The Analysis Of Sigmund Freud’s Theory In Harper Lee’s Novel : To Kill The Mocking Bird

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THE ANALYSIS OF SIGMUND FREUD’S THEORY IN HARPER

LEE’S NOVEL :

TO KILL THE MOCKING BIRD.

A THESIS

BY:

NOFAMELINA SARAGIH

Reg. No : 060705015

UNIVERSITY OF SUMATRA UTARA

FACULTY OF LETTERS

ENGLISH LITERATURE DEPARTMENT

MEDAN


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ACKNOWLEDGEMENT

Give thanks to the Lord, for He is good. His love endures forever. Maz, 118: 1.

The first time, the writer would like to say thank to Jesus Christ, the saviour, for his love, blessing and mercy so that the writer is able to finish this thesis. “Thank God. “

There are so many steps has been done by the writer to make this thesis complete and ready to presented as a thesis of the first graduate. The writer gets so many helps, support, motivation, and suggestion from many people to process of doing this thesis, from the beginning until the writer finish this thesis.

Her particularly gratitude must go to the lecturer, the writer would like to say thank to incredible lectures, Drs. Parlindungan Purba, M.hum as her supervisor and Drs. Siamir Marulafau, M.hum as her co – supervisor for their guidance and suggestion in accomplishing this thesis, the writer appreciate all they have contributed during the process of analyzing and writing this thesis. May God bless them.

Then the writer would like to say thank the dean of faculty of letters, University of Sumatra Utara, Prof. Syaifuddin, M.A, Ph.D., the head and the secretary of English literature department, Dra. Swesana Mardia Lubis, M.hum, Drs. Parlindungan Purba, M.hum, and all the lectures, and the staffs of English literature department who has given all the opportunities and facilities, during her study in this university and in completing this thesis.

Her best and deepest appreciation and love would be presented to her great family, her beloved father, J. Saragih and beloved mother B.M Purba and also her sweetest sister and brother, Herni Saragih and Jan Preddi sinaga and her little young sister and brother, Sarah Agnesia, Gery and Fhilip and the only one beloved brother Joni Saragih, who has given her a great love, care, supporting, prayer, financial in all my life


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and during her study until finishing this thesis. She always keeps pray for them, so that god may bless and give health for them. The writer aware, without them she cannot do anything. “I love you my beloved dad, mom, sister, and brother.

Then the writer would like with the grateful thank to her beloved boyfriend, Frans Simamora, for giving her support, great love, suggest and attention during doing this thesis. “Thank for loving me and give your unconditional love in my life.”

Thanks too for her best friend, Junastri, Roma, ovi, Debora, Miss, Ilda, Joni, Manoguh, Dix, Hendra, Ramces, that always help and give her support and spirit. And all her friend in Imsi, thank.

At last but not least she would like to say thank with her big family and specially thank to her sister K’nora Permana for their pray and give her supporting.

Finally, the writer hopes this thesis will be beneficial for all the readers.

Medan, 7 Juni 2010

The writer,

Nofamelina Saragih. Reg no : 060705015


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AUTHORS’S DECLARATION

I’m nofamelina saragih, declare that i’m the soule authors of this thesis. Except where reference is made in text of this thesis, this thesis contains no material published else where or extracted in whole or in part from a thesis by which I have qualified for or award degree.

No other person’s work has been used without due acknowledgement in the main text of this thesis. This thesis has not been submitted for the award of another degree in any tertiary education.

Signed Date:


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COPYRIGHT DECLARATION

Name : Nofamelina Saragih

Title of thesis : The Analysis of Sigmund Freud’s Theory In Harper Lee’s Novel: To Kill the Mocking Bird.

Qualification: S-1

Department: English Department Faculty of Letters, University of Sumatra Utara.

I am willing that my thesis should be available for reproduction at the discretions of the Librarian of the English department, faculty of letters, university of north Sumatra on the understanding that user are made aware of their obligation under of the republic of Indonesia.

Signed: Date:


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ABSTRACT

Skripsi ini berjudul The Analysis of Sigmund Freud’s Theory in Harper Lee’s Novel : To Kill the Mocking Bird. Yaitu suatu analisis mengenai struktur kepribadian manusia yang direfleksikan lewat Atticus, Jem dan Scout sebagai tokoh utama dalam novel To Kill the Mocking Bird berdasrkan teori Sigmund Freud. Teori ini membahas tentang hasrat yang dimiliki pribadi manusia yang di dorong oleh libido. Teori ini mengemukakan bahwa di dalam kepribadian manusia itu ada tiga sistem atau aspek penting, yaitu Id, Ego dan Super – Ego dimana ketigaa sistem tersebut di dorong oleh libido atau hasrat dalam diri manusia itu sendiri. Id itu cendrung berusaha hanya untuk memuskan diri sendiri akibat dorongan libido tanpa memikirkan orang lain, bahkan waktu dan tempat, atau hanya suatu unsur kesengan saja. Ego muncul berdasrkan prinsip kenyataan dan berdiri di antra id dan Super Ego untuk menyeimbagkan dorongan id dan Super Ego dalam diri manusia. Super Ego, berusha mengutamakan nilai – nilai moral di atas dorongan libido.

Dalam anlysis ini, penulis menggunakan pendekatan psikoanalisis Sigmund Freud. Ada pun metode yang digunakan adalah metode deskriptif dimana data dalam skripsi ini berupa paparan bahasa yang mengandung pemikiran, sikap dan tikah laku tokoh utama dalam novel ini. Sumber data dalam anlisis ini adalah novel To Kill The Mocking Bird, dengan tehnik pengumpulan data dilakukan dengan cara membaca dan menonton novel tersebut secara berulang kali.

Dari anlisis yang dilakukan penulis dapat menyimpulkan, bahwa dorongan id, sangat berkuasa dalam pribadi seseorang bahkan telah dimiliki sejak lahir demi memenuhi keinginan libidonya, sementara sisi Super Ego muncul ke permukaan melalui tindakan – tindakan moralnya, sehingga seseorang lebih mementingkan umum daripada kepentingan pribadi. Ego muncul untuk menyeimbangkan sisi id dan Super Ego dalam diri manusia. Dalam analyis ini, dorongan Super Ego lebih kuat yang dimiliki oleh tokoh utamnya.


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TABLE OF CONTENTS

ACKNOWLEDMENTS

AUTHOR’S DECLARATION

COPYRIGHT DECLRATION

ABSTRACT

TABLE OF CONTENTS

CHAPTER I INTRODUCTION :

1.1 The Background Of Analysis ... 1

1.2 The Problem Of The Analysis ... 4

1.3 The Objectives Of The Analysis ... 4

1.4 The Scope Of The Analysis ... 5

1.5 Significance Of Analysis ... 5

1.6 Review Of The Related Literature ... 6

CHAPTER II. METHODOLOGICAL

2.1 Methode ... 7


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CHAPTER III. THEORETICAL FRAMEWORK :

3.1 Literature and Psyhology ... 9

3.2 Personality Theory and Description

of Sigmund Freud’s Theory ……….…….... 19

3.2.1 Definition of Personality ……….. 19

3.2.2 Description of Sigmund Freud’s Theory …………. 35

3.3 Character ... ... 42

CHAPTER IV. ANALYSIS OF SIGMUND FREUD THEORY IN

HARPER LEE’ S NOVEL. “

TO KILL THE

MOCKING BIRD “ :

4.1 Id Personality ... 47

4.1.1 Attikus’s Id ... 48

4.1.2 Jem’s Id ... 49

4.1.3 Scout’s Id ... 51

4.2 Ego Personallity ... ... 52

4.2.1 Attikus’s Ego ... 54

4.2.2 Jem’s Ego ... 56

4.2.3 Scout’s Ego ... 57

4.3 Superego Personality ... 60

4.3.1 Attikus’s Super- Ego ... 61

4.3.2 Jem’s Super- Ego ... 65


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CHAPTER V. CONCLUSSION AND SUGGESTION :

5.1. Conclusion ... 68

5.2. Suggestions ... 69

BIBILIOGRAPHY

... 70

APPENDICES

Appendix 1 : Biography of the authors of the novel ... 72

Appendix 2 : Summary of the novel ... 77


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ABSTRACT

Skripsi ini berjudul The Analysis of Sigmund Freud’s Theory in Harper Lee’s Novel : To Kill the Mocking Bird. Yaitu suatu analisis mengenai struktur kepribadian manusia yang direfleksikan lewat Atticus, Jem dan Scout sebagai tokoh utama dalam novel To Kill the Mocking Bird berdasrkan teori Sigmund Freud. Teori ini membahas tentang hasrat yang dimiliki pribadi manusia yang di dorong oleh libido. Teori ini mengemukakan bahwa di dalam kepribadian manusia itu ada tiga sistem atau aspek penting, yaitu Id, Ego dan Super – Ego dimana ketigaa sistem tersebut di dorong oleh libido atau hasrat dalam diri manusia itu sendiri. Id itu cendrung berusaha hanya untuk memuskan diri sendiri akibat dorongan libido tanpa memikirkan orang lain, bahkan waktu dan tempat, atau hanya suatu unsur kesengan saja. Ego muncul berdasrkan prinsip kenyataan dan berdiri di antra id dan Super Ego untuk menyeimbagkan dorongan id dan Super Ego dalam diri manusia. Super Ego, berusha mengutamakan nilai – nilai moral di atas dorongan libido.

Dalam anlysis ini, penulis menggunakan pendekatan psikoanalisis Sigmund Freud. Ada pun metode yang digunakan adalah metode deskriptif dimana data dalam skripsi ini berupa paparan bahasa yang mengandung pemikiran, sikap dan tikah laku tokoh utama dalam novel ini. Sumber data dalam anlisis ini adalah novel To Kill The Mocking Bird, dengan tehnik pengumpulan data dilakukan dengan cara membaca dan menonton novel tersebut secara berulang kali.

Dari anlisis yang dilakukan penulis dapat menyimpulkan, bahwa dorongan id, sangat berkuasa dalam pribadi seseorang bahkan telah dimiliki sejak lahir demi memenuhi keinginan libidonya, sementara sisi Super Ego muncul ke permukaan melalui tindakan – tindakan moralnya, sehingga seseorang lebih mementingkan umum daripada kepentingan pribadi. Ego muncul untuk menyeimbangkan sisi id dan Super Ego dalam diri manusia. Dalam analyis ini, dorongan Super Ego lebih kuat yang dimiliki oleh tokoh utamnya.


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CHAPTER 1

INTRODUCTION

1.1 The Background of the Analysis.

Literature is an interpretation of man’s life by using language as its medium. According to (Robert, 1993: 1) literature is writing which expresses and communicates thoughts, feelings, and attitudes toward life. Some theorists also gives the definition that literature is like the other arts, can give us new ways of looking at the world and finding significance which the daily use of language in its more commonplaces has concealed. Among the arts, literature specially, seems also to claim “truth “through the view of life “Weltanschauung “which every artistically coherent work possesses. (Wellek Rene, 1985: 35 Theory of literature). Literature is very important to read, because those writers have lasted through many years, and so what they say must be important. Otherwise, they would have been forgotten. We read literature because it is an important part of our education. Like history is one part and math is one part and literature is one part. (Norman. 1984: 12 The language of literature)

Literature has three genres, namely prose, poetry, and drama. Prose is a fiction narrative kind of writing. In general, are called novel. Novel may contain passages with the type of imagery and word – selection generally associated with poetry. Poetry is the spontaneous overflow of powerful feelings (Martha, 2008: 6 Understanding Poetry by William Wordsworth.) Drama is a story, which is intended to be acted on the stage. All of these are works of imagination of the capacity for invention of the writers ‘world.

In this thesis, the writer uses novel as a source of data, To Kill the Mocking Bird. Novel as a literary works provides the readers reflection of human life through beauty of art writing. (Norman. 1984: 19 The Language of Literature).


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In doing analysis the writer give the definition of novel from some expert such us, Richard Taylor (1981: 46) says, a novel is a normally a quite a length of complexity which attempt to reflect and express something of quality of value of human experience. “It means that a novel is made by the author to express their idea about something based on their experience or people’s experience around their life. Human experience in life may influence the whole life of human including the way of life. It is natural that every human or every character of people in this world always has big desires in our self.

Every novel should have characters as its element. A character is a person who acts in the story. Human usually dominates characters in a novel and every human has their own personality. The personality will lead the character to act their mind, attitude and behavioral.

Furthermore, this thesis focused on term of character personality in To Kill the Mocking Bird by Harper lee, where this novel told about racism between black people and white people in America. In the novel, there are three people as a main character, namely, Atticus, Jam, and Scout. Jam and Scout are Atticus’ children. s Both of them are smart children, they want to know all about their father’s work.

To analyze their characters personality, the writer tries to analysis referring to Sigmund Freud’s personality theory, based on the psychology personality. Actually, the characters in fiction may be defined as a verbal representation of a human being and in the novel character is presented psychologically.

Freud proposed that the human psyche could be divided into three parts: id, ego, and super – ego. According to Freud, we are born with our id. The id is an important part of our personality because as newborns, it allows us to get our basic needs met. The ego is based on the reality principle. The ego understands that other people have needs


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and desires and that sometimes being impulsive or selfish can hurt us in the end. It is the ego's job to meet the needs of the id, while taking into consideration the reality of the situation. The Superego is the moral part of us and develops due to the moral and ethical restraints placed on us by our caregivers. The three aspects are controlled by desire or libido.

The writer chooses To Kill the Mocking Bird as object of analysis, because the writer would like to find characters personality related with human mind or psychology in this novel based on Sigmund Freud theory, consists of three major structures; Id, Ego, and Super – ego. It is also the reason why the writer use or chooses Sigmund Freud’s theory, as an object of analysis because the writer thought it is applicable to analyze this novel, and especially to analyze their characters personality in this novel.

1.2 Problems of Analysis

During the process of analysis, it is important for us to make or to find some problems that are going to be analyzed in that novel, and also by finding the problems, the writer tries to make good description about the object of analysis itself.

So in this analysis, the writer finds some problems that became to be analyzed and have the objective answer. Thus, the problems are:

1. How is Atticus, Jem, Scout’s Id described in this novel Harper Lee’s to Kill the Mocking Bird based on Sigmund Freud’s theory?

2. How is Atticus, Jem, Scout’s Ego described in this novel Harper Lee’s to Kill the Mocking Bird based on Sigmund Freud’s theory?

3. How is Atticus, Jem, Scout’s Super - ego described in this novel Harper Lee’s to Kill the Mocking Bird based on Sigmund Freud’s theory?


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1.3 Objectives of Analysis

The objectives of analysis one thing that we must achieved or are the statements about what we done in object that we are going to analysis depend on the problem of analysis. So, the writer makes an objective of analysis, they are:

1. To find out Atticus, Jem, and Scout’s Id in this novel Harper Lee’s to Kill the Mocking Bird based on Sigmund Freud’s Theory.

2. To find out Atticus, Jem, and Scout’s Ego in this novel Harper Lee’s to Kill the Mocking Bird based on Sigmund Freud’s Theory.

3. To find out Atticus, Jem, Scout’s super - Ego in this novel Harper Lee’s to Kill the Mocking Bird based on Sigmund Freud’s Theory.

1.4 Scope of Analysis

When doing analysis of literary works, actually there’s should be a scope of analysis, so that the object that are be analyzed become clearly and the purpose of the analysis easy to understand by the readers being.

In this thesis, the writer makes a scope of analysis is confined the characters personality in Harper Lee’s novel to kill the mocking bird, based on Sigmund Freud’s theory (1949). Freud contends that the personality consist of three major structures, the id, ego and super – ego. Actually in this novel there are so many characters who acted this story, but here the writer would like to analysis characters personality of the main characters namely, Atticus, Jem, Scout’s Id, Ego and Super- ego in this novel. That is a scope of analysis in this thesis.

1.5 Significance of Analysis

In this analysis, the writer states the significance for the analysis such us, theoretically and practically. Theoretically, this analysis provides describes view on the


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relation between literature and psychology in terms of Sigmund Freud’s theory Practically, through referring Sigmund Freud’s theory in analyzing characters personality and human mind or psychology in the main character of this novel, the writer hopes that this analysis can be as primary source and useful for those who wants to study literary works in relation to psychology especially for student.

1.6 Review of Literature

The writer collects several books in supporting the data of analysis. The books contain some information, which design to complete the thesis. They are:

1. Theory of Literature by Rene Wellek and Austin Warren, 1977.

This book provides the explanation about the theory of literature, so the writer can analyze the story of the novel easily based on the theory. According to that book, there are two kinds of approach in analyzing literary work; they are intrinsic approach and extrinsic approach.

2. The Language of English Literature by Raymond Chapman, 1982.

This book explains about the kind of language which use by the authors in their literary works, including novel as one of the genres of literature.

3. Understanding the Elements of Literature by Richard Taylor, 1981.

In this book, Richard Taylor explains about their major genres of literature; such as narrative fiction, drama, and poetry. They are defined and discussed in detail.

4. To Kill The Mocking Bird by Harper Lee, 1962.

The writer uses this novel as the main source of the analysis to complete the thesis.


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5. A psychological Approach to Fiction by Bernard J. Paris.

The writer uses this book to give the definition about psychology. 6. Developmental Psychology by Ann Birch and Tony Malim, 1988

The writer use this book, to give definition about Id, Ego and Super – ego. 7. Freud by Benjamin Nelson, 1958


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CHAPTER II

METHODOLOGICAL

2.1 Method of analysis

In doing processes of analysis, the writer determines one object of literary works, become object of analysis. Actually the writer analyzed a literary works, To Kill the Mocking Bird by Harper Lee as source of data. Novel has two sides which related one and other they are intrinsic and extrinsic approach. In this analysis the writer used extrinsic approach, because the writer will discuss one object of literary out of literature namely, psychology or human mind through characters personality in the main character of this novel, where the writer would like to explain relationship between literature and psychology.

The writer analyzing their psychology through the novel which written by the author (Harper Lee’s), based on his experience in his life or pattern life style of the author him self.

In doing analysis this thesis, the writer performed descriptive deductive method. Descriptive deductive method intends to describe everything be valid and applied by describing, writing, analyzing and interpretation all the conditions which happened in now days. In other word said that descriptive method intends to get the information about all the conditions in this time, also describing and analyzing the data and then at the same time giving understanding or explanation. The writer used descriptive deductive method, because in this analysis the data, firstly the writer gives the explanation, and understanding about object of analysis, and then the writer gives the example by the analysis of the id, ego, and super ego through the characters personality in that novel, and the language explanation contends with mind, attitude and behaviors of the main


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character personality in dialogue, monologue also the narration which happened between the main character and the other character.

2. 2 Technique

In applying this method, the writer use several steps, the first step is reading the novel, To Kill the Mocking Bird, by Harper Lee, and then watched the film. The third step is collecting all relevant sources, with are related human personality, and interpreting that novel by writing down all of these cases within the text which deals with the main character’s personality namely: Atticus, Jem, Scout from how their act, behave and their mind in this novel. The fourth is quoting the data and classifying them into the group of the id, the ego, and the super – ego based on Sigmund Freud theory, the writer used this theory to support her analysis. Sigmund Freud states in his theory that human’s e controlled by sexualities or libido.

The writers also used library research, with the purpose collecting data and information with the assistance various material in the library. For example: Theory of literature, the literary work, metode penelitian sastra, psychology etc. Actually the data which we get it from the library is a basic one of the main tools to complete the thesis.

In addition is online research in which she searches for supplementary information related to the topic being discussed on the web, especially about the author’s biography and his works and theory of personality.


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CHAPTER III

THEORETICAL FRAMEWORK

3.1 Literature and Psychology

The world literature derives from the Latin Litera (letter) which primarily refers to the written or printed words. It might be based on the idea that even today we still often think of literature almost exclusively as written expression. Literature has been exist or well known since last time by every people who love or have a talent to create a literary work likes story or novel. Especially he or she creates something from their work, all of them expression their knowledge through their experience in their life, such as , William Shakespeare’s in Romeo and Juliet , Emily Dickinson with her play I’ m no body and who are you.

The world literature is also frequently used in very general sense of the work to refer the whole body of writing in a culture regardless of his purpose. In this sense both informative writing, such as books on history or geography and imaginative writing belong to the realm of the literature.

Literature sprang up from the imaginative mind of people who have the talent to create the stories, they created it from their experience in their life, and they made it become a literary work as a reflection of a real life, we can see all social problems in the real life through the literary work.

Some functions of literature, literary works (or stories in general) may please her listener or readers it has been described earlier that literature has in it an element of entertaining or to afford pleasure. Every story that they have made very interesting and it brings much knowledge and moral lesson for the readers,


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Literary works may provide their readers with some knowledge as literary works contain various aspect of human life (social, cultural, moral, religious aspect) readers may get some lessons from them (“utile “ ). However, the idea that a literary work should teach (“utile “ ) was rejected in the 19 th century. Some scholars claimed, “Art is for the art’s sake ( I’ art pour I’ art) “, which means that art (literature) was created merely for the sake of art.

Literary works may incite the readers to the healing of pride of their notion or ethnic group because sometime, when the authors make one literary work based on the situation in one country or ethnic group, such as black people in American. Literary work may raise the reader’s intellect because they make the readers think a lot. To study the literary work, it can bring the readers to learn and think a lot more about literary work and of course it can make the readers has intellect and much knowledge about literature. There are three theories of literature which can be called imitative (mimetic theory), expressive theory (theory of expression) and pragmatic or (affective theory). However, here the writer just explains about mimetic theory, which have related to the analysis. The theory of imitation (mimetic theory is revealed or goes back to Plato and Aristotle.

Plato introduces this concept in his works and when he describes poetry ( or literature in general ) and painting in derogatory terms as imitation from reality, when the art copies of man – made objects are only copies of a copy.

However with Aristotle, has the negative of imitation, where in his poetic he says that tragedy is an imitation of an action that is serious and complete. Actually in Aristotle, the process of imitation we called it mimesis.

For Aristotle, mimesis describes a process involving the use by different art forms of different means of representation, different manners of communicating that


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representation to an audience, and different levels of moral and ethical behavior as objects of the artistic representation. Thus, Aristotle distinguishes between tragedy and comedy essentially because of the fact that the former represents "noble" or "morally good" agents, while the latter portrays "ignoble" or "morally defective" characters. All forms of mimesis, however, including tragedy and comedy, come into existence because of a fundamental intellectual impulse felt by all human beings.

Aristotle's focus in the Poetics is on the genre of tragedy, but he also makes important comments on comedy and epic. His fundamental theoretical stipulations about the essential nature of mimesis must apply to all genres of literature (tragedy, comedy, epic, etc.) and all other forms of mimesis (music, dance, painting, sculpture, etc.). These basic stipulations are that mimesis is fundamental to our nature as human beings, that human beings are the most imitative of all creatures, that first learning experiences take place through mimesis, and that all human beings take pleasure in mimesis because all find "learning and inference" essentially pleasant. Since the focus of the Poetics is mainly on literary mimesis, it is necessary for us to concentrate on Aristotle's understanding of the way this aspect of mimetic activity leads to the intellectual pleasure he assigns to art.

Aristotle specifies that the function of literary mimesis is to represent a complete and unified action consisting of a beginning, middle, and linked by necessary and probable causes.

However, Plato, he does not regard this world as a mere of shadow of another. Moreover, he believes that the instinct of imitation is an important one.

One genre of literary work is the novel. Novel present as a documentary pictures of life. Alongside the fact, that the novel look at people in society. In fact, the people in the novel, was the character even it major or minor character, protagonist and antagonist


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character. A lot of novel have and used to look for the young people as the main character in a story, because as a young man, the people felt that they could to be most to face odds as usuallyand character in novel dominated by people.The writer thought that novel also as a mirror of our life, because the entire story in the novel took from the real life of human by the professional authors or a people who have a talent to write novel, it can be called novelist or authors.

Characters in novels have been specially created by authors. When authors create characters, they select some aspect of ordinary people, develop some of those aspects whilst playing down others, and put them together as they please. The result is not an ordinary person but a fictional character that only exists in the words of the novel

Novel, nearly always an extended fictional prose narrative, although some novels are very short, some are non‐fictional, some have been written in verse, and some do not even tell a story. Such exceptions help to indicate that the novel as a literary genre is itself exceptional: it disregards the constraints that govern other literary forms, and acknowledges no obligatory structure, style, or subject‐matter. Thriving on this openness and flexibility, the novel has become the most important literary genre of the modern age, superseding the epic, the romance, and other narrative forms.

Novels can be distinguished from short stories and novellas by their greater length, which permits fuller, subtler development of characters and themes. (Confusingly, it is a shorter form of tale, the Italian novella that gives the novel its name in English.) There is no established minimum length for a novel, but it is normally at least long enough to justify its publication in an independent volume, unlike the short story.

The novel differs from the prose romance in that a greater degree of realism is expected of it, and that it tends to describe a recognizable secular social world, often in a


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skeptical and prosaic manner inappropriate to the marvels of romance. The novel has frequently incorporated the structures and languages of non‐fictional prose forms (history, autobiography, journalism, travel writing), even to the point where the non - fictional element outweighs the fictional. It is normally expected of a novel that it should have at least one character, and preferably several characters shown in processes of change and social relationship; a plot, or some arrangement of narrated events, is another normal requirement.

One statement that the novel’s primary impulse is a mimetic one, we must add the qualification that the reality imitated is not general nature or the world of ideas but the concrete and temporal reality of modern empirical thought. The novel came into being in a world dominated by secularism and individualism, a world in which men were losing their belief in the supernatural and institutional bases of life. In many realistic novels, however, the classical moralistic perspective continues to exist alongside of, and often in disharmony with, the concrete, “serio problematic “representation of life.

Some novels are profoundly concerned with both character and society; others focus primarily on social or on psychological reality.

However, realistic fiction is more concerned with mimesis than it is with the theme and forms the latter are, nonetheless, very important elements in the majority of novels. Indeed, one of the basis problems of the novel as a genre is that it attempts to integrate impulses, which are disparate and often in conflict. As Northrop Frye observes, the realistic writer soon finds that the requirements of literary form and plausible content always fight against each other. Novels with more life than pattern, or in which life and pattern are not integrated, are wanting in the quality of their perception.

As Watt himself says, in the novel more perhaps than in any other literary genre, the qualities of life can atone for the defects of art. The novel weakness is in many cases


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the defects of its virtues, and its virtues are very great indeed. Some novels, of course, are integrated: they are usually those in which the interpretive element either is almost nonexistent or is incorporated into the mimesis. Such novels have coherent theological structures, but they do not provide the kind of wisdom that Kettle, Watt, and many other critics seem to be looking for. It is because they contain highly individualized character or extremely detailed pictures of society that many novels lack total artistic integration. We go to literature for many things, and not the least of them is the immediate knowledge that it gives of variously constituted human psyches. The novel makes its relations not only through mimetic portraits of characters, but also in many cases, through the picture that it creates of the implied author.

So thinking about novel, the writer should try to see the informing structure; a society and characters that are in some ways at odds with this society. And it is true that some novelist are moralists – they examine the relation between individuals and society and put forward their ideas about how people should behave – but it would be simple to say that the important thing about their novels is the message that they preach.

The people in a novel are referred as a character but actually, the character in novels, they are not just like real life people. Characters in novels have been specially created by authors. When authors create characters, they select some aspect of ordinary people; develop some of those aspects whilst playing down other. Moreover, put them together as they please. The result is not an ordinary person but a fictional character that only exists in the words of the novel.

In some novel there are characters `that are known from the inside and the outside but who, nevertheless, are not as rich, varied or original. They are characters who have a much more limited life. Their authors have given them a few characteristics, but they do not develop or change very much, and consequently they rarely surprise the reader. To


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use a metaphor from art, they are lightly sketched in with a few broad lines, but there is a little light or shadow to them. This not to say that they have very little purpose in the novels in which they appear. Quite often, their presence is very important, but often the readers gain the impression that the author has put them there not because he or she is interested in them but because they serve a purpose in the total design of the novel.

For example; the case of Ida Arnold in Graham Greene’s Brighton Rock. She is the woman who decides to prove that pinkie, the boy who runs a gag of criminals, has murdered Fred Hale. Pinkie is a strange and deep character, but Ida is simple – she is friendly, worldly, and good-natured and has a strong, simple idea of justice.

Once Greene has established her character, he does not allow her to grow or change. What he wants is someone who is very different from pinkie, and who will fight for her idea of justice. Even at the moment when she decides to investigate Fred’s death, Greene makes it clear that there is nothing complex about her:

Somebody had made Fred unhappy, and somebody was going to be made unhappy in return. An eye for an eye. If you believed in god, you might leave vengeance t him, but you could not trust the one, the universal spirit. Vengeance was Ida is just as much as reward was Ida’s the gluey mouth affixed in taxis, the warm handclasp in cinemas, the only rewards there was. Moreover, vengeance and reward – they were both fun. ( Gill Richard 1985 : mastering English literature ).

Ida is not only simple in herself, but Greene presents her simply. Ida is bent on revenge, but that is all Greene says. He could have shown someone who was worried about whether it was right to revenge a death, or someone who had to build up his or her own courage. However, he does neither. He makes Ida work with the simple idea that since someone had made Fred unhappy, that someone should be made to suffer. Indeed, so simple is her idea of revenge that he makes her look upon it as “fun. “ It is possible for authors to present simple people in a full and rich way, as Dickens presents Joe in Great


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Expectations, but that is not Greene purpose. He wants someone with a few characteristics who will have a place in the design of his novel Ida Arnold is the result.

When we read more and know about novel clearly, novel also contains so many knowledge, such as when the novel wrestles with fictitious figures, or character in the novel, novel presents the psychology and the psychology presents as a knowledge that discuss about human mind in human personality as a character.

Psychology is a science dedicated to the study of behavior and mental process. (Psychology: John W. Santrock: 2005), Psychology emerged from two disciplines: philosophy and natural science. The idea that the mind is not a physical entity came from philosophy.

Sometimes we might think that a psychologist only analyzes people or human problems, many psychologists do analyze people’s problems and try to help them cope more effectively. However, many psychologists are researchers, not therapists. In fact, psychology is also analyzed about the three concepts important to the definition of psychology: science, behavior, and mental processes. Psychologist use scientific methods to observe, describe, predict, and explain behaviors and mental processes. Behaviors are actions that can be directly observed, while mental processes are experiences that cannot be observed directly, such as thoughts and feelings.

There are some fields, which are included in Psychology; they are developmental, physiological, experimental social and personality psychology. Developmental psychology studies about human mental and physical growth from the prenatal period through childhood, adolescence, adulthood and old age, physiological psychology investigate the biological basic of human behavior, thoughts and emotions; experimental psychology studies about basic psychological process, including learning, memory, sensation, perception, cognition, motivation and emotion. Personality psychology studies


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the differences among individuals in such traits as anxiety, sociability, self – esteem, need for achievement, and aggressiveness, and social psychology studies about how people influence one another.

However, in this analysis and from those fields personality psychology have a relationship to literature. Psychology personality focuses on the relatively enduring traits and characteristics of individuals. However, literature and psychology are same or have the same analysis and focus on human behavior. There are several points where the interests of psychologists and literary scholars converge. This convergence is evident in the use of literature to test psychological theories and to understand human behavior in historical times, in the psychological analyses of literature, and in psychological studies of authors and readers.

Norman Holland finds it “hard to see how a psychology deal with a wok of art “and observes that in practice psychoanalytic critics do not. Psychology cannot consider works of art in themselves, he argues, because psychology as such is concerned not with literature but with minds. Any psychological system,” therefore, must deal not with works of art in isolation, but with works of art in relation to man’s mind.

A psychology cannot consider works of art themselves, and he argues, because psychology as such is concerned “not with literature but with minds “(p. 293).

Any psychological system, therefore, must deal, not with works of art in isolation, but with works of art in relation man’s mind. Moreover, she believes that there are two kinds of minds within realistic novels that can be studied in psychological terms: they are the minds of the implied authors and the minds of the leading character. Character study is not legitimate when, as in most psychological criticism, it talks about literary characters as though they were real people.


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Based on the explanation above, the writer can generally conclude, psychology and had the same equality in exploring person, and both of them can’t be separated one another, because psychology explores person from the real life, while literature explores fictitious person which is imitated from the real life.

3.2 Personality Theory and Description of Sigmund Freud’s theory 3.2.1 Definition of Personality

The field of personality addresses three issues that sometimes are difficult to reconcile: (1) human universal, (2) individual differences, (3) individual uniqueness. In studying universals, one asks: what is generally true of people? What are universal features of human nature and basic operating principles of personality? Regarding the second issue, individual differences, the question are: how do people differ from one another? Are there basic categories or dimensions of individual differences? Finally, regarding uniqueness, the primary questions are. What makes people unique? How can one possibly explain the uniqueness of the individual in a lawful scientific manner? Personality psychologist address dozens of more specific questions – why do some achieve and others not? Nevertheless, all these specific issues are addressed in terms of overarching questions about universal properties of personality, individual differences, and the uniqueness of the individual.

Given this three – part focus, how are we to define “personality “? Many words have multiple meanings, and personality is certainly no exception. Different people use the word in different ways. In fact, there are so many different meanings that one of the first text books in the history of the field ( Alport 1937 ) devoted an entire chapter merely to the question of how the word “ personality “ can be defined.


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Philosophers teach us that if one wants to know what a word staffs, one should see hoe the word is used (Wittgenstein, 1953) different people use the word personality in different ways. The public often uses the term to represent a value judgment: if you like someone, it is because he or she has a good personality or lost of personality. A boring person has no personality. Personality scientist, however, use the word differently. The scientist is not trying to provide subjective value judgments about people. A scientific definition of personality tells us what areas are to be studied and suggests how we might best study them.

For the present, let us use the following working definition of personality: personality refers to those characteristics of the person that account for consistent pattern of feeling, thinking, and behaving. This very broad definition allows us to focus on many different aspects of the person. At the same time, it suggests that we attend to consistent patterns of behavior and to qualities insider the person that account for these regularities, as opposed, for example, to looking exclusively at qualities in the environment that account for such regularities.

The regularities of interest to us include the thoughts, feelings, and overt (observable) behaviors of people. Of particular interest to us is how these thoughts, feelings, and overt behaviors relate to one another, or cohere, to form the unique, distinctive individual. Although one of definitions has been suggested here, others are possible. Alternative definitions should not be construed as right or wrong; rather, they may be more or less useful in directing us to important areas of understanding. Thus, a definition of personality is useful to extent that it helps advance the field as a science.

To summarize, the scientific exploration of personality involves systematic effort to discovers and explain regularities in the thoughts, feelings, and overt behaviors of people as they lead their daily lives. Personality scientists try to develop theories that


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enable one to understand these regularities. One hopes that these theories also can be used to benefit human welfare it is to the nature of such theories of personality that we now turn. Now that we have provided a definition of personality, we can consider some new questions. They concern the goals of theorizing. When developing a theory of personality, what goals is the theorist trying to achieve? What questions is the personality theorist to answer? What do we seek to explain with a theory of personality? If we study individuals intensively, we want to know what they are like, how they became that way and why they behave as they do. Thus, we want a theory to answer the questions of what, how and why.

The refers to the characteristics of the Person and how these characteristics are organized in relation to one another. Is the person anxious, persistent, and high in end for achievement? If so, are they anxious and persistent because they are high in need for achievement? Alternatively, are they persistent and high in need for achievement because they are anxious? They how refers to the determinants of a person’s personality? How did genetics influences contribute to the individual’s personality? How did environmental forces and social learning experiences contribute to the person’s development? How did biology and environment interact with each other? How do people, through their own choices and efforts, contribute to their own personality development? The why refers to the reasons for the individual’s behavior?

Answer refers to the motivational aspects of the individuals – why he or she moves at all, and why in a specific direction. If an individual to make a lot of money, why was the particular chosen? If a child does well in school, is it to please parents, to use talents, to bolster self – esteem, or to compete with peers? Is a mother overprotective because she happens to be affectionate, because she seeks to give her children what she missed as a child, or because she seeks to avoid any expression of the resentment and


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hostility, she feels toward the child? Is a person depressed because of humiliation, because of the loss of loved one, or because of a feeling of guilt? A theory should help us understand to what extant depression are characteristic of a person, how this personality characteristic developed, why depression is experienced in specific circumstances, and why the person behaves in a certain manner when depressed. If two people tend to be depressed, why does one get out and buy things whereas the other withdraws into a shell?

In answering the questions of what, how and why a personality theory should cover four areas. There is (1), structure the basics units or building blocks of personality (2) process the dynamic aspects of personality including motives (3), growth and development how we develop into the unique person each of us is and psychopathology and behavior change how people change and why they sometimes resist change or are unable to change. Of each of these four areas is necessary to obtain comprehensive answer to questions about the what, how, and why of personality.

The concept of personality structure refers to stable or enduring aspects of personality. People possess psychological qualities that endure from day to day and from year to year. The enduring qualities that define the individual and distinguish individuals from one another are what the psychologist refers to as a personality structures. In this sense, they are comparable to parts of the body, or to concepts such as atoms and molecules in physics. They represent the building blocks of personality theory. Theory of personality also is a systematic idea about human as a personalization. This theory created because of human needed to know the other human personalization clearly. Personality theory tries to know the human personalization, related with the situation in a daily and environment with their experience. The most important is the aspect – aspect the personalization, not only the general characteristic as a human, but also the specifics


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and unique. That is why, theory of personality focus on the personalization characteristic from human, and related with the concrete situation, such as, to approach the human condition as a subject and more concrete.

Theory of personality tries to see the human as a total subject with the specific aspect. For example: is the one people more emotional or more connotative. Therefore, the mains object of the theory of personality is the specific aspect from the psyche life in the relation with the total subject.

Theory of personality appear because of stimulated with the needs in human live, namely to know the people in their daily lives. Because in every people always there are the stimulate “azali “to know more other individual, as a partner in this lives. There are desires in every people to know the other people with the characteristic and psyches lives. For example : when a teacher want to teach their student and want to search the develop of the student as a individual that will touch of course the teacher give the attention to characteristic child which individual.

Personality, etymologies come from the word Latin “persona “means that “disguise “or in Indonesian “kedok. “ This disguise usually used by the people who act the drama in ancient time, to act one type of behaviors and character and it also come from the word “ personare “ it means that to pierce, where the actors through their disguise try to pierce out. To express one type of human picture, such us, the pictures of the people, who act sad, happy, and selfish. Therefore, the personality not only the actor it self but he or she want to describe one type of human.

Actually, every people in their life will use “disguise “means that human in one situation would do the especially different with the behaviors or attitude as usually. In every situation, response or conception of people will be a different. Sometimes, he or she acted full angrier and sometimes he become a kind people, very smith and familiarly


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and in other time, he or she became sad. It is very difficult to give the definition the really reality and character of some people.

Many people, which has pretend attitude, some times pretend to be well and used to do some thing different from the characteristic. Therefore, personality has a function to set free the disguise in human being and try to understand the characteristic. Therefore, there is a desire about the psyche lives from a people and other people. The personality directly related with capacity psyche of people and related with purpose of live.

Here, the writer also gives the definition about personality from some experts. We begin from the personality theory, which is composed by Sigmund Freud. Sigmund Freud (1856-1939) developed his ideas about psychoanalytic theory from work with mental patients. He was a medical doctor who specialized in neurology. He spent most of his years in Vienna, though he moved to London near the end of his career because of the Nazis’ anti-Semitism.

Freud believed that personality has three structures: the id, the ego, and the superego. The id is the Freudian structure of personality that consists of instincts, which are an individual’s reservoir of psychic energy. In Freud’s view, the id is unconscious; it has no contact with reality. As children experience the demands and constraints of reality, a new structure of personality emerges- the ego, the Freudian structure of personality that deals with the demands of reality. The ego is called the executive branch of personality because it uses reasoning to make decisions. The id and the ego have no morality. They do not take into account whether something is right or wrong. The superego is the Freudian structure of personality that is the moral branch of personality. The superego takes into account whether something is right or wrong. Think of the superego as what we often refer to as our “conscience.” You probably are beginning to


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sense that both the id and the superego make life rough for the ego. Your ego might say, “I will have sex only occasionally and be sure to take the proper precautions because I don’t want the intrusion of a child in the development of my career.” However, your id is saying, “I want to be satisfied; sex is pleasurable.” Your superego is at work, too: “I feel guilty about having sex before I’m married.”

Remember that Freud considered personality to be like an iceberg; most of personality exists below our level of awareness, just as the massive part of an iceberg is beneath the surface of the water. Freud believed that most of the important personality processes occur below the level of conscious awareness. In examining people’s conscious thoughts about their behaviours, we can see some reflections of the ego and the superego. Whereas the ego and superego are partly conscious and unconscious, the primitive id is the unconscious, the totally submerged part of the iceberg.

How the ego resolves the conflict among its demands for reality, the wishes of the id, and constraints of the superego? Through defence mechanisms, the psychoanalytic term for unconscious methods the ego uses to distort reality, thereby protecting it from anxiety. In Freud’s view, the conflicting demands of the personality structures produce anxiety. For example, when the ego blocks the pleasurable pursuits of the id, inner anxiety is felt. This diffuse, distressed state develops when the ego senses that the id is going to cause harm to the individual. The anxiety alerts the ego to resolve the conflict by means of defence mechanisms.

Repression is the most powerful and pervasive defence mechanism, according to Freud; it works to push unacceptable id impulses out of awareness and back into the unconscious mind. Repression is the foundation from which all other defence mechanisms work; the goal of every defence mechanism is to repress, or push threatening impulses out of awareness. Freud said that our early childhood experiences,


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many of which he believed are sexually laden, are too threatening and stressful for us to deal with consciously. We reduce the anxiety of this conflict through the defence mechanism of repression.

In the early 1900s, Sigmund Freud developed the psychodynamic view of human behaviour. This model relies on the premise that human behaviour is brought about by inner forces over which the individual has little control. Dreams and slips of the tongue are clues to what the individual is really thinking.

We may have one point in our lives been caught speaking a Freudian slip, or slip of the tongue. For example, we may have intentions of saying to a member of the opposite sex: “I believe we have not been properly introduced yet.” Instead, we might accidentally say: “I believe that we have not been properly seduced yet.”

According to Freud, such events are not just random slip-ups. Rather, such slips of the tongue may be an indication of deeply felt emotions and thoughts that reside in the unconscious, a part of the personality of which a person is not aware. The unconscious is the safe haven for our recollection of painful events and it is where we store our instinctual drives. The most compelling criticisms of Freudian personality point out that this theory is created upon a lack of scientific data. There are no physical parts of a person’s brain that represent three elements of personality. Freud based on his theory on a wealth of individual assessments, but there are no actual concrete data. Another criticism is that we can often explain behaviour after the fact using Freudian concepts, but we can rarely predict behaviour. In addition, Freud made his observations and thus derived his theory from a limited population, primarily upper-class Austrian women living in a strict era of the 1900s.

Despite the criticisms of the theory, Freudian personality has had an enormous impact on the field of psychology. The idea of the unconscious and the elements of


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personality have often leaded us to wonder about our own motivations for our behaviour. Freud’s emphasis on the unconscious has been partially supported by some current cognitive psychology research. Such work has revealed that mental processes about which people are unaware have an important impact on thinking and actions.

The most important contribution of Freud’s psychoanalytic theories is perhaps the fact that it ignited more study of the human mind, and the motivation behind an individual’s behaviour, thus leading to more study and discovery of new ideas and theories.

After Freud’s opinion, there is another personality theory, which is composed by Alfred Adler (1870 – 1937). For approximately a decade, Alfred Adler is an active member of the Vienna psychoanalytic society, however , in 1911, when he created his views to the other member of the group, the response is so hustle that he leaves it to form his own school of individual psychology.

Most significant in Adler’s split from Freud is his greater emphasizes on social urges and conscious thought than on instinctual sexual urges and unconscious processes. Early in his career, Adler becomes interested in organ inferiorities how people compensate them. A person with a week organ may attempt to compensate for this weakness by making special efforts to strengthen that organ or to develop other organs. For example, someone who stutters as a child may attempt to become a great speaker, or someone with defect in vision may attempt to develop special listening sensitivities.

Whereas initially, Adler is interested in psychological feelings of inferiority and compensatory striving to mask or reduce these painful feelings. According to Adler, how a person attempts to cope with such feelings becomes a part of his or her style – a distinctive aspect of his or her personality functioning. These concepts already suggest much more the social rather than biological emphasis. This social emphasis increasingly


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becomes an important part of Adler’s thinking. At first, Adler speaks of a will to power as an expression of the person’s effort to cope with feelings of helplessness dating from infancy, this emphasis, gradual, shifts to an emphasis on striving for superiority. In its neurotic from, this striving could be expressed in wishes for power and control over others; its healthier form, it could be expressed as a great upward drive toward unity and perfection the healthy person, the striving for superiority is expressed in social feelings and cooperation as well as in assertiveness and competition. From the beginning, people have a social interest, that is, an innate interest in relating to people and innate potential for cooperation.

Adler’s theory is also noteworthy for its emphasis on how people respond to feelings about their self, how people respond to goals directly their behaviour toward the future, and how the order of birth among siblings can influence their psychosocial development. In relation to birth order, many psychologist note the tendency for only sons or first – born sons to achieve more than later sons in a family do.

Then, after Adler’s theory, Carl G. Jung (1875 – 1961) presents with his analytical psychology about personality. Like Adler, Jung is distressed with what he feels is an excessive emphasis on sexuality. Jung’s views the libido not as sexual instinct, but as generalized life energy. Although sexuality is a part of this basic energy, the libido also includes strivings for pleasure and creativity. To Jung, this reinterpretation of the libido is the primary reason for his break with Freud.

Jung’s analytic psychology features additional themes that differentiate it from Freud psychoanalysis. Jung feels that Freud overemphasizes the idea that our current behaviour is a repetition of our past, with the instinctual urges and psychological representations of a childhood being repeated in adult life. Instead, Jung believes that the developed personality also marked by a forward –moving directional tendency. People


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try to acquire a meaningful personal identity and a sense of meaning in self. Indeed, people are so forward – looking that they commonly devote efforts to religious practises that prepare them for a life after death.

A particularly distinguishing feature of Jung’s psychology is his emphasis on the evolutionary foundations of the human mind. Jung accepts Freud’s emphasis on the unconscious as a storehouse of repressed experiences from one’s life. However, he adds to this idea the concept of the collective unconscious the cumulative experiences of past generations. The collective unconscious, as oppose to the personal unconscious, is universal. All humans because of their common ancestry share it. It is a part of our human as well as our animal heritage, and thus is our link with the collective wisdom of millions of years of past experience.

This psychic life is the mind of our ancient ancestors, the way in which they thought and felt, they way in which they conceived of life and the world, of gods and human beings. The existence of these historical layers is presumably the source of belief in reincarnations and in memories of past lives “ ) Jung 1939, p.24)

The collective unconscious contains universal images or symbols, known as archetypes, archetypes, such as the mother archetypes, are seen in fairy tales, dreams, myths, and some psychotic thoughts. Jung is stuck with similar images that keep appearing, in slightly different forms, in different cultures that are distant from one another. For example, the mother archetype might be expressed in different cultures in a variety of positive or negative forms; as life giver, as all giving and nature, as the witch or treating punisher, and as the seductive female. Archetypes may be presented in our images of person, demons, an animal, natural, forces, or objects. The evidence in all cases for their being a part of our collective unconscious is their university among member’s cultures from past and current periods.


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Another important aspect of Jung’s theory is his emphasis on how people struggle with opposing forces with them. For example, there is a struggle between the face and mask we present to others, represent in the archetypes of the persona, and the private or personal self. If people emphasize the persona too much, there may be a loss of self of sense and a doubting about who they are. On other hand, the persona, as expressed in social roles and costumes, is a necessary part of living in society. Similarity, there is the strangle between the masculine and feminine parts of ourselves. Every male has a feminine part; an every female has a masculine part to her personality. If a man rejects his feminine part, he may emphasize mastery and strength to an excessive degree, appearing cold and insensitive to the feelings of others. Jung emphasize that all individuals face a fundamental personal task; finding unity in the self. The task is to bring the harmony, or to integrate the various opposing forces of the psyche.

The person is motivated and guided along the path to personal knowledge and integration by the most important of all Jungian archetypes; the self. In Jungians psychology “the self “does not the refer to one’s conscious beliefs about one’s personal qualities. Instead, the self is an unconscious force, specifically, an aspect of the collective unconscious that functions as an “organing centre “of the person‘s entire psychological system. Jung believes that the self often is represented symbolically in circular figures – the circle representing a sense of wholeness that can be achieved through the self-knowledge.

Roger’s clinical experiences convince him of central tenet of his personality theory; that the core of our nature is essentially positive. The direction of our movement is toward self – actualization. It’s roger contention that religion, particularly the Christian religion, has thought us to believe that we are basically sinful. Furththenmore, Rogers contends that Freud and his followers have presented world with a picture of the person


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with an id and an unconscious that would, if permitted expression, manifest itself in incest, murder, and other crimes. According to this view, we are at heart irrational, unsocalized, and destructive of self and others. For roger, we say at times function in this way, but at such times we are functioning freely, we are to experience and to fulfill our basic nature as positive and social animals.

In attempting to understand human behavior, Rogers always starts with clinical observations, and then uses these observations to formulate hypothesis that could be tested in a rigorous way. He views therapy as a subjective “letting go “experience, and research as an objective effort with its own kind of elegance; he is as committed to one as a source for hypotheses as he is to the other as a tool for their confirmation. Throughout his career, Rogers attempt to bridge the gap between the subjective and the objective, just as in his youth he feels a need to bridge the gap between religion and science. Within the context, Roger is concerned with the development of psychology as a science and with preservation of people as individuals whoa re not simply the pawns of science.

Roger’s focus is on the process of psychotherapy and his theory of personality is an outgrowth of his theory of therapy. His work contrast with psychoanalysis in terms of both theory and research methods. Regarding to the theory, psychoanalytic theory emphasizes biological drives, the unconscious, tension reduction, and early character development. In contrast, Roger’s phenomenological approach emphasizes conscious perception, feelings regarding social interactions, self – actualization motives, and processes of change.

After Roger’s, Kelly comes with his different personality theory. The key structural variable in Kelly’s theory of personality is the personal construct. A construct is a concept used to interpret, or construe, the world. People use the concepts to


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categorize of behavior. According to Kelly, person experiences events, interpret them, and places a structure and a meaning on them.

Other definition about personality namely:

 Gordon W. Allport says, personality is the dynamic organization within the individual of those psychophysical systems, which determines his unique adjustment to his environment.

 May says, personality is social stimulus value.

 Morton prince says, personality is the sum – total of all the biological innate disposition, impulses, tendencies, and appetites, instinct of the individual and the acquired dispositions and tendencies acquired by experience.

 H. C. Warpen says, personality is the entire mental organization of a human being at any stage of his development. It embraces every phase of human character, intellect, temperament, skill, morality, and every attitude that has been built up in the course of one’s life.

 Prescott Lecky says, personality is unified scheme of experience and organization of value that are consistent with one another.

 R. Linton says, personality is the organized aggregate of psychological processes and states pertaining to the individual.

From some theories above, the writer thought that Freud’s theory is more applicable to the main source of her thesis. Which is the human personality divides into three structures; the id, the ego, and super ego in character personality of human mind.


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3.2.2 Description of Sigmund Freud’s Theory

The psychoanalytic approach to personality was created and articulated by Sigmund Freud (1856 – 1939) and elaborated by others. Freud’s was the first major theory of psychological development; he attempted not only to account for the origins of traits and other behaviour but also to provide a complete explanation of psychological functioning. This approach actually had its beginnings as a theory of mental illness based on Freud’s analysis of his patient’s cases.

Freud was born in Freiburg, Moravia in the heart of the Austro – Hun garian empire that sprawled across central Europe until its break up following word war 1. His father, a Jewish wool merchant, led the family to Vienna when Freud was a young boy. Freud grew up in the cosmopolitan capital and entered the University of Vienna’s medical school at age 17.


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Freud conceptualized the mind or the psyche, as consisting of there levels of consciousness: the conscious, the preconscious, and the unconscious. The conscious mind consists of what we are aware of any time. Consciousness however is only the tip of the iceberg to use Freud metaphor. Freud described cognitive functioning as taking place beneath the surface of consciousness. The precociousness consist of the part of the mind of which people are not aware but which can be brought to consciousness without much effort – for example , if they are asked what they did two summers ago. The unconscious embodies the parts of the mind that cannot be brought directly to consciousness. Within the unconscious lie the basic instinct and drives, particularly those that motivate aggression and sex. Freud conceptualized the psyche as having a fixed amount of psychic energy, the dynamic source of all motivation, the sexual part of which is called libido. Freud divided the psyche into three parts: the id, the ego, and super – ego. While the id is unconscious, the ego, and superego span all three levels of awareness.

The id: The id is the original reservoir of psychic energy and is present from birth. Aggressive, sexual, and other impulses from the id always demand immediate gratification. Thus, the id is said to operate on the pleasure principle, continually pressing for the immediate discharge of any bodily tension. One want the id reduces tension is to create an image of what it wants. This image, which cannot be distinguished from reality, is known as wish fulfilment, but wish – fulfilling mental images themselves cannot reduce tension. After all, hungry people cannot eat images. The failure of the id to deal with reality opens the way for the ego.


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The ego: The ego comes into existence to deal with the objective, outside world and to satisfy the id’s wishes and instinctive demands. For example, it seeks food when the id calls for appeasement of hunger drives. The ego eventually becomes capable of self – reflection and disserves the name Freud gave it: ego, or self. Until self-reflection occurs there is no “I” but only a mass of undifferentiated strivings. The ego obeys the reality principle in contrast to the id’s pleasure principle. The reality principle, because it has to deal with the objective, “ real “ world, aims to suspend the pleasure principle until satisfaction – food in this example is found. The ego is thus the executive personality. It controls actions and chooses outcomes. A person with a week ego may be dominated by the wish fulfilling fantasies of the id and fail to deal effectively with objective reality, spending instead a disproportionate amount of time in fantasy and daydreaming.


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The super ego: the super – ego is concerned with morality, with what is “right “and what is wrong. It consists of two distinct parts: the ego – ideal and the conscience. The e go ideal’s primary interest pertains to what I sight and virtuous. It holds up an image of ideals behaviour and perfection and says “yes “to morally good thing. Conscience, on the other hand, watches primarily over what is bad. It says “no “to wishes that are morally wrong. Indeed, it attempts to censor impulses from the id and prevent them from entering the consciousness of the ego


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According to Freud, we are born with our Id. The id is an important part of our personality because as newborns, it allows us to get our basic needs met. Freud believed that the id is based on our pleasure principle. In other words, the id wants whatever feels good at the time, with no consideration for the reality of the situation. When a child is hungry, the id wants food, and therefore the child cries. When the child needs to be changed, the id cries. When the child is uncomfortable, in pain, too hot, too cold, or just wants attention, the id speaks up until his or her needs are met.

The id does not care about reality, about the needs of anyone else, only its own satisfaction. If you think about it, babies are not very considerate of their parents' wishes. They have no care for time, whether their parents are sleeping, relaxing, eating dinner, or bathing. When the id wants something, nothing else is important.

Within the next three years, as the child interacts more and more with the world, the second part of the personality begins to develop. Freud called this part the Ego. The ego is based on the reality principle. The ego understands that other people have needs and desires and that sometimes being impulsive or selfish can hurt us in the end. It is the


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ego's job to meet the needs of the id, while taking into consideration the reality of the situation.

By the age of five, or the end of the phallic stage of development, the Superego develops. The Superego is the moral part of us and develops due to the moral and ethical restraints placed on us by our caregivers. Many equate the superego with the conscience as it dictates our belief of right and wrong.

In a healthy person, according to Freud, the ego is the strongest so that it can satisfy the needs of the id, not upset the superego, and still take into consideration the reality of every situation. Not an easy jobs by any means, but if the id gets too strong, impulses and self-gratification takes over the person's life. If the superego becomes to strong, the person would be driven by rigid morals, would be judgmental and unbending in his or her interactions with the world.

Freud believed that the majority of what we experience in our lives, the underlying emotions, beliefs, feelings, and impulses are not available to us at a conscious level. He believed that most of what drives us is buried in our unconscious.

If he remembers the Oedipus and Electra complex, they were both pushed down into the unconscious, out of our awareness due to the extreme anxiety they caused. While buried there, however, they continue to influence us dramatically according to Freud.

The role of the unconscious is only one part of the model. Freud also believed that everything we are aware of is stored in our conscious. Our conscious makes up a very small part of who we are. In other words, at any given time, we are only aware of a very small part of what makes up our personality; most of what we are is buried and inaccessible.

The final part is the preconscious or subconscious. This is the part of us that we can access if prompted, but is not in our active conscious. It is right below the surface,


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but still buried somewhat unless we search for it. Information such as our telephone number, some childhood memories, or the name of your best childhood friend is stored in the preconscious.

Because the unconscious is so large, and because we are only aware of the very small conscious at any given time, this theory has been likened to an iceberg, where the vast majority is buried beneath the water's surface. The water, by the way, would represent everything that we are not aware or have not experienced, and that has not been integrated into our personalities, referred to as the no conscious.

3.3 Character.

Therefore, the writer will give the definition of the character to complete the analysis. Here the writer will give the definition a bout character with related to the analysis and the type of character.

Fiction has flourished along with the study of psychology, which has produced psychological pioneers like Freud, Jung, and Skinner. In this intellectual milieu, writers of fiction have chosen not only to create narratives, but also to embody materials that increase understanding of human nature. Psychologists, in turn have influenced the study


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of literature. It is well known that Freud used many literary works including play by Shakespeare, to buttress some of his psychological conclusions and film as spellbound, the snake pit and final analysis have popularized the relationship between literary character and the science of psychology. Without doubt, the presentation and understanding of character has become a major aim of fiction and drama.

In fiction, a character may be defined as a verbal representation of a human being. Through action, speech, description, and commentary, authors portray characters that are worth caring about, rooting for and even loving, although there are also character you may laugh at, dislike, or even hate.

As Lucas presentations about character:

The characters created by the great realists, once conceived in the vision of their creator, live an independent life of their own; their comings and goings, their developments, their destiny is dictated by the inner dialectic of their social and individual existence. Character is a person who knows through a figure and personality in the story.

If we talk about character, means that, we talk about the character’s figure and personality, traits and characteristics. However, character in this sense of course has particular qualities, for the figure’s either moral or ethical values.

The types of character

Accordingly, some characters grow be full and alive, while others remains shadow. The British novelist and critic E.M. Forster in his critical work aspect of the novel, calls the two major types “ round “ and “ flat”.


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APPENDICES

Appendix 1:

BIOGRAPHY

Born Nelle Harper Lee on April 28, 1926, in Monroeville, Alabama. Lee Harper is best known for writing the Pulitzer Prize-winning best-seller To Kill a Mockingbird

(1960)—her one and only novel. The youngest of four children, she grew up as a tomboy in a small town. Her father was a lawyer, a member of the Alabama state legislature, and owned part of the local newspaper. For most of Lee’s life, her mother suffered from mental illness, rarely leaving the house. It is believed that she may have had bipolar disorder.

One of her closest childhood friends was another writer-to-be, Truman Capote (then known as Truman Persons). Tougher than many of the boys, Lee often stepped up to serve as Truman’s protector. Truman, who shared few interests with boys his age, was picked on for being a sissy and for the fancy clothes he wore. While the two friends were very different, they both shared in having difficult home lives. Truman was living with his mother’s relatives in town after largely being abandoned by his own parents.

In high school, Lee developed an interest in English literature. After graduating in 1944, she went to the all-female Huntingdon College in Montgomery. Lee stood apart from the other students—she could have cared less about fashion, makeup, or dating. Instead, she focused on her studies and on her writing. Lee was a member of the literary honour society and the glee club.

Transferring to the University of Alabama at Tuscaloosa, Lee was known for being a loner and an individualist. She did make a greater attempt at a social life there, joining a sorority for a while. Pursuing her interest in writing, Lee contributed to the


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school’s newspaper and its humour magazine, the Rammer Jammer. She eventually became the editor of the Rammer Jammer.

In her junior year, Lee was accepted into the university’s law school, which allowed students to work on law degrees while still undergraduates. The demands of her law studies forced her to leave her post as editor of the Rammer Jammer. After her first year in the law program, Lee began expressing to her family that writing—not the law— was her true calling. She went to Oxford University in England that summer as an exchange student. Returning to her law studies that fall, Lee dropped out after the first semester. She soon moved to New York City to follow her dreams to become a writer.

In 1949, a 23-year-old Lee arrived in New York City. She struggled for several years, working as a ticket agent for Eastern Airlines and for the British Overseas Air Corp (BOAC). While in the city, Lee was reunited with old friend Truman Capote, one of the literary rising stars of the time. She also befriended Broadway composer and lyricist Michael Martin Brown and his wife Joy.

In 1956, the Browns gave Lee an impressive Christmas present—to support her for a year so that she could write full time. She quit her job and devoted herself to her craft. The Browns also helped her find an agent, Maurice Crain. He, in turn, was able to get the publishing firm interested in her first novel, which was first titled Go Set a Watchman, then Atticus, and later To Kill a Mockingbird. Working with editor Tay Hohoff, Lee finished the manuscript in 1959.

Later that year, Lee joined forces with old friend Truman Capote to assist him with an article he was writing for The New Yorker. Capote was writing about the impact of the murder of four members of the Clutter family on their small Kansas farming community. The two travelled to Kansas to interview townspeople, friends and family of


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the deceased, and the investigators working to solve the crime. Serving as his research assistant, Lee helped with the interviews, eventually winning over some of the locals with her easy-going, unpretentious manner. Truman, with his flamboyant personality and style, also had a hard time initially getting himself into his subjects’ good graces.

During their time in Kansas, the Cutters’s suspected killers, Richard Hickock and Perry Smith, were caught in Las Vegas and brought back for questioning. Lee and Capote got a chance to interview the suspects not long after their arraignment in January 1960. Soon after, Lee and Capote returned to New York. She worked on the galleys for her forthcoming first novel while he started working on his article, which would evolve into the nonfictions masterpiece, In Cold Blood. The pair returned to Kansas in March

for the murder trial. Soon Lee was engrossed her literary success story. In July 1960, To Kill a

Mockingbird was published and picked up by the Book-of-the-Month Club and the Literary Guild. A condensed version of the story appeared in Reader’s Digest magazine. The work’s central character, a young girl nicknamed Scout, was not unlike Lee in her youth. In one of the book’s major plotlines, Scout and her brother Jem and their friend Dill explore their fascination with a mysterious and somewhat infamous neighbourhood character named Boo Radley. But the work was more than a coming-of-age story. Another part of the novel reflected racial prejudices in the South. Their attorney father, Atticus Finch, tries to help a black man who has been charged with raping a white woman to get a fair trial and to prevent him from being lynched by angry whites in a small town.

The following year, To Kill a Mockingbird won the prestigious Pulitzer Prize and several other literary awards. Horton Foote wrote a screenplay based on the book and used the same title for the 1962 film adaptation. Lee visited the set during filming and


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did many interviews to support the film. Earning eight Academy Award nominations, the movie version of To Kill a Mockingbird won four awards, including Best Actor for Gregory Peck’s portrayal of Atticus Finch. The character of Atticus is said to have been based on Lee’s father.

By the mid-1960s, Lee was reportedly working on a second novel, but it was never published. Continuing to help Capote, Lee worked with him on and off on In Cold Blood. She had been invited by Smith and Hickok to witness their execution in 1965, but she declined. When Capote’s book was finally published in 1966, a rift developed between the two friends and collaborators. Capote dedicated to the book to Lee and his long-time lover Jack Dunphy, but he failed to acknowledge her contributions to the work. While Lee was very angry and hurt by this betrayal, she remained friends with Truman for the rest of his life.

That same year, Lee had an operation on her hand to repair damage done by a bad burn. She also accepted a post on the National Council of the Arts at the request of President Lyndon B. Johnson. During the 1970s and 1980s, Lee largely retreated from public life.

She spent some of her time on a nonfictions book project about an Alabama serial killer, which had the working title The Reverend. However, the work was never published.

Lee continues to live a quiet, private life in New York City and Monroeville. Active in her church and community, she usually avoids anything to do with her still popular novel.


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Appendix II : Plot Summary

The story takes place during three years of the Great Depression in the fictional "tired old town" of Macomb, Alabama. The narrator, six-year-old Scout Finch, lives with her older brother Jam and their widowed father Atticus, a middle-aged lawyer. Jem and Scout befriend a boy named Dill who visits Macomb to stay with his aunt for the summer. The three children are terrified of, and fascinated with, their neighbour, the reclusive "Boo" Radley. The adults of Macomb are hesitant to talk about Boo and for many years, few have seen him. The children feed each other's imaginations with rumours about his appearance and reasons for remaining hidden, and they fantasize about how to get him out of his house. Following two summers of friendship with Dill, Scout and Jem find that someone is leaving them small gifts in a tree outside the Radley place. Several times, the mysterious Boo makes gestures of affection to the children, but to their disappointment, never appears in person.

Atticus is appointed by the court to defend a black man named Tom Robinson, who has been accused of raping Mayella Ewell, a young white woman. Although many of Macomb’s citizens disapprove, Atticus agrees to defend Tom to the best of his ability. Other children taunt Jem and Scout for Atticus' actions, calling him a "nigger-lover". Scout is tempted to stand up for her father's honour by fighting, even though he has told her not to. For his part, Atticus faces a group of men intent on lynching Tom. This danger is averted when Scout, Jem, and Dill shame the mob into dispersing by forcing them to view the situation from Atticus and Tom's points of view.

Because Atticus does not want them to be present at Tom Robinson's trial, Scout, Jem, and Dill watch in secret from the colour balcony. Atticus establishes that the accusers—Mayella and her father, Bob Ewell, the town drunk—are lying. It also


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becomes clear that the friendless Mayella was making sexual advances towards Tom and her father caught her in the act. Despite significant evidence of Tom's innocence, the jury convicts him. Jem's faith in justice is badly shaken, as is Atticus', when a hopeless Tom is shot and killed while trying to escape from prison.

Humiliated by the trial, Bob Ewell vows revenge. He spits in Atticus' face on the street, tries to break into the presiding judge's house, and menaces Tom Robinson's widow. Finally, he attacks the defenceless Jem and Scout as they walk home from the school Halloween pageant. Jem's arm is broken in the struggle, but amid the confusion, someone comes to the children's rescue. The mysterious man carries Jem home, where Scout realizes that he is the reclusive Boo Radley.

Maycomb's sheriff arrives and discovers that Bob Ewell has been killed in the struggle. The sheriff argues with Atticus about the prudence and ethics of holding Jem or Boo responsible. Atticus eventually accepts the sheriff's story that Ewell simply fell on his own knife. Boo asks Scout to walk him home, and after she says goodbye to him at his front door, he disappears again. While standing on the Radley porch, Scout imagines life from Boo's perspective and regrets that they never repaid him for the gifts he had given them.