CHARACTER ANALYSIS OF SEVERUS SNAPE ON HARRY POTTER AND THE SORCERER’S STONE: A DECONSTRUCTION APPROACH

Authors

  • Fathan Muhammad Rizqi Universitas Sebelas April
  • Yayan Ardiansyah Universitas Sebelas April
  • Aldi Fari Ramadyanto Universitas Sebelas April

Keywords:

Deconstruction, Binary opposition, Character analysis, Harry Potter, Professor Snape

Abstract

This study is a research into the Binary opposition of Professor Snape's character in the novel namely Harry Potter: The Sorcerer's stone. The importance of this study is to introduce a theory on how readers could enhance engagement and comprehension on understanding the character in the literary works and furthermore improve the critical thinking of the readers. In the previous study most of them analyze binary opposition for all characters in the literary works, but in this study binary opposition analysis only applied to one character. This study aims to deconstruct a characterization of Professor Snape in the novel which is very complex through the binary opposition analysis. The method of this research is qualitative research, using observation as data collection method, and using the step which is stated by Jacques Derrida, there are ; reconstruction, deconstruction, and reinscription as methods of data analysis. In the novel there are 3 binary oppositions of Professor Snape there are; protecting-threatening, love-hate, and loyalist-traitor. The conclusion of this study is that binary opposition can be contained in only one character. Furthermore, the concept of binary opposition can make the reader's perception of the attitude, speech and ulterior motives underlying Professor Snape's characteristics can be explored in depth to reveal both sides of the characterization showed in the novel.

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Published

2025-08-01

How to Cite

Muhammad Rizqi, F., Ardiansyah, Y., & Fari Ramadyanto, A. (2025). CHARACTER ANALYSIS OF SEVERUS SNAPE ON HARRY POTTER AND THE SORCERER’S STONE: A DECONSTRUCTION APPROACH. Global Research and Innovation Journal, 1(2), 2527–2535. Retrieved from https://journaledutech.com/index.php/great/article/view/469

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