the personality development of hiccup in cressida cowell's how to train your dragon

THE PERSONALITY DEVELOPMENT OF HICCUP

IN CRESSIDA COWELL’S HOW TO TRAIN YOUR DRAGON

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pedidikan Degree

in English Language Education

By

Roosefine Shierly Septiana

Student Number: 121214037

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

THE PERSONALITY DEVELOPMENT OF HICCUP

IN CRESSIDA COWELL’S HOW TO TRAIN YOUR DRAGON

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pedidikan Degree

in English Language Education

By


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


iv

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.



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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


xiii

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


10

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


16

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


17

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).


18

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,


19

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


20

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


21

define Hiccup’s personality type. After defining the main personality type of

Hiccup, the writer uses the theory from Hurlock’s (1974) in the third part. Hurlock’s

theory of personality change is used in order to understand what the reasons which

make Hiccup’s personality is developed from the beginning of the story (the first

part) until the end of the story (the second part).


Figure of theoretical framework diagram

Data

• Hiccup's Characterization

Theory of Plot

• Exposition

• Climax/Conflict

• Resolution

Research Data

• Hiccup's characterization before conflict

• Hiccup's Characterization after conflict

Teory of Four Human Temperanment

• Sanguine

• Melancholic

• Choleric

• Phlegmatic

Theory of Change Personalities

• Physical Changes

• Changes in environtment

• Changes in Significant People

• Changes in Social Pressure

• Changes in Role

• Strong Motivation

• Changes in Self-Concept

• The use of Psychotherapy

22


23

CHAPTER III

METHODOLOGY

This chapter discusses the methodology that is employed in conducting this

study. This chapter consists of three parts, namely object of the study, approach of

the study, and methods of the study. The first part is the object of the study. It

discusses the brief description of the novel. The second part is the approach of the

study which presents the critical approach used in this study. The third part is the

method of the study. It presents the research procedure which discusses the steps

done by the writer in conducting the study to answer the formulated problem.

A. Object of the study

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

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

children’s story. She was born on April 15, 1966 in London. She started writing a

story since she was nine years old. Her first novel published on 1998. Later, How

to Train Your 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


24

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,


25

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


26

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


27

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

about the novel.


28

CHAPTER IV

ANALYSIS

This chapter provides the answer for the question stated in the problem

formulation. This analysis is divided into three parts. The first part is what Hiccup’s

dominant personalities before conflict which is from chapter one until ten. The

second part is how Hiccup’s dominant personalities during and after conflict which

are from chapter eleven until nineteen. The third part is Hiccup’s personality

development.

A. Hiccup’s Dominant Personalities Before Conflict

Personality cannot be separated from people because every person has his

or her own unique personalities. Personality is often shaped by environment, social

activities, and experiences that someone has. Indifferent with human, fictional

characters in a novel also have personalities. According to Forster, there are two

types of character namely flat and round (as cited in Kennedy and Gioia, 2010, p.

78). A flat 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


29

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.


30

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.


31

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.


32

[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)


33

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


34

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.


35

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.


36

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


37

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


38

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.


39

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


40

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


41

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


42

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)


43

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


44

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


45

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


46

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.


47

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)


48

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


49

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


50

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


52

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


53

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.


54

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


55

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’


58

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


59

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


62

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)


64

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)


65

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


67

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


69

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


70

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.


71

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


72

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.


74

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.


75

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.


77

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,


78

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.


79

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.


80

Burns, J. H. (2017). Boy "driven to suicide by bullies". Retrieved on July 16, 2017,

from http://bullyproofclassroom.com/boy-driven-suicide-bullies


APPENDICES


81

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)


http://bugsandbunnies.blogspot.co.id/2010/01/book-review-how-to-train-your-dragon-by.html

http://bugsandbunnies.blogspot.co.id/2010/01/book-review-how-to-train-your-dragon-by.html

82

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


83

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)


http://www.cressidacowell.co.uk/about-cressida-cowell.asp

84

Appendix 3: The Picture of Cressida Cowell

(From: http://www.zimbio.com/photos/Cressida+Cowell/How+Train+Dragon+Premiere/TVEeBxKgf-4)


http://www.zimbio.com/photos/Cressida+Cowell/How+Train+Dragon+Premiere/TVEeBxKgf-4

85

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)


86

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)


87

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


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


88

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


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


89

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


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)


90

Table 7 Unenthusiastic


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


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)


91

Table 9 Strong Willed


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


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


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


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


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


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


1. 4 1 Reaction 1. "Sorry about the challenge," Fishlegs

apologized, "Oh, don't worry about


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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


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


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


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


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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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


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


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


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


1 19 2 Direct Comment 1. Hiccup was watching the burning

ship, tears pouring down his

face.(p.207)


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