Psychological Dimensions of Character Behavior in Goethe’s Faust for Language and Literature Teaching

Prilimercy Engelien   Kojongian; Soflies Marry   Bingku; Agustine Clara   Mamentu; Nursalim Nursalim; Yapi Henri   Wongkar

doi:10.31849/4rs18z17

Authors

Prilimercy Engelien Kojongian Universitas Negeri Manado, Tondano, Indonesia
Soflies Marry Bingku Universitas Negeri Manado, Tondano, Indonesia
Agustine Clara Mamentu Universitas Negeri Manado, Tondano, Indonesia
Nursalim Nursalim Universitas Pendidikan Muhammadiyah Sorong, Sorong Indonesia
Yapi Henri Wongkar Universitas Negeri Manado, Tondano, Indonesia

DOI:

https://doi.org/10.31849/4rs18z17

Keywords:

Content analysis, Dramatic discourse, EFL literature teaching, Goethe’s Faust, Literary stylistics

Abstract

Drama has long served as a powerful medium for representing human psychological struggle, and Goethe’s Faust remains one of the most compelling explorations of desire, conflict, and moral ambiguity in world literature. Despite its global significance, limited research has examined the psychological dimensions of its characters through a literary psychology framework, particularly in the context of literature teaching. This study addresses this gap by analyzing the behavior of key characters in Faust using a qualitative descriptive method supported by content analysis. Data were collected from the the play along with relevant theoretical sources, and were analyzed through reduction, categorization, and interpretation following literary psychological principles. The results reveal that Faust, Margaretha, Mephistopheles, and other characters embody complex psychological processes that reflect universal human conditions such as ambition, guilt, temptation, emotional vulnerability, and regression. Their conflicts illustrate the dynamic interaction between internal drives and external pressures, offering rich insight into the psychological realism represented in dramatic literature. The novelty of this study lies in its integration of psychological character analysis with pedagogical implications, particularly through the application of the Leslie Stratta approach for drama instruction. The study contributes to a deeper understanding of how psychological interpretation can enrich literature teaching by promoting empathy, moral reflection, and critical awareness. In a broader context, these findings highlight the relevance of literary psychology for character education and for strengthening students’ abilities to interpret human behavior through literary texts.

Author Biographies

Prilimercy Engelien Kojongian, Universitas Negeri Manado, Tondano, Indonesia

Prilimercy Engelien Kojongian, M.Pd., is a senior lecturer and researcher at Universitas Negeri Manado in the German Language Education Study Program. Her scholarship focuses on linguistics, pragmatics, and language education, reflected in a growing body of publications in reputable national and international journals. Beyond the classroom, she actively leads collaborative research initiatives and contributes to the design and refinement of German language teaching materials that respond to learners’ needs and contemporary pedagogical demands.
Soflies Marry Bingku, Universitas Negeri Manado, Tondano, Indonesia

Soflies Marry Bingku is a senior lecturer and researcher at Universitas Negeri Manado, specializing in English Language Teaching, linguistics, and literacy education. Her academic work explores language learning methodologies, discourse analysis, and the integration of local culture in English education. She is actively involved in teacher development programs and student-centered learning initiatives to enhance English proficiency and communication skills in Indonesian educational contexts
Agustine Clara Mamentu , Universitas Negeri Manado, Tondano, Indonesia

Agustine Clara Mamentu is a lecturer at the Faculty of Languages and Arts, Universitas Negeri Manado. She specializes in English language education, literature, and literacy development. Her research focuses on language teaching methodologies, literary analysis, and the integration of cultural values through children's literature. She has published several articles on topics such as racial discrimination in literature and promoting intercultural sensitivity among young learners. In addition to teaching and mentoring students, she actively contributes to the development of character and nationalism-based learning models through literature.
Nursalim Nursalim, Universitas Pendidikan Muhammadiyah Sorong, Sorong Indonesia

Dr. Nursalim, M.Pd. is a senior academic at the Muhammadiyah University of Education in Sorong, Indonesia. With a strong background in educational sciences, he specializes in teacher training, curriculum design, educational policy, and leadership. His work focuses on promoting inclusive, equitable, and culturally sensitive education, particularly in Eastern Indonesia. Dr. Nursalim has led numerous research projects and community-based programs aimed at improving educational access and quality in Papua. He is actively involved in developing innovative models for holistic early childhood development, aligned with local values and the Nurturing Care Framework. In addition to his academic and research roles, he regularly collaborates with government agencies and civil society organizations to advocate for sustainable and community-driven education solutions. Dr. Nursalim is widely recognized for his dedication to empowering educators, strengthening educational systems in underserved areas, and advancing child-centered, contextually relevant learning approaches.
Yapi Henri Wongkar, Universitas Negeri Manado, Tondano, Indonesia

Yapi Henri Wongkar is a senior lecturer in English Language Education at Universitas Negeri Manado (UNIMA), Indonesia. He completed his undergraduate degree in English Language Education at the Faculty of Language and Arts Education, IKIP Manado, now Universitas Negeri Manado, in 1998. In 2007, he earned a master’s degree in Linguistics from the Faculty of Cultural Sciences, Universitas Gadjah Mada (FIB UGM). With more than twenty years of teaching experience, he has authored and co authored numerous scientific articles and books on English language teaching, language learning, and linguistics, many of which have been published in national and international outlets.

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