An analysis of Janice Templeton`s reactions toward Elliot Hoover`s claim for her daughter as seen in Frank de Fellita`s Audrey Rose - USD Repository

  

AN ANALYSIS OF JANICE TEMPLETON’S REACTIONS

TOWARD ELLIOT HOOVER’S CLAIM FOR HER DAUGHTER

AS SEEN IN FRANK DE FELITTA’S AUDREY ROSE

A THESIS

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  

By

MARIA BERNADETTE BETANINGDYAS

Student Number: 021214016

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

  

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2009

  

There are no secrets to success. It is the result of

preparation, hard work, learning from failure

• Colin Powell-

  

To climb steep hills

requires slow pace at first

• -William Shakespeare-

  

ACKNOWLEDGEMENTS

  My greatest gratitude is for my Lord Jesus Christ. I thank Him for His never ending blessing and for being the one who is always with me time after time.

  I would like to express my deepest gratitude to my major sponsor, Drs.

  

Antonius Herujiyanto, M.A., Ph.D. , for his guidance, support, advice and

assistance so that I could complete this thesis. My gratitude also goes to Drs.

  , my co-sponsor, for sharing his time reading and Concilianus Laos Mbato, M.A. correcting my mistakes in this thesis. I thank all the lecturers of English Language Education Study Program for their guidance, and the secretariat staff of English Language Education Study Program for their aids during my study in Sanata Dharma University.

  My special gratitude goes to my father, Stefanus Yogi Triwahyono, and my mother, Maria Amelia Darmastuti for their endless love, support, prayer, patience, attention and most of all for giving me freedoms to do the things I want to do. I also specially thank my sister, Maria Stephanie Astrid, and my auntie,

  

Tante Atiek for their help and support, especially during the completion of my

thesis.

  My deepest affection and appreciation goes to Antonius Djatmiko. His presence, love, spirit, and support always help me when I have a problem.

  I thank my best friends Rika, Nari, Vera, Nissa, Oscarita ”Mbirut”, Ria,

  

Mbak Netta, and Chicha for always loving me the way I am and for sharing all

  the good times and bad times together. I also thank Andreas Dimas and I Gede for their kindness to be my second readers and revise my

  Agus Ariutama miserable grammar.

  Finally, I would also like to thank my other friends in English Language Education Study Program and other faculties that I could not mention one by one, may God bless them all.

  Maria Bernadette Betaningdyas

  

TABLE OF CONTENTS

  Page ...................................................................................................... i

  TITLE PAGE

  ......................................................................................... ii

  APPROVAL PAGES

DEDICATION PAGE ....................................................................................... .iv

STATEMENT OF WORK’S ORIGINALITY ............................................... v

  ..................................... vi

  LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI

ACKNOWLEDGMENTS ................................................................................. vii

TABLE OF CONTENTS ……………………………………………………......ix

  .................................................................................... xii

  LIST OF APPENDICES

ABSTRACT ……………………………………………………………………xiii

ABSTRAK ……………………………………………………………………....xiv

  ................................................................. ... 1

  CHAPTER I: INTRODUCTION A. Background of the Study ................................................................................. 1 B. Objective of the Study ..................................................................................... 3 C. Problem Formulation........................................................................................ 3 D. Benefits of the Study ....................................................................................... 4 E. Definition of Terms .......................................................................................... 4

CHAPTER II: REVIEW OF RELATED LITERATURE .............................. 7

A. Review of Related Theories ............................................................................ 7

  1. Theory of Literature ................................................................................... 7

  a. Theory of Critical Approaches.............................................................. 8

  b. Theory of Character .............................................................................. 9

  c. Theory of Characterization ................................................................... 10

  2. Theory of Psychology ............................................................................... 13

  a. Theory of Psychoanalysis .................................................................... 13

  b. Theory of Personality............................................................................ 15

  c. Theory of Motivation …………………………………………………19

  B. Criticism ……………………………………………………………………..23

  C. Context of the Novel ....................................................................................... 24

  D. Theoretical Framework ................................................................................... 25

  

CHAPTER III: METHODOLOGY .................................................................. 27

A. Subject Matter ................................................................................................. 27 B. Approach ......................................................................................................... 28 C. Procedures ……………….. ............................................................................ 28 D. Organization of the Study ............................................................................... 30

CHAPTER IV: ANALYSIS ............................................................................... 32

A. Analysis on Janice Templeton’s Personality .................................................. 32

  a. Social Traits ............................................................................................. 33

  b. Physical Appearance ................................................................................ 34

  c. Personality Traits ..................................................................................... 34

  1. Affectionate ........................................................................................ 34

  2. Responsible ........................................................................................ 35

  3. Calm …………………………………………………………………37

  4. Rational ……………………………………………………………...37

  5. Never-Give-Up ……………………………………………………...39

  6. Reclusive …………………………………………………………….40

  B. Elliot Hoover’s Claim that Ivy Templeton is His Daughter’s Reincarnation as Janice Templeton’s Motivation to React ……………………………………..41

  

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ............................... 54

A. Conclusions .................................................................................................... 54 B. Suggestions …………………………………………………………………..57

  1. Suggestion for the Next Researchers ........................................................ 57

  2. Suggestion for Teaching Implementation ................................................. 58

  

REFERENCES ................................................................................................... 61

APPENDICES .................................................................................................... 63

LIST OF APPENDICES

  Page Appendix 1: Summary of the Novel ..................................................................... 64 Appendix 2: Cover of the Novel ........................................................................... 66 Appendix 3: Biography of Frank De Felitta ......................................................... 67 Appendix 4: Lesson Plan of Teaching Extensive Reading II ............................... 68 Appendix 5: Material and Media ………………………………………………..70

  

ABSTRACT

Betaningdyas, Maria Bernadette. 2009. An Analysis of Janice Templeton’s

Reactions toward Elliot Hoover’s Claim for Her Daughter as Seen in Frank De

Felitta’s Audrey Rose. Yogyakarta: English Language Education Study

Program, Sanata Dharma University.

  The aim of the study is to find someone’s personality and to know how the personality motivates someone’s reactions by examining Janice Templeton’s motivation to react toward Elliot Hoover’s claim for her daughter in Frank De Felitta’s Audrey Rose. To achieve the aim of the study, there are two problems to answer: 1). “How is Janice Templeton’s personality described?”, and 2). “How does Janice Templeton react toward Elliot Hoover’s claim that Janice’s daughter is Hoover daughter’s reincarnation?” The method applied in this study is a library research. The sources of information are found in the library. There are two kinds of sources. The primary source is the novel Audrey Rose (1976) written by Frank De Felitta, and the secondary sources are obtained from books on literary work and the internet. This study uses theory of character, theory of characterization, and theory of psychology. Psychological approach is used to discuss motivation, reactions, and personality. The result of the first analysis shows that Janice is a rational woman who does not believe in any belief. Janice is a responsible and affectionate mother. She loves her only daughter very much. When her daughter is claimed as somebody’s reincarnation and has an unusual nightmare every night, Janice tries to save and heal her daughter. Moreover, Janice is a never-give-up, calm, and reclusive person. She does not want to involve her daughter in the problem. Janice will do anything in order to make her daughter happy, safe, and protected. In the second analysis, it is found that Janice’s reactions are motivated by her desire to heal and save her daughter, Ivy. Janice’s reactions are also driven by immediate gratification of her safety need as well as her love and belonging need. Finally, besides giving suggestions for the future researchers concerning possible future research on the novel Audrey Rose, the implementation of the novel in teaching English is also suggested, especially in teaching Reading by using the novel Audrey Rose as the primary source.

  

ABSTRAK

Betaningdyas, Maria Bernadette. 2009. An Analysis of Janice Templeton’s

Reactions toward Elliot Hoover’s Claim for Her Daughter as Seen in Frank De

Felitta’s Audrey Rose. Yogyakarta:Pendidikan Bahasa Inggris, Universitas

Sanata Dharma.

  Tujuan skripsi ini adalah untuk mengungkap kepribadian seseorang dan bagaimana kepribadian itu dapat memotivasi reaksi seseorang dengan menganalisa motivasi Janice Templeton dalam bereaksi terhadap pernyataan Elliot Hoover tentang anaknya pada novel Audrey Rose. Untuk mencapai tujuan skripsi di atas, saya merumuskan masalah dalam dua buah pertanyaan: 1). Bagaimana kepribadian Janice Templeton dideskripsikan?, 2). Bagaimana Janice Templeton bereaksi terhadap pernyataan Elliot Hoover tentang Ivy yang merupakan reinkarnasi seseorang? Metode yang diterapkan dalam studi ini adalah studi pustaka. Prosedur penelitian ini dilakukan dengan mengumpulkan sumber-sumber informasi dari perpustakaan. Ada dua macam sumber yang digunakan dalam studi ini. Sumber utama didapatkan dari novel Audrey Rose karya Frank De Felitta, dan sumber kedua didapatkan dari buku-buku literature dan internet. Studi ini menggunakan teori tokoh dan penokohan serta teori psikologi. Pendekatan psikologis digunakan untuk mendiskusikan motivasi, reaksi, dan kepribadian. Hasil dari analisa pertama menunjukkan bahwa Janice adalah seorang wanita rasional yang tidak percaya pada kepercayaan apapun. Janice adalah seorang ibu yang bertanggung jawab dan penyayang. Dia sangat mencintai putri semata wayangnya. Ketika putrinya dinyatakan sebagai reinkarnasi dari seseorang dan mengalami mimpi buruk yang tidak biasa setiap malam, Janice mencoba untuk menyelamatkan dan menyembuhkan anaknya. Selain itu Janice adalah seorang yang tidak pernah menyerah, tenang, dan tertutup. Dia tidak mau melibatkan anaknya dalam setiap masalah. Janice akan melakukan segalanya untuk membuat anaknya merasa senang, aman, dan terlindungi. Dalam analisa kedua ditemukan bahwa reaksi-reaksi Janice dimotivasi oleh keinginannya untuk menyembuhkan dan menyelamatkan anaknya, Ivy. Reaksi- reaksi Janice juga didorong oleh kepuasan rasa aman dan keinginan cinta dan memiliki. Akhirnya, disamping memberikan saran-saran untuk penelitian yang akan datang mengenai novel Audrey Rose, penerapan novel ini dalam pengajaran Bahasa Inggris juga disarankan, terutama dalam pelajaran membaca dengan menggunakan novel Audrey Rose sebagai sumbernya.

CHAPTER I INTRODUCTION This chapter consists of five sections. The first one is Background of the Study. It explains the reason of choosing the topic of the study. The second section is Objectives of the Study which are the aims of the study. The next one is the Problem Formulation containing the problems discussed in this study. Benefits of

  the study are the fourth section. The benefits of the study identify who will obtain the advantage from the study. The last is Definition of Terms that are expected to clarify the important terms and to avoid any misunderstanding in this study.

A. Background of the Study

  Literature is one of the works of arts. It communicates human’s problems, attitudes, feelings, and thoughts. By reading literature, readers can obtain much knowledge about real life described in literature. According to Hudson (1958: 10), literature is fundamentally an expression of life through medium of language.

  Literature like novels, poems, prose, short stories, etc deals with human imagination and also human’s real lives and experiences. Literature is often used to express the author’s thoughts and feelings. In producing them, the authors involve their emotions in the theme and the characters in their work. Through literature, they can share their valuable experiences to the readers. Then, hopefully the readers can learn from the author’s experiences and values about life.

  As human beings, we have so many life experiences. Our life experiences do not only make us happy, but sometimes they can make us feel sad, lonely, fear,

  2 disappointed, and desperate. The unpleasant feelings emerge when we face a problem in our life. The problems that emerge can be caused by our environment, family, friends, or even ourselves. Then, the most important thing is whether those problems can be solved or not. One of the strength to solve these problems comes from our own personalities. There are a lot of human’s aspects that can be counted as personalities, e.g. character, attitude, manner, etc. Literature as one kind of art products may give inspirations to the readers especially when they have to solve a lot of problems in their life. Many people who have great personalities may react appropriately in facing the problems in their life. Sometimes, it is necessary for us to learn from the people, especially about the way they solve the problems. Hopefully, their success can be our inspiration to have the same success in achieving our dreams and solving the difficulties in our life. People’s reactions emerge because of certain actions. Someone’s reactions can be beneficial for him or her in finding out effective or efficient way to solve the problems, but it also can be harmful and inefficient for him or her if the way chosen to solve the problem is wrong.

  As one of the literary works, a novel introduces us into a living world, in some respects resembling the world we live in, but with an individual of its own (Laar, 1963: 163). In a novel, usually the readers may notice the whole life story of the major characters from birth, child, adult, and old. In addition, we, as the readers, can discover those characters’ life problems and how they react to solve the problems. Here, we can learn some moral lessons given by the writer, explicitly or implicitly. A novel consists of many aspects which are interesting to be analyzed.

  3 Because of that reason, the main character’s reactions in the novel Audrey Rose is chosen to be analyzed deeply.

  Frank De Felitta’s Audrey Rose is one of the novels that tell us about a struggle of a mother in facing her daughter’s unusual condition. Janice Templeton, a mother who has a beautiful and perfect daughter, Ivy Templeton, has to face a reality that her beloved daughter is actually possessed by another soul. Janice does not believe in any belief. This novel also describes clearly about how Janice’s reactions toward someone’s claim that Janice’s daughter is somebody’s reincarnation, influence Janice in facing all obstacles in her life. In order to analyze the novel, some theories are needed. They are theory of literature and theory of psychology. Theory of literature uses theory of critical approaches, theory of character and theory of characterization. Meanwhile, theory of psychology uses theory of psychoanalysis, theory of personality, and theory of motivation. Those theories are needed when analyzing the novel.

  B. Objectives of the Study

  The study wants to show Janice Templeton’s personality in Audrey Rose as the main character. Besides, this study also aims at finding out someone’s reactions when her daughter is claimed as somebody’s reincarnation, as seen in Janice Templeton, the major character of Frank De Felitta’s Audrey Rose.

  C. Problem Formulation

  The problem in this paper can be formulated as follows:

  1. How is Janice Templeton’s personality described in this novel?

  4

  2. How does Janice Templeton react toward Elliot Hoover’s claim that Janice’s daughter is Hoover daughter’s reincarnation?

  D. Benefits of the Study

  It is hoped that the result from the discussion in this study will be beneficial for the writer as the researcher, for the readers, and for the other researchers.

  Firstly, for the writer itself, the writer understands more about the novel that has been analyzed concerning a mother’s reactions when her daughter is claimed as somebody’s reincarnation. It also increases the writer’s awareness about reincarnation, faith, and belief which appear in the novel. Secondly, the study hopes that the result will also be useful for the readers. Every human being, including a woman as a mother, must have problems in their life. However, problems are just common phenomena in someone’s life even though many of us cannot pass them. Some reactions emerge in facing a problem and they can be positive or negative. Hopefully this study can give some important lessons and values for the readers in facing the problems in their own lives. It is also hoped that the next researcher, who are interested in analyzing the same novel or the same topic like reincarnation, faith, believe, affection, etc, will obtain some benefits from the thesis.

  E. Definition of Terms

  This part, definition of terms, is expected to clarify the important terms and to avoid any misconception of the terms in this study.

  5 Reaction 1.

  Husaini and Noor (1981: 111) state that reaction is a measure or a contrast response from an action.

  According to Encarta Webster’s College Dictionary (2001: 1204), reaction is divided into two, emotional and active responses. Emotional response is “an emotional or intellectual response that something arouses”, while active response means “a response to something that involves taking action, or an action taken in response to something”. Reaction in this study refers to Janice Templeton’s reaction toward Elliot Hoover’s claim that Janice’s daughter is somebody’s reincarnation.

2. Reincarnation

  According to Indrahartanto (2008: 2), reincarnation comes from a Latin word,”incarnere”. It means a faith which believes that a soul will still be alive after the human being has died, or the soul will be reborn to the world in another soul, including animal.

  Hinnels (1984: 269) states that reincarnation is the turning of a wheel. The belief in reincarnation teaches about “the destiny of the soul in the resurrection of the dead in a future age but saw man as having to experience a variety of rebirths before then in order to fulfill his tasks on earth”. In addition, Reyna (1973:69) states that reincarnation or “memory past lives” is related to the word “soul”. It has become a functioning term for religion, philosophy, and afterward for parapsychology, as the entity of aspect of the human person that survives the existential life and that transmigrates or is reborn into another physical body.

  6 Reincarnation in this novel refers to Ivy Templeton, the daughter of Janice and Bill Templeton, who is claimed as the reincarnation of Audrey Rose, Elliot Hoover’s daughter who died ten years ago in a burning car.

3. Claim

  According to Hornby (1974:151), claim is “an assertion of a right or assertion that something is a fact”.

  In this study, claim means Elliot Hoover’s assertion to Janice Templeton that Janice’s daughter is Hoover daughter’s reincarnation.

  Thus, this study analyzes Janice Templeton’s personality in the novel. It also deals with Janice Templeton’s reactions toward the claim that her daughter is somebody’s reincarnation. In addition to that, this study discusses the values of the novel as seen in Janice Templeton’s motivation to save her daughter, Ivy.

CHAPTER II REVIEW OF RELATED LITERATURE This chapter is divided into four major parts; review of related theories,

  criticism, context of the novel, and theoretical framework. Review of related theories consists of theory of literature and theory of psychology. Then, context of the novel explains the background of the novel. Meanwhile, criticism includes critics and comments on Felitta and his works. The last is theoretical framework is about problems the writer wants to solve and theories that are used in the problem solving.

A. Review of Related Theories

  This part is divided into two major parts. They are theory of literature and theory of psychology. Theory of literature is divided into three parts. They are theory of critical approaches, theory of character, and theory of characterization. In theory of psychology, there are theory of psychoanalysis, theory of personality and theory of motivation.

1. Theory of Literature

  In the theory of literature, some theories are needed. There are theory of critical approaches, theory of character and theory of characterization. Theory of critical approaches deals with the approaches usually used in the study of literature. In the second part, theory of character, explains any definition of character from many sources and also kinds of character in a story. The last part is

  8 theory of characterization which deals with the definition and ways of characterizing in the literary works.

a. Theory of Critical Approaches

  According to Rohrberger and Woods (1971: 3-15), there are five critical approaches. They are the formalist approach, the biographical approach, the sociocultural-historical approach, the mythopoeic approach, and the psychological approach.

  The formalist approach demonstrates the harmonious involvement of all parts to the whole literature work and also describes how meaning is derived from structure and how matters of technique determine of structure. This approach is concerned with the ideas, personality, and development of the author, the conception, and discrimination of ideas through literary pieces in historical context.

  Then, the biographical approach considers the author’s background to appreciate his or her work of literature. The sociocultural-historical approach considers the sociocultural-historical background, when the work is written, in order to understand the work.

  Meanwhile, the mythopoeic approach tries to observe the universally repeated structures of the human thought, which they perceive that it can give an important meaning to the work of literature. The psychological approach is an approach that involves the effort to discover and illustrate this approach certain repetitive patterns. To analyze the novel, the psychological approach is used. The psychological approach focuses on psychological aspects of human. This approach looks at the psychological motivations of the characters.

  9

  b. Theory of Character Van de Laar and Schoonwoerd (1957: 165) in An Approach to English Literature say that characters in a novel must be like actual human beings. The characters must be in some way recognizable men and women. Abrams (1981: 20) defines that “characters are the person presented in a dramatic or narrative work, who are interpreted by the reader as being endowed with moral and dispositional qualities that are expressed in what they say (dialogue) and by what they do (action)”. In addition, Foster (1974: 30-32) implies that the character in a fiction is an author’s creation and it is considered to be similar to the real people in life.

  According to Rohrberger and Woods (1971: 20-21), the characters can be described as flat and round character. Flat character remains stable, while round character is more complicated. Characters in a story may have various personalities and physical attributes, and they do things differently from what they have done in the beginning of the story to the end of the story. Therefore, there is no similar character of person in a story. All stories have some characters that are dominant to every event in the story and usually the events change the character’s behavior or the readers’ expectations toward the character itself. The flat character tends to be fixed and does not change within the story. The round character is usually protagonist. The protagonist is central in every action and the opposite of the antagonist character. The antagonist is another major character, which is not always a person, but it can be some external forces. They can be fate, environment, or something outside themselves. While based on the amount of attention given to the characters, Henkle (1977: 88-97) divides characters into major and secondary or minor characters. Major

  10 characters are characters observed most often in the novel and whose appearances are frequent. By understanding them, the readers will understand the central experiences of the novel. He points out that the effectiveness of most novels depends upon the ability of the major characters to express and dramatize the human issues of the book. On the other hand, the secondary or minor characters are characters that perform more limited functions. They are generally less complex, or less intense, and drawn in shallower relief, present what is often only one side of the experience.

c. Theory of Characterization

  Holman and Harmon (1986: 81-82) state that the process where an author creates a character is called characterization. Characterization is the creation of imaginary persons. They are created imaginatively, but they have to be seen real, so they exist for the readers as life like.

  According to Rohrberger and Woods (1971: 20), characterization is a process where the author creates a character that must be credible. They also add that characters have particular personalities and physical attributes that distinguish them from other characters. Another opinion comes from Myers and Simms (1989: 44) that consider characterization as the representation in literature of imaginary people whose combine physical descriptions, attitudes, motives, and life-like actions. Furthermore, the readers accept the representation as real people.

  Rohrberger and Woods (1971: 20) mention two ways in characterizing. First the author describes the character directly. He or she simply writes the physical appearance, or moral attributes of the character. The last, the author can describe

  11 the character dramatically. The author describes the character through the way he or she behaves or speaks. In this novel, it is described clearly how Janice Templeton, the main character, reacts in facing her life problems. It seems that Abrams has the same opinion with Rohrberger and Woods on how to characterize.

  While Abrams (1981: 21) in his book A Glossary of Literary Terms says that there are two different methods in characterizing the person in a narrative, which are showing or dramatic method and telling method. In showing, the author just writes about what the characters say and do and lets the readers conclude by themselves what motives and dispositions lie behind the characters’ words and acts. Furthermore, in telling, the author gives the description, and often evaluation, about the motives and dispositional qualities of the characters. Meanwhile, Murphy (1972: 61-173) in his book Understanding Unseen explains that there are nine ways used by the author to make his or her characters understandable to and come alive for the readers. They are personal description, character as seen by another, speech, past life, conversation of others, reactions, direct comment, thoughts, and mannerism. Here, the writer will explain briefly about those characterizations.

  The first one is personal description. It deals with physical appearances. The author can describe a person’s appearance by using facial expression and clothes that they wear in the story. A well dressed person can be identified as a rich and intelligent man. A man with scars on his face can show that he is a criminal.

  The second is character as seen by another. Instead of describing a character directly, the author describes him or her through the eyes and opinions of another character. Therefore the readers can get a reflected image of one’s character.

  12 The third characterization is speech. It is an important way that we can use to describe a character. The author gives us a description of the characteristic of one person in the novel through what the person says and the style of his or her speech. Whenever a person speaks, whenever he or she is in conversation with others, whenever he or she puts forward an opinion, he or she is giving us some clues to his or her character.

  The fourth one is past life. A person’s character is influenced by their past life. This is the reason why the author often gives hints to certain events in the characters past life in literary work.

  The fifth characterization is conversation of others. We can take clues of a person’s character through the conversations of the other people and the things they say about him or her. People talk about other people and the things they say often given as a clue to the character of the person spoken about. The sixth characterization is reactions. Different characters will react differently if they are faced with problems. Each reaction toward the problems shows the character’s tendency and his or her tendency gives the readers a clue about the character’s personality. How character solves the problem can show his or her true character and motivation. The next characterization is direct comment. The description by direct comment is different from the personal description. In the direct comment description, the author directly gives his or her personal reception and comment to the character that he or she creates.

  The eight is thoughts. By knowing one’s thought, the author can give us direct knowledge of what a person is thinking about. That way, we can know the character of that person simply by knowing what is in his or her mind.

  13 The last one is mannerism. The author can also describe a person’s mannerism, habits, or idiosyncrasies in his or her fictional life can also describe the character’s personality.

2. Theory of Psychology

  This part defines theory of psychoanalysis, theory of personality, and theory of motivation. The study needs to know the theory of psychoanalysis in order to explore the private personality or intrinsic motives that direct someone to do his or her reactions. Theory of personality is used in order to analyze the character more profoundly. This part is also completed by theory of motivation.

a. Theory of Psychoanalysis

  According to Atkinson (1981: 395-396) in Introduction to Psychology, psychoanalysis theory explores the private personality or the unconscious motives that direct behavior. Psychoanalysis theory is also concerned with the way in which personality develops.

  Psychoanalysis theory deals with Freud’s theory. Freud believes that personality is composed of three major systems. There are id, ego, and superego.

  Each system has its own functions, but the three interact to govern behavior. The id is the most primitive part of the personality. It presents in the newborn infant, from which the ego and the superego later develop. The id consists of the basic biological impulses (or drives), which include the need to eat, drink, eliminate wastes, avoid pain, and gain sexual pleasure. Freud believes that aggression is also a basic biological drive. The id seeks immediate gratification of

  14 these impulses. Like a young child, the id operates on the pleasure principle that endeavors to avoid pain and obtain pleasure regardless of the external circumstances. It can be concluded that the actions based on the id are basic human instinct such as instinct of sexuality (life-instinct), aggression (death- instinct), and immediate gratification. Therefore, if the id is the only part of personality, an individual might seek pleasure and avoid discomfort in immediate and dangerously spontaneous way.

  The second system is the ego. Children soon learn that their impulses cannot always be immediately fulfilled. Hunger must wait until someone provides food. The satisfaction of relieving bladder or bowel pressure must be delayed until the bathroom is reached. A new part of the personality, the ego, develops as the young child learns to consider the demands of reality. The ego obeys the reality principle, which tells that the gratification of impulses must be delayed until the appropriate environmental conditions are found. Ego is essentially the ”executive” of personality in that it decides what actions are appropriate and which id impulses will be satisfied in what manner. The ego mediates among the demands of the id, the realities of the world, and the demands of the superego.

  The third part of the personality, the superego, is the “internalized” representation of the values and morals of society as taught to the child by the parents and others. It is essentially the individual’s conscience. The superego judges whether an action is right or wrong. The id seeks pleasure, the ego tests reality, and the superego strives for perfection. The superego develops in response to parental rewards and punishments. It incorporates all the actions for which the child is punished or reprimanded as well as all the actions for which the child is rewarded.

  15 Initially, parents control children’s behavior by reward and punishment.

  Through the integration of parental standards into the superego, behavior is brought under self-control. Children no longer need anyone to tell them it is wrong to steal. However, their superego tells them. Violation of the superego’s standards, or even the impulses to do so, produces anxiety over the loss of parental love. According to Freud, this anxiety is unconscious. The conscious emotion is guilt. If parental standards are overly rigid, the individual may be guilt- ridden and inhibit all aggressive or sexual impulses. In contrast, an individual who fails to incorporate any standards for acceptable social behavior will have few behavioral constraints and may connect in excessively self- indulgent or criminal behavior, such a person is considered to have a weak superego.

  Sometimes the three components of personality are in the same position. The ego postpones the gratification that the id wants immediately, and the superego battles with both the id and the ego because behavior often falls short of the moral code it represents. More often, in the normal person, the three work together to produce integrated behavior. In addition, Kasschau (1995: 270) states that the id is concerned with what the person wants to do, the ego is concerned with planning what he or she can do, and the superego is concerned with planning what he or she should do.

b. Theory of Personality

  According to Wright (1970: 515), when we ask the question”What is so-and-so like a person?” We usually answer, in the first place, to a description in terms of traits or types. We may say that the person is highly sociable, active, talkative, and

  16 impulsive, thus describing him or her by reference to his or her salient traits, or we may simply attach a type label and call him or her an extravert. These two kinds of description are also relevant to scientific study of personality. We shall first consider each in turn and then the distinction between them. We identify traits by observing individual behaving consistently in response to a variety of environmental conditions. To identify specific trait, we must observe a characteristic modus operandi, or style of behavior, which is evident in a large number of widely differing circumstances.

  Kalish (1971: 52-69) states that the human personality can be studied and discussed in terms of processes, sections, characteristics, and pieces, but the human being behaves as a total entity. Moreover, he or she behaves as an organism interacting with his or her social environment and culture. Personality can be defined as the “dynamic organization of characteristic attributes leading to behavior and distinguishing one individual from other individuals”. Personality also refers to the total individual and includes (but is not limited to) needs, motives, methods of adjusting, temperament qualities, self-concepts, role behaviors, attitudes, values, and abilities. The human personality may be viewed in a variety of ways. We may see it as either enduring or arising from a specific situation, as either an integration of segments or a whole entity, as being motivated to come to rest or being motivated to grow and develop, as stemming largely from heredity or mostly from the environment or varying combinations of the two, as being totally determined by heredity and environment or as having freedom and choice. Sometimes we use the word “personality” to describe an individual’s most striking characteristic. According to Atkinson (1981: 383), personality is defined

  17 as the characteristic patterns of behavior and modes of thinking that determine a person’s alteration to the environment. Atkinson (1981) also states: The term characteristic in the definition implies some consistency in behavior that people tend to act or think in certain ways in many different situations.

  For example, you can probably think of an acquaintance who seldom expresses anger, no matter what the provocation, and another who flies off the handle at the slightest irritation. (383)

  It means that the consistency of behavior in someone’s personality may affect him or her to act or think in certain ways in different situations. Furthermore, characteristic relates to behavior in personality. Behavior is the result of interaction between personality characteristics and the social and physical conditions of the environment. There are public and private personalities. Public personality includes expressive features and mannerisms, general disposition, the way you react to threatening situations, the attitudes, and much more. Someone may behave differently in large social gatherings than he or she does in a small group of close friends, but the public side of your personality still can be observed by others and can be measured in various ways. The private personality is a hidden part of personality. Private personality includes the fantasies, thoughts, and experiences that are not shared with others.

  As stated by Reyna (1973: 23), personality is a collection of emotional, thought, and behavioral patterns unique to a person that is consistent over time.

  Personality comes from the Latin persona, which means literally” the mask used by the actors” to portray a part. It is the mask “through” (per) which he “sounds”

  18 (sonat) his part. It suggests that the personality is the mask of one’s role in the comedy or tragedy of life and is not to be identified with the actor, for the persona is nothing more than a veil hiding his true nature. According to Braun (1975: 404), psychologists use the concept of personality to find out not only what make individuals unique but also what it is that makes people seem to behave consistently in a variety of situations and over a long period of time. Personality may be defined as those continuing characteristics of the person that are significant for interpersonal behavior. There are also some views on attitudes as one part of a whole personality. These views are explained in order to avoid misunderstanding on the concept of behavior and attitudes as parts of personality. People have attitudes about an enormous number of subjects.

  We have attitudes about and opinions of general election, the value of college education, the lifestyle that we want, our teachers and friends, our families, and countless other topics. Moreover, character, attitudes, behavior and other terms are included in someone’s personality.

  Braun (1975: 566) defines attitude as a relatively lasting evaluation formed on the basis of knowledge and beliefs on the one hand and affective reactions on the other. Moreover, our attitudes often influence us to act in certain ways. That is, those objects toward which we have positive attitudes we generally look for, while those objects toward which we have negative attitudes we typically shun. A major reason for studying attitudes is the expectation that they enable us to predict behavior. Attitudes are sometimes quite inconsistent with behavior. Some psychologists claim that behavior is seldom the product of one influence alone. Other factors may weaken the relationship between attitudes and corresponding