Discussing western norms and values from those of eastern ones as reflected in the life of Holden Caulfield, the main character of J.D Salinger`s The Catcher In The Rye - USD Repository

  DISCUSSING WESTERN NORMS AND VALUES FROM THOSE OF EASTERN ONES AS REFLECTED IN THE LIFE OF HOLDEN CAULFIELD, THE MAIN CHARACTER OF J.D. SALINGER’S THE CATCHER IN THE RYE A Thesis Presented as Partial Fulfillment of the Requirement To Obtain the Sarjana Pendidikan Degree in English Education By: Name : FX Wisnu Prabawa St. Number : 99 1214 139 ENGLISH EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY JOGJAKARTA 2008

  

The More We Live - Let Go

a song by YES

You and I can change the world;

  

The more we live, the more we learn, the more we know.

  

From this moment on we share the world;

The more we give, the more we love, the more we grow.

The spirit of imagination can lead us through the dark;

The more we see, the more we try, the more we show.

  

The evidence of our confusion, life has left its mark;

The more we fear, the more we lie, the more we hide.

  

As we walk into tomorrow

(turning away from the path we know)

Holding the future with our hands

(we carry the weight of the world we go)

  

Its up to you and I, we hold the key; we hold the answers.

  

All our thoughts of doubt and fear are leaving one by one

The more we live, the more we learn, the more we know.

For each of us the road is clear and life has just begun;

The more we give, the more we love, the more we grow.

  

Its time to reach the goals we've set for ourselves;

The more we fear, the more we lie, the more we hide.

  

All we need is just to believe in ourselves;

We face the truth; we see it clear, with no disguise.

  

Cast away our doubt and sorrow

(turning away from the past we know)

The universe at our command

(conserving the fate of the world we grow)

  

Together you and I, we hold the key to all the answers.

  

Let go...Let go…Let go…Let go…Let go

iv

  What things so ever ye desire, when ye pray believe that ye receive them, and ye shall have them.

  (Mark 11:24) Finally, brethren, whatever things are true, whatever things are honest, whatever things are just, whatever things are pure, whatever things are of good report; if there be any virtue, and if there be any praise, think on these things.

  (Philippians 4:8) But he who, with strong body serving mind, Gives up his power to worthy work, Not seeking gain, Arjuna! Such an one Is honourable. Do thine alloted task! (The Bhagavad Gita)

  With love and prayer, I dedicate this thesis to You

v

  

LEMBAR PERYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : FX. Wisnu Prabawa Nomor Mahasiswa : 99 1214 139

  Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

  

DISCUSSING WESTERN NORMS AND VALUES FROM THOSE OF

EASTERN ONES AS REFLECTED IN THE LIFE OF HOLDEN

CAULFIELD, THE MAIN CHARACTER OF J.D. SALINGER’S THE CATCHER IN THE RYE

  beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

  Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal : 21 April 2008 Yang menyatakan (FX Wisnu Prabawa)

  

ACKNOWLEDGEMENTS

  First of all, I would like to express my gratitude to The Light Without Heat and The Son, for sending me His Loving Spirit so that I have flourishing energy to accomplish my thesis. It is because of His grace so that I may see His countenance of Love through the countenances of beautiful, kind, and inspiring people around me.

  Actually, it brings delights during my thesis completion.

  Then, I wish to express my deepest gratitude to my major sponsor, Dr. A.

  

Herujiyanto, M. A., Ph. D., and my co-sponsor Ag. Hardi Prasetyo, S. Pd., M. A.

  for their willingness to spend their energy, time, feelings, and ideas to read and correct my thesis. I am so grateful for their support, patience, advices, and love so that not only accomplishment of my thesis I may get but also more fruits of life I may taste.

  I would like to thank all PBI lecturers for their roles in improving vast aspects of my life. They have shared with me a lot of their life so that I can feel assured about handling the incoming tasks in the future. I feel need to send my thanks to the staff of PBI Secretariat who have help me patiently and attentively in dealing with administration affairs and to the librarians in Sanata Dharma University for their smile and support during the exhausting nights in the library.

  I would like to send my love and gratitude to my beloved Bapak and Ibu, for giving me their limitless love, sincere prayers, and freedom in life. And, trying to be

  

vii honest, I also thank them for the financial support given. I also need to send my gratitude to my sister, specifically for her attention and strengthening complaints.

  A must-person I need to address my gratitude to is Hadi Darmawi. My deep thanks and respect go for him since I always get immediate supports and attention at the very critical moments. Gladly, I also express my gratitude to all of my PBI friends, especially Daniel, Thomas, Guntur, Sutopo Martinus, Lola, Vian,

  Martha, Anas, Nunuk, and Hening.

  I do appreciate for having special kind of love and warm friendship from some guys. They are R. In Nugroho, G. Heliarko, A. Setyawan, T.B. Gandhi,

  

John Nugroho, Abertus Nugroho, and A. Herwanto. Special thanks also go to

  some people who have enriched my life; Priyo Jatmiko, Bertus, Sahat, Stevanie,

  

Maria Eva, Vincent, Mas Aprie, Katarina Restu Ning Tyas, Anastasia Ratna,

Margaretha Indriani, Mathilda Eivalig, Stella Vania, Ajeng, Mas Yuli, Pak

Tarmuji, Pantoro’s family and Legowo’s family.

  Last but not least, I would thank You and everybody. May You be blessed with everything Your heart desires.

  FX. Wisnu Prabawa

viii

  

TABLE OF CONTENT

  Page TITLE PAGE………………………………………………………………………….i PAGE OF APPROVAL……………………………………………………………....ii PAGE OF BOARD OF EXAMINERS ……………………………………………...iii PAGE OF DEDICATION……………………………………………………………iv STATEMENT OF WORK’S ORIGINALITY……………………………………….vi ACKNOWLEDGEMENTS…………………………………………………………vii TABLE OF CONTENTS…………………………………………………………….ix ABSTRACT………………………………………………………………………....xii

  

ABSTRAK …………………………………………………………………………...xiii

  CHAPTER 1: INTRODUCTION

  1.1 Background of the Study………………………………………………………….1

  1.2 Aim of the Study…………………………..………………………………………4

  1.3 Problem Formulation……………………………………..……………………….4

  1.4 Definition of Terms……………………………………………………………….5

  1.5 Benefit of the Study……………………………………………………………….6

  CHAPTER 2: THEORETICAL FRAMEWORK

  2.1. Theoretical Review………………………….……………………………………7

  2.1.1. Theory of Character and Characterization.……………..………………………7

  2.1.2. Theory of Characterization……………..………………………………………9

  2.1.3. Theory of Psychoanalysis……..………………………………………………10

  2.1.3.1. The Conscious and The Unconscious………………….……………………11

  2.1.3.2. The Id, The Ego, and The Superego…………………………..…..……….11

  2.1.3.3. The Life Instinct and the Death Instinct…….…………...………………….14

  2.1.3.4. The Ego Defense Mechanisms………………………...……………...……15

  

ix

  2.1.4. The Theory of American Norms and Values………..………………….…….21

  2.1.5. The Theory of Post-Colonialism……………………………………………..23

  2.1.6. The Theory of Katresnanism………………...……………………………….25

  2.1.6.1. The Origin and the Nature of Theory of Katresnanism…….………………25

  2.1.6.2. The Development of the Theory of Katresnanism…………….……………27

  2.1.6.3. The Principles of the Theory of Katresnanism…………………......………28

  2.1.6.4. The Focus and Goal of the Theory of Katresnanism…………….….…….. 30

  2.2. Criticism …………………………………..………………………..…………. 31

  2.3. Context of the Novel…………………………………………………..………. 33

  CHAPTER 3: METHODOLOGY

  3.1 Subject Matter…………………………….……..……………………………….36

  3.2 Approaches……….…………………….…..……………………………………37

  3.3 Procedures………………………..….………………………………………….. 38

  3.4 Sources…………………………..……………………………………………… 39

  CHAPTER 4: ANALYSIS

  4.1 Holden’s Personality.………………….…...…………………………………… 41

  4.2. Psyche of Holden Personality………..….…...………………………………… 45

  4.2.1. The Id…………….……………….………………………………………...…45

  4.2.2. The Ego………….……………….…………………………………………...47

  4.2.3. The Superego…………………………………………………………………49

  4.2.4. The Ego Defense Mechanism of Holden………..……………………...……53

  4.3. Exercise of Western Norms and Values in Holden’s Life..……….……………55

  4.4. Exercise of the Eastern Norms and Values in Holden’s Life…..………………58

  CHAPTER 5: CONCLUSION AND SUGGESTION

  5.1. Conlusion………………………………………………………………………..62

  5.2. Suggestion ………………………………………………………………………63

  

x

  5.2.1. Suggestion for the Future Researchers.……………………………………….63

  5.2.2. Suggestion for Teaching and Learning Activities…………………………….64 a.

  Implementation of Teaching vocabulary using chapter 12

  rd

  of The Catcher in The Rye for the 3 year Senior High School Students………………………………………………………..................64 b. Implementation of teaching Speaking IV using a situational conflict faced by Holden Caulfield found in The Catcher in The Rye for the Fourth Semester Students of English Language Study Program……………………….…. 65

  

BIBLIOGRPHY………………………………………………………….….…..... 67

APPENDICES:

  Appendix 1: Synopsis of The Catcher In The Rye………………………….……….68 Appendix 2: Biography of J.D. Salinger………………………….…………………81 Appendix 3: Katresnan Criticism: The Nature and Who Does It…………….……..82 Appendix 4: The Implementation of Teaching vocabulary using chapter 12 of

  rd

  The Catcher in The Rye for the 3 year of Senior High School Students………………………………………………………………...96

  Appendix 5: The Implementation of teaching Speaking IV using a situational conflict faced by Holden Caulfield in The Catcher in The Rye for the Fourth Semester Students of English Language Study

  Program……………………………………………………………...…99

  

xi

  

ABSTRACT

  FX. Wisnu Prabawa (2008). Discussing Western Norms And Values From Those

  Of Eastern Ones As Reflected In The Life Of Holden Caulfield; The Main Character Of J.D. Salinger’s The Catcher In The Rye.

  Yogyakarta: English Education Study Program, Departement of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University. This thesis discusses The Catcher in The Rye, a novel written by J.D Salinger. There are three problems that become the basis of discussion in this thesis. The first discussion deals with Holden Caulfield’s personality. The second discussion is concerned with how the Western norms and values are reflected in Holden’s life. The last discussion is focused on how the Eastern norms and values are reflected in Holden’s life.

  The method applied in this study is library research. I collected the information to support the analysis from the novel itself, criticism of the work and other sources related to the novel.

  I used some theories to analyze the novel. They are Theory of Character and Characterization; Psychoanalysis Theory; Theory of American norms and values; and Post-Colonialism Theory, in this case, Katresnanism Theory. The first two theories are used to analyze Holden Caulfield’s personality, while Post-colonialism and the American norm and values are used to discuss the norms and values exercised by the East and West as reflected in the novel.

  After conducting the analysis, I got three findings. First, Holden Caulfield is cynical, deceitful, irresponsible, emotional and temperamental, and stagnant. Psychologically, Holden Caulfield is carried by the notion of the so-called companionship, affection, lack of commonly accepted action, physical health deterioration, generosity, and future orientation. Second, the reflected Western norms and values in the life of Holden are directness, openness and honesty, personal control over the environment, action and work orientation, equality, and privacy. The last finding shows that some reflected Eastern norms and values in the life of Holden are cita wicita wicitra, sithik edhing, mrantasi, andhom slamet, and nalar.

  Finally, besides writing some suggestions for the future researchers, I also suggest to use the novel as the materials to teach vocabulary in Senior High School and Speaking IV in English Education Study Program.

  

xii

  

ABSTRAK

  FX. Wisnu Prabawa (2008). Discussing Western Norms and Values from those of

  Eastern Ones as reflected in the life of Holden Caulfield; Main Character of J.D. Salinger’s The Catcher In The Rye. Yogyakarta:

  Program Studi Bahasa Inggris, Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sanata Dharma. Skripsi ini membahas sebuah novel karya J.D Salinger. yaitu The Catcher in The Rye. Ada tiga permasalahan yang menjadi pokok bahasan dalam skripsi ini. Bahasan pertama mengenai kepribadian Holden. Bahasan kedua mengenai norma dan nilai Kebaratan yang tercermin dalam kehidupan Holden. Dan bahasan terakhir mengenai bagaimana norma dan nilai Ketimuran tercermin di dalam kehidupan Holden.

  Metode yang saya gunakan adalah studi pustaka. Saya mengumpulkan informasi-informasi yang dibutuhkan dari novel ini sendiri, kritik terhadap novel tersebut, dan sumber-sumber lain yang berhubungan dengan novel itu sendiri.

  Saya menggunakan beberapa teori untuk menganalisa novel tersebut. Di antaranya adalah Teori Tokoh dan Penokohan, Teori Psikoanalisis, Teori Norma dan Nilai Amerika, dan Teori Poskolonialisme, dalam hal ini, Teori Katresnanisme. Dua teori yang pertama digunakan untuk membahas kepribadian Holden, sedangkan Teori Norma dan Nilai Amerika dan Teori Poskolonialisme digunakan untuk membahas norma dan nilai Kebaratan dan Ketimuran sebagaimana yang tercermin di dalam novel tersebut.

  Setelah mengadakan analisa, saya mendapatkan tiga temuan. Pertama, Holden Caulfield adalah pribadi yang sinis, pendusta, tidak bertanggung-jawab, emosional dan temepramental, dan stagnan. Secara psikologis, Holden Caulfield terpengaruh pandangan oleh apa yang biasa disebut sebagai pertemanan, afeksi, kurangnya penerimaan terhadap tindakan-tindakannya, penurunan kesehatan fisiknya, kemurah-hatian, dan orientasi masa depan. Kedua, nilai dan norma Kebaratan yang tercermin dalam kehidupan Holden Caulfield adalah keterus-terangan, keterbukaan dan kejujuran, kontrol pribadi terhadap lingkungan, orientasi kerja dan tindakan, persamaan derajat, dan privasi. Temuan terakhir menunjukkan beberapa norma dan nilai Ketimuran yang tercermin dari kehidupan Holden adalah cita wicita wicitra, sithik edhing, mrantasi, andhom slamet, and nalar.

  Akhirnya, di samping mencantumkan beberapa saran bagi peneliti selanjutnya, saya juga menyarankan penggunaan novel ini sebagai materi untuk mengajar Vocabulary di SMA dan Speaking IV di Program Studi Pendidikan Bahasa Inggris.

  xiii

CHAPTER 1 INTRODUCTION 1.1. Background of the Study Human being’s life is like a wheel, which is always rolling. It implies

  changes in life. It is hard to be predicted exactly what it will be. It is a kind of God’s grand design. Although the destination and the route are not very clearly seen, those who are wise will know at least the direction where the wheel of their life goes. According to Erikson in his book Abnormal Psychology, a New Look, human being must pass each stage in life wheel sequentially (1964: 12). Moreover, if a human being fails at one of the stages he/she also seems to fail to progress through any of the higher stages. The process of the stages is variation of each individual and it attacks the childhood and social classes (Marshal P. Duke and Stephen Nowicki, Jr. 1986: 493).

  As the Javanese say that everything in life has its own pance’an or stepping stone; things that come before the other new, humans are granted with free-will.

  They have their own choices which are decided based on their respective mentality and consciousness. Nevertheless, most people do not realize what and why they are doing and what for their action actually means and its effects toward themselves and others. Sometimes they do not realize that their will controls them. It’s supposed to be they who control their will, not the other way around. People then tend to find themselves lonely although they are along with the crowd. They become isolated, arrogant and sometimes they underestimate people and condition around them. difficulties in accepting this condition. In this case, it is like a God’s test to human beings whether or not they can survive, and how they face the conditions.

  Many literary works often present the daily events. They can be poems, novels, plays, and shorts stories. They are sources providing the audience with various sorts of situations, condition, and problems with some implicit suggestions lying beyond fragments of life depicted in the works. Therefore, it will be more beneficial if the reader can understand the content of the story very well. The reader can be more responsive and analytical on those problems, and be able to put the best solving way into action for the sake of themselves and others. The example of the problems in the daily life is a problem in facing and surviving in the changes of situation which may come at any time.

  One of the many literary works is J.D Salinger’s The Catcher in the Rye. An evidence of the ability of the novel to depict a fragment of life may be the congruent life of Mark David Chapman and of John Hinckley with that of Holden Caulfield, the main character of the novel. Mark David Chapman requested John Lennon signing a copy of the novel in the morning before he shot John Lennon to death a few hours later. John Hinckley, the attempted murderer of President Ronald Reagan, admitted to meet inspiration about his action in the novel. (http: //www.crimelibrary. com/ terrorists_spies/assassins/chapman/3.html). Another fact about the success of this novel is that “Time” magazine put the novel into a list of 100 top novels published between 1923 and 2005 (http://www.ruangbaca.com/berita_buku/?action=b3Blbg= &linkto= Mzc = &when=MjAwNTEwMjY= Seratus Novel Top versi Time). This fact is one of the reasons to conduct this study.

  The focus of the discussion then is to see east and west culture reflected in Holden’s life. This study aims at seeing the norms and values reflected only in the three days experienced by Holden.

  The publication of the novel was in the time of the fast growing American industrial economy which made the nation prosperous and entrenched social rules serving as a code of conformity for the younger generation. Due to its slang, profanity, and also its open exposure to sexual life, this novel provoked a great controversy up on the day of its release. Some critics argued that the novel was not serious literature citing its casual and informal tone as evidence (Salzberg, 1990).

  The book was banned in some communities and it consequently has been thrown into the centre of debates.

  Holden Caulfield, the main protagonist of the novel, experiences self- destruction over a period of day that then forces him to deal with the society’s attitude toward the human condition. Although he is merely a 16-year-old-boy, he knows how to deal with the society during his adolescence. As Engle has written in the Chicago Tribune, Holden’s attitude and action is typical of a teenager (1951: 3). How he thinks and behaves shows that it is rare for the young boy like him to face the world with its complexities that sometimes ignores the adolescent and their thoughts. Holden Caulfield as the protagonist and also as the narrator of the story is described as the unique teenager who always feels sorry for the world which he considers as phony. He sees many incidents taking place in his roommates, his teachers, and even his parents.

  This study is meant to see the attitude of Western people as reflected in the his underlying mentality. This means discussing the norms and values exercised by Holden Caulfield in his actions. It is unavoidable that the discussion deals with east and west norms and values. In doing so, the writer need to see the personality of the main character. Besides, it is also necessary to see the underlying mentality of the character. To see a life of a person requires information about values, norms and angles to objectively observe considerations and actions taken by the main character towards situations and people he faces. It requires points of view. Therefore, I need to see his life with both point of view of Western life and that of Eastern one. This way, the possible conflicts between East and West can be prevented from taking place. This is precisely the urgency of this study to be conducted.

  1.2 Aim of the Study

  The aims of this study is to see the Western norms and values from those of the Eastern ones as seen in the actions exercised by Holden Caulfield, the main character of The Catcher In The Rye. The discussion deals with the norms and values reflected in the series of events taking place in his life during the three day time when he left his school for good.

  1.3 Problem Formulation

  To meet the above aims of the study, there are three problems that need to be formulated in this study. They are:

1. What is Holden Caulfield’s personality? 2.

  How are the Western norms and values reflected in Holden’s life?

1.4 Definition of Terms

  In this study, I would give some definitions of several terms that are considered to be the keywords to avoid misinterpretation of words since one word might have more than one meaning.

  Life, according to Cambridge Anvanced Learners’ Dictionary, is the period between birth and death; the experience or state of being alive. While according to Ayn Rand, life is a process of self-sustaining and self-generated action. Life can be kept in existence only by a constant process of self-sustaining action. The goal of that action, the ultimate value which, to be kept, must be gained through its every moment, is the organism’s life (1964: 12-13).

  Another term I need to define is norms and values. We often lump together values and norms as considerations which affect our actions and feelings in similar ways. However, values – such as good and bad, or even freedom and injustice – differ in important ways from norms, which tell us what we ought or ought not to do.

  Further, we require a better understanding of values and norms since the relation between values and norms is still not well understood. Little is known about the link between these two logical entities (http://www.affective-sciences.org/human-values- details.html).

  Norms are the general expectations of a demand character for all role incumbents of a system or subsystem while values are more generalized ideological justifications for roles and norms, and express the aspirations that allegedly inform the required activities. Norms and values are in order of increasing abstractness and applicability. They help tie collective action together. (http://faculty.babson.edu/

  The term of main character refers to characters that appear more often than the other characters in the story. This character performs an important role in clarifying the theme of the novel. More discussion about main character will be presented in the next chapter.

1.5 Benefit of the Study

  This study intentionally will have some benefits for me, the readers, and the literary world. I will get better understanding about character of the main character based on his thought, feeling, and actions. In a broader scope, I will have better knowledge to understand people. Besides, knowing Eastern and Western values of life will give additional points of view in seeing the life and guidance to a better way of behaving.

  To the reader, this study will be another critics, reference or additional information to understand the novel for a certain intended purpose. Hopefully, the readers also have a new understanding towards the personality of the main character and both Western and Eastern views on Holden Caulfield’s life.

  To literary world, this study is aimed to be one of new criticisms to novel. Hopefully, the use of theory psychoanalysis together with the Eastern views of life will enrich and bring new paradigm in understanding life depicted in Western literary works.

  7 CHAPTER 2 THEORETICAL FRAMEWORK

2.1. Theoretical Review

2.1.1. Theory of Character and Characterization

  The existence of character and characterization are important in literary pieces, particularly prose. An author uses its complexity and other elements to shape a story (Little, 1963: 1).

  A character is very important to contribute the content of the literary works. The author usually introduces the character by the dialogue in the player and the action of the characters. Abram in his Glossary of Literary Terms defines ‘character’ as the person in dramatic or narrative work, endowed with moral and dispositional qualities that are exposed in what they say, e.g. the dialogue, and what they do, e.g. the action. The ground character’s temperament and moral nature for his speech and action constitutes his motivation (1957: 20).

  Characters can be categorized as such through the complexity of the characterization, the attention given to them by the author and by the other characters and also the personal intensity that they seem to convey. On the basis of importance, characters can be categorized into major and secondary character. The major characters are the center of the story. The secondary characters are characters that perform more limited functions. They are limited in ways that the major characters are not. They may be less sophisticated so that their responses to the experiences are less complex and interesting (Murphy, 1972: 71).

  8 Little states that to portray a character, the character should be considered

  based on the characteristic of the character which consists of the physical characteristics, the personal relationship between the character and another characters in the novel, and his mental qualities, e.g. his typical ways of thinking, feeling, and acting (1981: 93).

  There are two types of character, which are defined by E.M. Forster in his Aspect of the Novel. They are flat character and round character. A flat character built around a single idea or quality and presented without much individualizing detail. Therefore, he/she can be fairly and adequately described in a single phrase or sentence. This kind of character is called flat because we can only see on one side of the character, which is easily recognized and represented only, or mainly in one aspect. A round character is a character that is always capable in surprising the readers in a convincing way. He or she is more life like than the flat character because in a real life, people are not simply embodiments of single behaviour.

  His/her temperament and motivation are more complex that they cannot describe in a single sentence.

  Based on their role in the story, Ian Milligan’s The Novel in English gives two kinds of characters namely major and secondary characters (1983: 93). The major characters are those who appear more often than the other characters in the story. Usually the story focuses on those characters’ experiences. The major character performs an important role in clarifying the theme of the novel, so the reader’s expectation depends on the major character’s idea. The success of the novel lies on the performance of the major characters. The secondary characters are “as

  9

  reference, as foils to the major characters, as analogous to the main characters, as composite conditions of the human situation, and as symbols of aspects of the governing state of being”(1983: 100).

2.1.2. Theory of Characterization

  Murphy, in the Understanding Unseen, gives methods to examine the authors’ attempts to make his characters understandable to and comes alive for his readers that are (1972: 161-173):

  a. Personal Description

  The author describes people appearance, about the physical of the characters look likes.

  b. Character As Seen By Others

  Instead of describing a character directly the author can describe him through the eyes and opinion of others. The readers get as it were, a reflected image.

  c. Speech

  The author can give us an insight into the character of one of the person in the book through what the person says. Whenever a person speaks, whenever he is in conversation with another, whenever he puts forward an opinion, he is giving us some clue to his character.

  d. Past Life

  By letting the reader learn something about a person’s past life the author can give the readers a clue to events that have helped to shape a person’s character. This can be done by the direct comment by the author, through the person’s thoughts, through

  10

  e. Conversation of Others

  The author can also give the readers clue to a person’s character through the conversation of other people and the things they say about him. People do talk other people and the things they say often give as clue to the character of the spoken about.

  f. Reaction

  The author also can give the readers know how that person reacts to various situation and events.

  g. Direct Comment The author can describe or comment on person’s character directly.

  h. Thought The author can give the readers direct knowledge of what a person is thinking about.

  In this respect, he is able to do what we cannot do in real life. He can tell the readers what different people are thinking. In the novel the readers accept this. The readers then are in the privileged position; he has, as it were a secret listening device plugged into the inmost thoughts.

i. Mannerism

  The author can describe a person’s mannerism, habit, or idiosyncrasies which may also tell the readers something about his character.

2.1.3. Theory of Psychoanalysis

  In Personality Theories, Boeree introduces the Theory of Psychoanalysis which is influenced by the conscious and the unconscious theory. Psychoanalysis indeed is a method for the investigation of mental processes inaccessible by other

  11

  means. At the same time, psychoanalysis is also a therapeutic method for the neurotic disorders. I use this theory to discover the underlying mentality of Holden Caulfield.

  2.1.3.1. The Conscious and The Unconscious

  Freud didn't exactly invent the idea of the conscious and unconscious mind, but he certainly was responsible for making it popular. The conscious mind is what we are aware of at any particular moment, people’s present perceptions, memories, thoughts, fantasies, feelings. Working closely with the conscious mind is what Freud called the preconscious, what we might today call "available memory:" Anything that can easily be made conscious is the memories which we are not thinking about at the moment but can readily bring in to mind. The largest part by far is the unconscious. It includes all the things that are not easily available to awareness, including many things that have their origins there, such as our drives or instincts, and things that are put there because we can't bear to look at them, such as the memories and emotions associated with trauma.

  According to Freud, the unconscious is the source of our motivations, whether they are simple desires for food or sex, neurotic compulsions, or the motives of an artist or scientist. And yet, we are often driven to deny or resist becoming conscious of these motives, and they are often available to us only in disguised form (Boeree, 2006: 5).

  2.1.3.2. The Id, The Ego, and The Superego Freudian psychological reality begins with the special object, the organism.

  12

  toward those ends by its needs – hunger, thirst, the avoidance of pain, and sex. A very important part of the organism is the nervous system, which has its sensitivity to the organism's needs. At birth, that nervous system is little more than that of any other animal, an "it" or id. The nervous system, as id, translates the organism's needs into motivational forces called, in German, triebe, which has been translated as instincts or drives. Freud also called them wishes.

  This translation from need to wish is called the primary process. The id works in keeping with the pleasure principle, which can be understood as a demand to take care of needs immediately. The infant, in the Freudian view, is pure, a nearly pure id. And the id is the psychic representative of biology. For the organism, there is a small portion of the mind as we discussed before, the conscious that is linked to the world through the senses. Around this little bit of consciousness, during the first year of a child's life, some of the "it" becomes "I," some of the id becomes ego. The

  

ego relates the organism to reality by means of its consciousness, and it searches for

  objects to satisfy the wishes that id creates to represent the organism’s needs. This problem-solving activity is called the secondary process. The ego, unlike the id, functions according to the reality principle, which says "take care of a need as soon as an appropriate object is found." It represents reality and, to a considerable extent, reason (Boeree, 2006: 5).

  13 conscious ego preconscious superego unconscious id Fig. 1 Psyche

  However, as the ego struggles to keep the id and, ultimately, the organism happy, it meets with obstacles in the world. It occasionally meets with objects that actually assist it in attaining its goals. And it keeps a record of these obstacles and aides. In particular, it keeps track of the rewards and punishments meted out by two of the most influential objects in the world of the child – mom and dad. This record of things to avoid and strategies to take becomes the superego. It is not completed until about seven years of age. In some people, it never is completed.

  There are two aspects to the superego: one is the conscience, which is an internalization of punishments and warnings. The other is called the ego ideal. It derives from rewards and positive models presented to the child. The conscience and

  

ego ideal communicate their requirements to the ego with feelings like pride, shame,

  and guilt. It is as if we acquired, in childhood, a new set of needs and accompanying wishes, this time of social rather than biological origins. Unfortunately, these new

  14

  represents society, and society often wants nothing better than to have the organism never satisfy the needs at all (Boeree, 2006: 6).

2.1.3.3. The Life Instinct and the Death Instinct

  Freud sees all human behavior as motivated by the drives or instincts, which in turn are the neurological representations of physical needs. These instincts perpetuate the life of the individual, by motivating him or her to seek food and water, and the life of the species, by motivating him or her to have sex. The motivational energy of these life instincts, the "oomph" that powers our psyches He called it as

  

libido, from the Latin word for "I desire." Anyway, libido has come to mean, not any