Auvia, Inna. 2021. Characters Personalities in To Kill A Mockingbird Novel by Harper Lee and Its Relevance to The Character Building Based on K13 Curriculum. Thesis. Advisor (1) Anjar Dwi Astuti, S.S., M.Hum., (2) Dr. Yuni Utami Asih, M.Pd.
Novel, like other types of books, is used as a medium of education since it contains great figures with diverse events that come within an interesting plot. To Kill a Mockingbird is one of them that could show the characters’ personality in the novel. This research attempts to analyze the personalities of the characters in this novel, also its relevance to K13 Curriculum’s character building. The source of the data is To Kill a Mockingbird written by Harper Lee.
This research used qualitative descriptive method. While the theories used on this study to further analyze the data were McCrae & Costa (1987) and Goldberg (1990) theories of types of personalities and Suratno (2013) theory of character building. The findings reveal that the types of personality based on the Big Five Inventory were reflected in all the characters. However, only some of the characters were found to have all the spectrums of Big Five Inventory.
The findings also reveal that only sixteen character buildings out of eighteen that could be found in the characters’ personality in the novel, they were: social care, responsibility, discipline, peaceful, communicative, curiosity, independent, creative, honest, hardwork, democratic, achievement appreciation, tolerance, loving to read, environment care, and loving the country. Furthermore, the finding revealed that some types of characters’ personality based on Big Five Inventory were in line with the K13 curriculum’s characters building that supported the students to have good attitudes, confidence, and having responsibilities while interacting with others.
In conclusion, all the five domains could only be found if the character was well described and had depth characterization, which mainly delivered by the major character. Also, the five domains of the Big Five Inventory were in line with the K13 curriculum’s characters building. Lastly, using literature for teaching English was proved to be important to support the improvement, not only in the aspect of language but also in the students’ characters building.