, the heat
became unbearable and he took a deep
breath, closed his eyes, and ran out into
the
open. (p.185)
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Table 7 Unenthusiastic
No Chapter Scene Characterization Through:
1 1 1 Thought 1. 1. "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. And if they
shout much louder, we're going to
wake up those dragons before we even
START. (p.13)
2 3 1 1.HEROES OR EXILE!" yelled Gobber
the Belch. "HEROES OR EXILE!"
yelled eight boys fanatically back at him.
Exile, thought Hiccup and Fishlegs
sadly. (p.38)
3 Speech 1. "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)
Table 8 Too Introspective
No Chapter Scene Characterization Through:
1 5 1 Speech 1. "How am I going to persuade
anybody to do anything?" asked
Hiccup. "They've started calling me
HICCUP THE USELESS. That is not
a great name for a Military Leader."
(p.65)
2 2. "It's all very well for you to say they
are little problems," said Hiccup
crossly, "but I have a LOT of little
problems. I have to train this super-
small dragon in time for Thor's day
Thursday or be thrown out of the
Hairy Hooligan Tribe forever." (p. 65)
3 7 1 Thought 1. As Hiccup had suspected, Toothless
took absolutely no notice whatsoever.
I KNEW I'd be useless at yelling,
thought Hiccup gloomily. (p.75)
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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 yelling you'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)
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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 member of 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
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93
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 Sea Dragon'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)
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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
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95
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-
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96
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)
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