FREUDIAN LATENT PHASE IN WILDERNESS AS PORTRAYED IN WILLIAM GOLDING’S LORD OF THE FLIES

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FREUDIAN LATENT PHASE IN WILDERNESS

AS PORTRAYED IN WILLIAM GOLDING’S

LORD OF THE FLIES

(A Psychological Approach)

THESIS

Submitted as a Partial Fulfillment of Requirements For the Sarjana Sastra Degree in English Depatment

Faculty of Letters and Fine Arts Sebelas Maret University

By:

JOTIKA PURNAMA YUDA

C0305037

ENGLISH DEPARTMENT

FACULTY OF LETTERS AND FINE ARTS

SEBELAS MARET UNIVERSITY

SURAKARTA

2011

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FREUDIAN LATENT PHASE IN WILDERNESS

AS PORTRAYED IN WILLIAM GOLDING’S

LORD OF THE FLIES

(A Psychological Approach)

By:

JOTIKA PURNAMA YUDA C0305037

Approved to be examined before the Board of Examiners Faculty of Letters and Fine Arts

Sebelas Maret University

Thesis consultant

Dra. Nani Sukarni, MS NIP. 195103211981032002

The Head of English Department

Dr.Djatmika, M.A NIP. 196707261993021001

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FREUDIAN LATENT PHASE IN WILDERNESS

AS PORTRAYED IN WILLIAM GOLDING’S

LORD OF THE FLIES

(A Psychological Approach)

By:

JOTIKA PURNAMA YUDA C0305037

Accepted and approved by the Broad of Examiners Faculty of Letters and Fine Arts

Sebelas Maret University On Februari 10th, 2010

The Broad of Examiners

Position Name Signature

Chairman Dra. Endang SA, MS (……….)

NIP. 195208141981032001

Secretary Yuyun Kusdianto, SS (……….)

NIP. 197706182005011001

First Examiner Dra. Nani Sukarni, MS (……….) NIP. 195103211981032002

Second Examiner Drs. Mugijatna, MSi, PhD (……….) NIP. 195102011986011001

The Dean of Faculty of Letters and Fine Arts Sebelas Maret University

Drs.Sudarno, MA NIP. 195303141985061001

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PRONOUNCEMENT

Name : Jotika Purnama Yuda NIM : C0305037

I hereby stated wholeheartedly that I write the thesis entitled Freudian Latent Phase in Wilderness as Portrayed in William Gloding’s “The Lord of the

Flies.” It is not a plagiarism nor made by others. The things related to other

people’s works are written in the quotations and included in bibliography.

If it is then proved that I cheat, I am ready to take the responsibilities, including the withdrawal of my academic degree.

Surakarta, February, 2011

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MOTTO

Discere Docendo

(To Learn through Teaching)

(Latin Phrase; Anonymous)

Verily, with every difficulty there is relief.

Verily, with every difficulty there is relief.

(Qur'an 94:5-6)

To Embrace the Purpose of Our Creation is to Set Our

Goals Larger than One’s Perspective, then Live it in Faith.

Enjoy Your Life Wisely

(Researcher)

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DEDICATION

This thesis is sincerely dedicated to my beloved

Mother,

Father,

Gramps,

Brothers,

Teachers, and

All best companions in my life.

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vii Bismillahirahmaanirahiim...

Alhamdulillahirabbil’alamin... I would like to thank God for the love, blessing, and guidance in my whole life and especially during the process of completing this thesis. I am very grateful for the precious learning which I got through the struggle of thesis compiling process. However, I realize that this thesis could not be done without any favors given to me by many individuals and institution, particularly those with the deep foundation of friendly and caring love.

In this memorable moment, I would like to express my deepest gratitude to the very adorable

1. Drs. Sudarno, M.A. Dean of Faculty of Letters and Fine Arts who gave approval on the thesis.

2. Dr. Djatmika, M.A., Head of the English Department who gave support and permission to write the thesis.

3. Dra. Nani Sukarni, MS, the thesis consultant who gave me guidance, advices, and encouragement during the writing of the thesis.

4. M. Taufiq Al Makmun, S.S., the academic advisor who gave me moral support during the academic period.

5. All lecturers of English Department for the patience in giving knowledge. 6. Bapak Ibu, my beloved parents, my grand parents, for every prayer,

patience, trust, and support for the whole time in my life. My little brothers, may you guys be great, make everyone proud!

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7. My Beloved Aila, thank you, for giving me such love and inspiration, for lighting the beauty in my life, May Allah gather what’s the best of ours and bond it as one. And thank you, for letting me love you.

8. My best friends, Astri Sinta Dewi, for all the good and bad time we share, and the suggestions kept me in track..:), Vianinda Pratama Sari, for all the help during the early semesters..:), And all those crazy times, Dian Catur P.K. for the all those fun, sharing, and companions during the years..:), Hemi Suzana, for the crazy time and stuff, Just Rock and Roll!!:) May all of us find success and happiness, Amen.

9. The travelers of the less traveled path, the Fellowship of the Letters Class,

Hemi “Imeh” Suzana (the Gothic witch), Nurin Anitasari (The Hipocritical

Reverend?:)), Adwin Agung Kurniawan (The Playboy of the Western World), Dyah US (The Ugly Duckling?:)), Al Qadrine Galih Poetry S (The Image Love), those were great times lads, it shall always be remembered.

10.The insipiring friends in ED 05, Chemitz, Ratih Wu, Fauzi, Dini, Arin, Abdul, Mayang, Onie, Nafis, Windhut, Ferra, Endro and the others who are not written here, i do not mean to forget you guys, keep

spiritful....”two thousand and five...semangat!!!!”.

11.All Crew of Better than Broadway Theatre, Imeh, Ebsi, Ferry “Mbok

Iblis” Soepriyatin, Lucky, Theo, Endro, Us, Kodir, Nabila, Ichsan

(honorary member), Ucup, Andika, Arin, Seto, and others, keep the spirit of Letters Guys, pass on the legacy, BTB, God Save the Drama!!!

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12.All staff, teachers and crew of Lembaga Pendidikan Indonesia Amerika, thanks for all the trust and opportunity, I learn a lot.

13.All inspiring figures in my life, teachers, philosophers, men of letters, scientist, musician, etc whom I cannot mention one by one.

14.All individuals and institution contributing the thesis process that I cannot mention one by one, thanks for the support.

After all I have tried to do my best in writing this thesis, but I realize that this thesis is far from being perfect.

Surakarta, Februari 2011

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TABLE OF CONTENTS

TITLE………... THESIS CONSULTANT’S APPROVAL………...

BOARD OF EXAMINATION’S APPROVAL ……….

PRONOUNCEMENT ………. MOTTO ………. DEDICATION ……….. ACKNOWLEDGEMENT ……….. TABLE OF CONTENTS ……… ABSTRACT ………

CHAPTER 1: INTRODUCTION

A. Background ………...

B. Scope of Study ……...………...

C. Problem Statement ………..

D. Objectives of Study …….………

E. Benefit of the Study...………. F. Theoretical Approach ……… G. Method of Research ………..

H. Thesis Organization ……….

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1 4 4 4 5 5 7 8

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xi CHAPTER 2: LITERATURE REVIEW

A. The Relation between Literature and Psychology………..…. B. General Psychology...……….……... C. Freudian Psychoanalysis Theory ……...……….

1. The Unconscious Mind 2. Id, Ego, Superego

a. Id b. Ego c. Superego

3. Dynamic Personality Development a. Oral Phase

b. Anal Phase c. Phallic Phase d. Latent Phase e. Genital Phase

D. British Lifestyle and Education during Post War II Era…...

CHAPTER 3: ANALYSIS

A. Early Characterization of the Three Major Characters and Their

Dominant Feature of Id, Ego, Superego….………

1. Ralph’ Dominant Personality Feature……….……..

2. Jack’s Dominant Personality Feature…..………

3. Piggy Dominant Personality Feature……..………

11 11 13 15 15 16 17 17 18 19 20 21 22 23 25 28 31 31 33 37 40

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B. The dominance and Interaction of the Early Characterization and The Way It Resemble Freud’s Theory... C. Major Characters Personality and Dominance Development Along

the Novel’s Progress, Signified by the Major Events that Happen, in

Relation with Freudian Psychoanalysis Theory ………

1. Starting Point; Ego Dominant Role; The Boys Deserted in the Island,

the First Tribe Meeting, and Ralph Elected as Chief ………

2. Early Conflict between Ego and Id; Tension between Jack and Ralph

and Talk about Beastie ………..

3. Early Sign of Weakening Superego; Bonfire, Jack and Litlunt Ignores

Tribe’s simple Rule of Speaking………

4. Turning Point, Conflict Between Ego and Id, Id Achieve First

Triumph; Further Tension between Ralph and Jack, Jack and His

Hunters Kill a Mother Pig ………

5. Broadening Id’s Dominance; Jack Invites Everyone to a Feast where

They Eat the Meat ……….

6. Id’s Peak of Dominance, Death of Superego; Piggy and Simon are

Murdered ………..

7. Ego being Dominated and Cornered by Id’s Force; Ralph is Alone and

Jack’s Tribe Sets Out to Kill Him……….

8. Restoration of Civilization, Force of Superego; A Rescue Party Arrives

and Ralph and the Others Leave the Island ………

D. The Formulation of Analytical results of the Characters Personality 43

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45

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55

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and its development along the novel’s progress in Relation with Freudian Psychoanalysis Theory……….

E. The Formulation of William Golding’s Idea toward Adolescence

(latent phase) and its development in wilderness as reflected on his novel; The Lord of the Flies, in relation with Freudian

Psychoanalysis Theory……….

CHAPTER 4: CONCLUSION AND SUGGESTION

A. Conclusion ………...

B. Recommendation ……….

BIBLIOGRAPHY ………...

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63

66 66 68 69

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ABSTRACT

Jotika Purnama Yuda. C0305037. 2011. Freudian Latent Phase in Wilderness as

Portrayed in William Golding’s The Lord of the Flies. Thesis. English

Department, Faculty of Letter and Fine Arts, Sebelas Maret University, Surakarta.

One’s personality development and its influence in life is one of the

psychological issue portrayed in the literary work. The characterization of the

characters especially the age range in William Golding’s The Lord of the Flies

resembles the same range as what in Freudian personality development as the latent phase. The variable of the setting given in the novel, a deserted island, provide an extensive elaboration of the theory. The research is focused on the psychological features of the major characters, its development, and its influence in relation with the theory and the variable given within the novel. The thesis is aimed to finding out the alternate development of the characters within the latent phase with the different variable given, the social environment of wilderness.

The thesis was a descriptive qualitative library research. The researcher used psychological approach to analyze the development of the main characters’ personality features and its influence to the other characters and its social environment.

The source of data of the research was a novel by William Golding entitled The Lord of the Flies. The main data were taken from the source of data which implied the personality features of the characters and its development along the novel progresses. The main data were analyzed based on the supporting data which were taken from books, articles, essays, critics, and other related writings.

From the research, it is found out that in wilderness, eventually the main characters with dominant personality feature of id gain more influence and domination than the other major characters. The other major characters with dominant ego and superego gain influence at the early phase when the atmosphere of civilization is still around but continually losing it as the novel progresses. From the analysis, it is implied that without the boundary of civilization, people will fall into a recessive form of development, savagery.

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ABSTRAK

Jotika Purnama Yuda. C0305037. 2011. Freudian Latent Phase in Wilderness as

Portrayed in William Golding’s The Lord of the Flies. Skripsi. Sastra Inggris,

Fakultas Sastra dan Seni Rupa, Universitas Sebelas Maret, Surakarta.

Perkembangan kepribadian suatu individu dan pengaruhnya dalam kehidupan adalah salah satu tema yang direfleksikan di dalam karya sastra. Karakterisasi dari para karakter di dalam novel karya William Golding The Lord of the Flies terutama pada rentang umur mempunyai kesamaan dengan apa yang dinamakan sebagai fase laten pada teori perkembangan kepribadian Sigmund Freud. Perbedaan variable latar belakang yang disajikan dalam di dalam novel tersebut, pulau tak berpenghuni, menyediakan kemungkinan pengembangan yang lebih lanjut dari teori yang telah ada. Penelitian ini berfokus pada fitur-fitur psikologis dari karakter-karakter utama, perkembangannya, dan pengaruhnya sehubungan dengan dasar teori yang digunakan serta variabel yang disajikan di dalam novel tersebut. Penelitian ini bertujuan untuk menemukan perkembangan alternatif dari para karakter di dalam fase laten mereka sehubungan dengan variabel berbeda yang disajikan, lingkungan sosial yang berupa alam liar.

Penelitian ini adalah penelitian deskriptif kualitatif pustaka. Peneliti menggunakan pendekatan psikologis untuk menganalisa perkembangan dari fitur-fitur kepribadian para karakter dan pengaruhnya terhadap karakter-karakter lain dan lingkungan sosialnya.

Sumber data dari penelitian ini adalah sebuah novel karya William Golding yang berjudul The Lord of the Flies. Data utama diambil dari sumber data yang menunjukkan fitur-fitur kepribadian dari para karakter dan perkembangannya sesuai perkembangan cerita yang disajikan di dalam novel tersebut. Data utama dianalisis bersama data pendukung yang diambil dari buku-buku, artkel, essay, kritikus, dan tulisan lain yang berkaitan.

Dari penelitian ini, dapat disimpulkan bahwa di alam liar, karakter utama yang mempunyai kepribadian yang didominasi oleh Id pada akhirnya mampu mendapatkan pengaruh dan dominasi yang lebih dari karakter utama lainnya. Karakter-karakter utama yang lain, yang mempunyai kepribadian yang didominasi oleh ego dan superego, mempunyai pengaruh dan dominasi pada tahap awal ketika suasana peradapan masih terasa, namun secara berkelanjutan kehilangan pengaruh dan dominasi tersebut seiring dengan perkembangan cerita yang disajikan di dalam novel tersebut. Dari analisi tersebut, dapat disimpulkan bahwa tanpa batasan dari peradaban, manusia akan mengalami kemunduran menuju tahap kebribadian yang lebih terbelakang, ketidak-beradaban.

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CHAPTER I

A. Background of the Study

Human psychology and its nature has always been an interesting discussion. And literary works, on its development, has indeed achieved trustworthy status as the reflection of the real world. Despite its category as fictional work, the elements of literary works and its making process are always derived from the real happenings around the work or the author. Characterization,

especially, is often influenced by the author’s idea which certainly experience

phases and under certain psychological circumstances.

William Gerald Golding, a British novelist who won a Nobel Prize in 1983, was born on September 19th, 1911, in Cornwall, England. He spent his childhood within a gloomy environment in his house which is located next to a graveyard. He was not particularly good student in mathematic but his interest in language was formidable. Thus, he spent two years two years in Brasenose College, Oxford University in the natural sciences discipline before deciding to switch into English. There, he published his first book entitled a volume of poems before earning his bachelor degree. After graduating from his college, Golding started his career as a social worker while continued writing literary works and act in plays for London theatre. He then trained to be a teacher and worked as English and philosophy teacher at Bishop Wordsworth's School in Salisbury. But he had to leave this profession during the outbreak of the World War II to serve the

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Royal Navy. When the war was over, he resumed his profession as a teacher and a writer. Though he made many works and published many essays and reviews at that moment, none of his novel was accepted by the publisher until he finished his novel which entitled; The Lord of The Flies.

The Lord of the Flies, which was first published in 1954, was Golding’s first success after his return from the World War II. The novel was published both in England and in the United States of America and achieved success and become a common addition to the schools reading list.

Golding’s The Lord of the Flies achieves both success and severe criticism

due to its idea and the method of its presentation. With the setting of a deserted island where neither laws nor rules exist, Lord of the Flies begins the novel by characterizing children 6 – 12 years old as its actors. Those children are English schoolboys who survived a plane crash which was destroyed on an air assault during the war.

From the sociological background (post World War II), the English educational institutions, at that time, were having strict and discipline rules applied in their daily activities. This is the background frame of the of the

characters’ personality which will contradict the setting where the plot progresses

without any force of civilization that the used to have.

The reason why the researcher chooses the Lord of the Flies as his subject is that; the characterization of the lost boys has the same range with the Freudian

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dynamic personality development phase as the Latent phase. This is the phase

where people’s Id, part of Freudian personality structure which control behavior

based on biological demands, is repressed or seems to be asleep, and does not experience much significant developments. On the other hand, this is the phase where the demand of norms, values, ethics, rules, and many other civilization means are intensely required since this is when ego and superego experience massive development. In other words, it is the phase when people learn and adapt with a broader social life values. In the place where psychological maturity and health are required to create the lowest level of civilization, the innocence of the boys allegorically reflect pure humanity into whatever it might become without guidance or limitation from a civilization. In other statement, it provides the possibility to portray the nature of human and how would it develop in a different variable, or can likely to be called abnormal circumstance; in wilderness.

The way the novel presented is also often criticized as an allegory to the

real world in the writer’s idea. Allegory itself means fictional literary narrative or

artistic expression that conveys a symbolic meaning parallel to but distinct from, and more important than, the literal meaning. (Microsoft ® Encarta ® Reference Library 2005. © 1993-2004 Microsoft Corporation). This allegorical phenomenon, which is closely related to psychological experiences and basic nature of human characteristics, is most likely traceable with psychoanalysis in order to justify the idea and message that the writer wants to deliver.

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B. Scope of Study

In order to avoid deviation and to make this thesis more directed, the analysis will focus on the characterization of the characters, especially of the three major characters, their historical background and main personality feature, and also their personality developments as the novel progresses. Then, it will be continued with the analysis of the influential aspects of their developments and

interactions made among them, to formulate Golding’s idea toward human nature

in latent phase within abnormal circumstance; in wilderness.

C. Problem Statement

Based on the background above, the problem that is formulated in this research is: How do the three major characters in their latent phase, with their dominant personality features, interact and develop toward one another within abnormal circumstance; in wilderness, related to Freudian psychoanalysis theory?

D. Objective of the Study

This study is aimed to formulate and maps Golding’s idea toward children

near adolescence (latent phase), and what it can develop into in wilderness, without any interference of civilization, as reflected on his novel; The Lord of the Flies, in relation to psychoanalysis theory.

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E. Benefit of the Study

This research is held with the purpose of getting some benefits as follows:

1. To give a brief understanding about Sir William Golding’s idea toward

adolescence (latent phase) of human personality and its development within a different variable as reflected on his novel; The Lord of the Flies, in relation with psychoanalysis theory.

2. To provide more viewpoints in understanding human nature with the

additional information from the findings of Golding’s idea which is

reflected on his novel; The Lord of the Flies, in relation to psychoanalysis theory.

3. To give additional information to the readers especially to the students of English Department who are interested in the Post War II English Literature and Psychoanalysis theory.

F. Theoretical Approach

This Research is based on Literary Studies. To do the research based on literary studies means that the studies try to reveal the literary contents of the works which may cover process, intrinsic and extrinsic elements, whether implicit or explicitly written on the work. In short, the object of literary studies can be anything as long as it deals with the existence of the work and the mission it carries.

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In accordance with the statement that has been mentioned, the researcher

tries to formulate Sir William Golding’s idea toward children near adolescence

(latent phase), would interact toward one another and develop into, especially without the normal circumstance of the interference of civilization as reflected on his novel; The Lord of the Flies, in relation to psychoanalysis theory.

In order to reach the goal of this research, a strategy is required. And by using strategy means using the appropriate theoretical approach. And related to the problem statement, Sigmund Freud’s Psychoanalysis Approach would be helpful to find out the psychological and influential aspects and the changes

toward the characters’ personality developments. The different circumstances from the „usually’ required one during the personality development phase of the

children, Freudian latent phase in this case, shows a more extreme development in

a simply more primitive way. Still based on Freud’s, this approach

(psychoanalysis approach) can be used to trace and visually formulate the personality developments of the characters.

In accordance with the statements above, this research would try to answer

the problem statement, that is; how do the main characters’ personalities develop,

interact, and influence one another without the interference of superior norms, belief, values, or civilization in short, in relation to Freudian psychoanalysis theory. Its perspective about the general concepts and phenomena about the related psychological circumstances, and the variants it might result in another particular circumstance, as in this case, the intrinsic elements of the novel.

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G. Method of Research

1. Type of Research

The type of research is library research in the form of descriptive qualitative one. A library research is a study where the data are taken from bibliographical resources. While the descriptive qualitative is a way used in a research where the researcher gives a description about something, in this case, about the research object (Kartono, 1976, p.43).

2. Data and Source of Data

Data is a group of information that will be analyzed in order to answer the question that has been stated in the problem statement. The data, which are considered relevant to the topic of the thesis, are:

a. Main Data

The main data of this research is the novel entitled “The Lord of the Flies”

written by Sir William Golding, including all intrinsic elements in it which is related to the subject matter.

b. Supporting Data

The supporting data of this research are taken from many historical books, theoretical literatures, internet, etc. which are considered relevant with the subject matter.

3. Technique of Collecting Data

The collecting data is started by reading and observing the novel as the main data carefully and repeatedly to get in depth understanding toward the

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subject matter. The next step after getting the comprehension of the subject matter is to make a note of important points, which related to the problem that will be analyzed in this research. The supporting data are collected by selecting and making note of essential points relevant to the problem of the research. All the data are gathered in line to classification and relevance toward the problem of the thesis.

H. Thesis Organization

The structure of this thesis is designed as follows: Chapter I : Introduction

Consists of:

A. Background B. Scope of Study C. Problem Statement D. Objective of the Study E. Benefit of the Study F. Theoretical approach G. Method of Research H. Thesis organization

Chapter II : Literary Review Consists of:

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B. General Psychology

C. Freudian Psychoanalysis Theory

D. British lifestyle and education during Post War II Era

Chapter III : The Analysis Consists of:

A. The early characterization of the three major characters; id, ego, superego.

B. The dominance and interaction of the early characterization and the way it resemble Freud theory

C. The analysis of the Major Characters Personality and its

development along the novel’s progress, signified by the major

events happen, in Relation with Freudian Psychoanalysis Theory.

D. The Formulation of the analytical results of the characters personality and its development along the novel’s progress in Relation with Freudian Psychoanalysis Theory

E. The Formulation of William Golding’s Idea toward children

near adolescence (latent phase) and its development in wilderness as reflected on his novel; The Lord of the Flies, in relation with Freudian Psychoanalysis Theory.

commit to user Chapter IV : Conclusion and Suggestion Consists of:

A. Conclusion B. Suggestion

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CHAPTER II LITERARY REVIEW

A. The Relation Between Literature and Psychology

The underlying aspect which links psychology and literature is that both focus on human behaviour. While literature works more on expressing thought, ideas, and experiences of people, psychology focuses on understanding it. Yet, from this simple point, both artist and psychologist share similarity within the mission they carry. And for many years, this overlapping convergent has been employed in the use of literature to test psychological theories and to understand human behaviour in historical times, in the psychological analysis of literature, and in psychological studies of authors and readers.

“The artist [says Freud] is originally a man who turns from reality because

he cannot come to terms with the demand for the renunciation of instinctual satisfaction as it is first made, and who then in phantasy-life allows full play to his erotic and ambitious wishes. But he finds a way of return from this world of phantasy bact to reality; with his special gift, he moulds his phantasies into a new kind of reality, and men concede them a justification as valuable reflection of actual life. Thus by a certain path he actually becomes the hero, king, creator, favourite he desired to be, without the circuitous path of creating real alteration in

the actual world.” (Wellek, Warren, Theory of Literature pg. 82)

According to Freud, the artist and the work are a two way tunnel through which both can be accessed or traced back with a certain mean which in this case; psychology. Literary work represents product of the artist’s thought and desire or a form of escapism which he could not have gotten it in the real world. Thus, what matters in the academic field is not a phantasm, but the causality of the occurring phenomenon and its logical explanation. And psychology, in relation to the topic,

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provides the channel which can possibly relate the causality and explain the

process between the causes; artist’s desire and point of view, and the result; the

work produced for the fulfilment of the cause.

There are thousands of literary works as well of thousands dominant aspects that those works carry. Each work is basing n different background and different purpose. Some carry social phenomenon, some carry moral values, some carry environmental issue, some carry psychological, and so on. And the focus of each work can only be linked with a certain mean known as approaches. Among the scientific approaches, psychological approach is one of the most common methodologies used in literary research. This is proven by the number of theorists who include psychology into their inclusion of literary approach such as: Renee Wellek and Austen Warren in Theory of Literature, Wilbur S. Scott in his Five Approaches of Literary Criticism, Kutha Ratna in his Teori, Metode, dan Penelitian Sastra, Guerin, Labor, Willingham, and Morgan in their A Handbook of Critical Approaches to Literature, and many others.

By ’psychology of literature’, we may mean the psychological

study of the writer, as type and as individual, or the study of the creative process, or the study of the psychological types and laws present within works of literature, or, finally, the effects of literature upon its reader (audience psychology). (Wellek, Warren, Theory of literature page 81) According to Wellek and Warren, there are four kinds of psychological theory employment within literary research; the study of the writer, the study of the creative process, the application of psychological theory within literary works, and the study of the audience. And related to this research, both Freudian personality structure and dynamic personality development share similarity with

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the phenomena presented within the characterization in Golding’s novel The Lord

of the Flies, therefore this research can be included in the third category of the literary theory employment within literary research, the application of psychological theory within literary work. And as explained within this definition; Psychology, the scientific study of behavior and the mind, (Microsoft ® Encarta ® Reference Library 2005), the research will focus on the feature of behaviour and mind which usually represented within the characterization of the characters.

B. General Psychology

“Psychology, the scientific study of behavior and the mind.” (Microsoft ®

Encarta ® Reference Library 2005). The points conveyed by the definition clearly limit the field that the psychology conveys. The first is that psychology is a scientific enterprise that obtains knowledge through systematic and objective methods of observation and experimentation. Second is that psychologists study behaviour, which refers to any action or reaction that can be measured or observed—such as the blink of an eye, an increase in heart rate, or the unruly violence that often erupts in a mob. Third is that psychologists study the mind, which refers to both conscious and unconscious mental states. These states cannot actually be seen, only inferred from observable behaviour.

Though psychology is considered as one of the youngest sciences, its root had emerged since the era of the Greek philosopher. Even from about 600 to 300 BC, Greek philosophers inquired about a wide range of psychological topics. Their interests of such kind of topic were formerly conducted within the branch of philosophy known as epistemology. Epistemology itself mainly discuss about the

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nature of knowledge and how human beings come to know the world, and interact within each own perception. Further, the early philosophers such as Socrates, Aristotle, and Plato wrote about pleasure and pain, knowledge, beauty, desire, free will, motivation, common sense, rationality, memory, and the subjective nature of perception, which even though on the most parts are only subjectively definable, but its existence is undeniable. Yet, they also argue whether the traits of human are innate or the product of experience.

After centuries of thought and theories, psychology finally achieved its predicate as a formal discipline of science in the late 19s century. The modern psychology was firstly triggered by some findings within the older root of science; physiology and philosophy, findings which discover the relation between mental illness and the physical one.

“Some of the early pioneer of modern psychology were; “James McKeen

Cattell, one of the first psychologists to study individual differences through the

administration of “mental tests”; Emil Kraepelin, a German psychiatrist who

postulated a physical cause for mental illnesses and in 1883 published the first classification system for mental disorders; and Hugo Münsterberg, the first to apply psychology to industry and the law, and physiologist Wilhelm Wundt who established the first laboratory dedicated to the scientific study of the mind.

Wundt’s laboratory soon attracted leading scientists and students from Europe and

the United States. He was extraordinarily productive over the course of his career. He supervised a total of 186 doctoral dissertations, taught thousands of students, founded the first scholarly psychological journal, and published innumerable

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scientific studies. His goal, which he stated in the preface of a book he wrote, was

“to mark out a new domain of science.” (Adapted from Microsoft Encarta

Reference Library 2005)

And among great developments of modern psychology, there was Sigmund Freud who brought modern psychology into a new level of formal science with his theory of Psychoanalysis.

C. Freudian Psychoanalysis Theory

1. The Unconscious Mind

One of the most essential parts of Freudian psychoanalysis is the existence of the unconscious mind which plays an important role in building human personality. According to Freud, people behave not entirely due to their conscious consideration but as the result of the formulation between the conscious and unconscious mind. In his point of view, the structure of human psychological personality drive can be described as follow:

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From the illustration above, the upper part above the surface; is people’s

behaviour which is implied in their daily appearances and commonly considered as the conscious mind. But as we can see here, there are also unseen parts which located below the surface and contribute a role in shaping the whole structure. These parts, which Freud illustrated like the unseen lower parts of a giant iceberg below, are what he recalled as the unconscious mind. Both conscious and unconscious mind develop and affect one another which results a formula of how people will behave and take actions based on the characteristics of the dominant feature that they have in them.

2. Id, Ego, Superego

Freudian psychoanalysis take human personality as a system which mainly consist of three major parts, they are Id, Ego, and Superego. The three is a functional structure which affects one another and results a system which is

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a. Id

Id is the oldest and the most savage form of human personality. It is the first form of the system which exists since people are born, or even before that. It is passed to people genetically, and reacts instantly due to their biological demands. During the early infants stage, human is a pure Id. When babies are hungry, they will cry loudly until they are fed and full regardless of the surroundings business. They act only on their biological demands, and ignore any sociological aspects in their surrounding.

In many references, id is also known to work due to the principle of pleasure. It provides drives which on one hand will comfort and please the people, and on the other hand will stress them when there is no fulfilment of the existing drives. It does not stop at this point yet, when the need and urge are not fulfilled in a longer period, it can jump out and affect the conscious mind. For example when we are hungry and unable to get food for a longer period of time, we will reach the phase when we cannot think anything other than gaining food. This is when Id bursts out and overlaps the other balancing personality construction, ego and superego.

b. Ego

Ego is the realistic part of personality which is employed by id to fulfil its urges. At early stages, ego develops from some part of id. It connects the organism with the reality of outer world in where he lives. It then seeks the real objects to fulfil the needs and urges from id which represent an organism needs. As in the simple case in older infants, they slowly process the things which ease

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their way of getting what they want and the things which prevent them of getting it.

Unlike Id which only understand pleasure and the demand to fulfil it, ego works based on the realistic concept. It will seek, within reality, of what the organism needs as the satisfying device and the stress reliever. And when the required objects are unavailable, it will seek for substitutions. At this point, can be said that ego is the part of personality which is able to differentiate between reality and fantasy. And it is also, within certain level, having the duty to carry the stresses in case there is no mean found to fulfil what ego needs. Contrast with id which functions with the principle of pleasure, ego functions with the principle of reality. It means that ego will adjust the amount of action done to satisfy the pleasure drives according to the real condition found in reality. Ergo, it is able to delay, minimize, or even substitute the form of pleasure fulfilment due to the affordable means in the real world. In short, ego runs a secondary process to think rationally of what is needed and what can be achieved in relation to the realistic environment, social environment, and conscience. It is the ratio of human’s personality.

c. Superego

While the two other parts concern mainly to the individual demands, superego is developed and functions as the manifestation of norms and values in where a person live. For example, a child develops his superego through the order and restriction from his parents. From the reward and punishment that he gets, a child learns the norms and values which exist on his surrounding. Freud

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categorize superego into two sections, conscience and ideal ego. Conscience is the part which is shaped through the results of punishment and guilt got by the child from his wrong behaviour. And ideal ego is the result of praise and reward which is given to the child for his good behaviour from the parents or society around him. This ideal ego will later shape self esteem and pride in people. And different from ego which holds the principle of reality, superego demands perfection in thought, saying, and action which commonly related with social aspects. It enables people to have a self control.

Id, ego, and superego develop through experience and interaction of an individual being with the larger environment around him. The diversity and complexity of experiences and environments create variety in human personality. The kinds of experience and environmental social issue got by a child will shape the kinds of personality he will hold on his adulthood. As in adult, people will behave according to the dominant factor of id, ego or superego which the have. In a larger scale, it will contribute reasonable cause of how people become good or evil, honest or hypocritical, law breaker or someone who convey norms and values in most aspects in his life. For this case, Freud provided a theory which deals with the development of these parts and how it results in the future adulthood. The theory is commonly known as the Dynamic Personality Development.

3. Dynamic Personality Development

As a scientist from 19th century, Freud based his thought on the law of energy. That energy cannot be created or destroyed, but only transformed in shape

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and manifested into certain other forms. This is the foundation of his theory of Dynamic Personality Development. The inner drives and outer forces received by a person will be extracted and transformed into a manifestation of personality

system. The process however, takes time and begun very early along the person’s

first interaction with his own inner drive, and the outer surrounding environment. According to him, there are five stages in human dynamic personality development.

a. Oral Phase

The oral Phase is the earliest stage which develops since a baby is born until he is about eighteen months. At this age, a baby will be very dependent to his mother for his survival. Two major activities that he has everyday are breastfeeding and fell asleep within satisfaction. Therefore, his oral organ becomes his pleasure centre. In this stage, the main form of personality which is shaped is dependency and trust in other people. This is the stage where a baby has not yet realizes his existence as an individual being. He cannot differentiate the distinct existence between a mother and himself, or even a mother and her breast. This can be seen fro the occurring cases where a baby sucks his own toe or wrist and thought that it was a feeding nipple. And this stage will end when the mother stops giving breast feed to the baby. This process is assumed by psychoanalysis to be extremely difficult for baby for this is the phase where a baby has to stop his major pleasure for the first time.

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The imbalance care at the anal phase is responsible to the various personality imperfections for people in their adulthood. Say, a baby who gets excess fulfilment to their pleasure drive, breastfeeding in this case, will develop a receptive oral personality. This type of personality is identified with the extra dependent attitude to the mother or the surrounding environment. Further, baby with this kind of case later on, will develop a passive behaviour which expect the favour of others, and easily believe in people. Other example is that on baby who recently grows his teeth, their pleasure centre is located on the way they use these teeth. Excess fulfilment on their pleasure centre at this stage, will develop an aggressive oral personality. The symptom can be identified in the people with argumentative behaviour, the use of sarcasm, pessimistic acts in some cases, dominating, and manipulating attitude.

b. Anal Phase

The anal phase of a child happens when he is in the range of one and a half year to three years old. This is the phase when a child feels pleasure especially related to the process of holding and excreting his feces. While at the same time,

most children are familiar with “toilet training” in where they learn to do the

excreting process in an appropriate place. This is the first stage they are introduced to the surrounding environment as a distinct thing from themselves. Thus they have to manage the balance between the drive of id which demands the urge of a relief as the result of excreting process, and the social norms which is taught by their parents. At this stage, the role of parents in teaching them to do the

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development. Too strict teaching method on one hand, might succeed in making the child able to hold the drive of relieving the feces, while on the other hand, shape their personality to be a neat (in the term of perfectionist), economics (in the term of stingy), and tendency of stubbornness. Yet, lack of attention and force in this teaching method results a destructive, unorganized personality, impulsive, and in some cases, sadistic. Further, parents who gives more compliment to the child which do the learning correctly will develop his pride, self esteem, and creativity.

c. Phallic Phase

The phallic Phase happens to a person when he is on the range between three to six years old. This is the phase when a child libido and sexual urge begin to grow even though still in an abstract phase. The phenomena which happen in this stage differ between boys and girls. They are oedipal conflict in boys, and elektra conflict in girls.

Oedipal conflict occurs due to the car and protection of a mother that makes boys idolize her and make them want to have such kind of figure for their own. The dependency of a boy to his mother develops a personality of attraction to such kind of being. Thus, the very existence of a father in this stage is considered to be an anxiety for the boy as competitor. From the physical features, a boy will realize the threat that he encounter along the addition of social norms, he will eventually has to accept that he is no match for his father. And at this

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phase, he learns how to let go and keeps the very picture of attraction. This identification of father and mother figure and social norms are one of the most

important phases of superego’s development.

While at the boys the existence of superior threat develop their state of personality, in the phallic phase of girls, it is the disappointment of a non-belonged material within their selves which play the role. The first loveable object of girls is also their mother. But since during the phallic stage their main interest is genital organ, the fact that she does not find what she finds in her father or brother, makes up her mind. This phenomenon is known as the penis envy. Therefore, she has to let go and turns her idolization from her mother to her father. Thus she keeps the social norms and the picture of attraction along within her personality.

d. Latent Phase

The latent phase happens when children within the age of children commonly start going to school, from four, five, or six years old, to eleven, twelve, or thirteen years old, or near adolescence. Freud described the latent phase as one of relative stability since at this stage the drive of id or sexual urge is not gone but seems to be repressed or asleep. The suppressed sexual energy originates from the phallic phase when children realize that his/her wishes and longings for the parent of the opposite sex cannot be fulfilled and will turn away from these desires. The Children then start to identify with the parent of the same sex. The libido is transferred from parents to friends of the same sex, clubs and hero/role-model figures, and socially superior people around them.

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With the children’s focus in a broader scale of environment other than

parent as in the earlier stage, at this latent stage the ego then realize of a broader aspect that can be both obstacle and facilitator in fulfilling the urge of Id. This is the moment when children realize unwritten values recognized in their surroundings. Like when the children do something which is considered as good or bad, right or wrong by their parents or socially superior people around them, they receive reward or punishment from which they react and eventually learn about it. This part of ego which realize the new term of right and wrong, accepted and unaccepted, good and bad, and other terms used by its surrounding in making perspective of certain objects or behaviours, build a massive constructive atmosphere for superego to develop maximally.

This is the golden age of the development of ego and superego, where children absorbs most of the social norms and believe, and also formal education from the society. Freud did not discuss much about this phase since theoretically; it is not related with any erogens organ. Yet, it is the most important part where the children develop their social understanding of law and order.

Seeing the fact that this is the phase when children mostly need guidance, role models, examples, facility and restriction from socially superior individuals, the researcher find it intriguing to provide a different variable related with the subject of the research. What if at this crucial moment when the superior society is most required by the children to develop their ego and superego, it is unavailable. With the plot that the characters of the novel are having the similar age range with the latent phase and a contrast variable where they are deserted on

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an empty island, let the objective mind to seek the varied result. These abnormal circumstances provide the possibility of a broader application and development of the theory.

e. Genital Phase

The genital phase is the peak of dynamic personality development which

happens since adolescence and along the rest of a person’s life. This phase

happens due to the maturity of reproduction organs. The early stage of this phase causes an enormous desire within adolescents. And according to Freud, every adolescent will go through a homosexuality issue in the form of interest and care to friends, teachers, or someone from the neighbourhood within the same gender. Yet, this does not mean that they are sexually active in homosexual behaviour. This sub phase will commonly fades in time and substituted with their interest to the subject from opposite gender. Theses changes are indicated with the process of seeing each other, having a relationship, and getting married.

As the peak of Freudian dynamic personality development, human being at this phase is considered in the most perfect form of his being. People at this phase have developed both mature social and sexual relationship within the context of heterosexual love. Their libido, the drive of living and surviving, is channelled appropriately to the beloved opposite sex partner within the socially appropriate way which is agreed by the society. People, at this phase, are expected and considered as a free social-individual being who has left their childhood passive and receptive behaviour, and become independent beings who can love,

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care, work, play, repress id’s drive as necessary, and actively solve the challenge

of life.

Even though the dynamic personality development is formed within a rational arrangement and processes, the shifts between each phase always happens

with a dramatic change to a person’s state. Each of this dramatic change is

commonly difficult, and must be face by one in order to survive and develop his self into a better form of being. And within their survival method, there a structural defence mechanism.

4. Freudian Defence Mechanism

The Freudian defence mechanism is the method of ego to survive and satisfy through both id and superego drives. The process happens when ego, the realistic part of human being, found his being threatened which result anxiety. The drive of ego will automatically analyze the overwhelming drive of id to survive and the social force of norms and value, and seek the best way to serve them both. The structural mechanism is as follow:

No Defence Mechanism

Explanation Example

1

2

Repression

Displacement

Unacceptable or unpleasant impulses are pushed back into the unconscious

The expression of an unwanted

A woman is unable to recall that she was raped

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27 3 4 5 Sublimation Rationalization Projection

feeling or thought is redirected from a more threatening, powerful person to a weaker one

Diversion of unwanted impulses into socially

approved thoughts, feelings, or behaviours.

A distortion of reality in which a person justifies what happens (also known as sour grapes)

Attributing unwanted impulses and feelings to someone else

younger sister after a teacher gives him a bad grade

A person with strong feelings of aggression becomes a soldier

A person who is passed over for an award says she

didn’t really want it

in the first place

A man who is angry at his father acts lovingly to his father but complains that his father is angry with him

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7

8

Reaction Formation

Denial

Undoing

Thinking or behaving in a way that is the extreme opposite of unacceptable urges or impulses

Refusal to accept or acknowledge an anxiety- producing piece of information A form of unconscious

repentance that involves neutralizing or atoning for an unacceptable action or thought with a second action or thought

Threatened by their awakening sexual attraction to girls, adolescent boys often go out of their way to tease and torment adolescent girls

A person who is convicted for DUI three times this year denies that he has a problem with alcohol.

A woman who gets a tax refund by

cheating on her taxes makes a larger than usual donation to the church collection on

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9 Regression People behave as if they were at an earlier stage of development

the following Sunday

A boss has a temper tantrum when an employee makes a mistake

(Cited from https://teach.lanecc.edu/kime/March30C03.pdf, on March 11th 2010)

D. British Society Lifestyle and education during Post War II Era

The end of World War II was both failure and turning point for British society. Having failed and stagnation from post First World War made Britain make up their mind of not repeating the same mistake during the post World War II. All aspects in both material and spiritual were developed maximally as in a deadline of a duty. This mass movement convey all aspects in British people including their educational policy. And one of the most famous policy was

the1944 Butler’s Education Act.

"It shall be the duty of the local education authority for every area, so far as their powers extend, to continue towards the spiritual, mental and physical developments of the community"(1944 Butler’s Education Act Part II, 7). The British government were employing strict rule and policy during these times. Their mission is to recover the society as soon as possible and develop the quality

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of their pupils both mentally and spiritually. This strict policy, however, slightly ignores the nature of young pupil as in all children; playing.

The new system was a breakthrough considering the simple old one. Within the old one, there were only Elementary Schools for children between the ages of 5 and 13 problems were limited. There was only one way forward after school - the working world. There was no possibility of an academic career except for those who could afford it. While at the new one, all students at the age of 11 are required to pass an examination known as the 11+ examination. This examination provides the children a further chance to continue their education. This examination, at that moment, led a debate between the Labour and the Conservative. The main discussion of disagreement was mainly deals with the fact that it was true, that the future life of a child was decided at about 11. Pupils who didn't sit or who failed the 11+ examination could only gain access to a Secondary Modern School and later perhaps to a Technical School. It was a major force and a brand new shock culture to carry in such a young age.

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CHAPTER III ANALYSIS

The Research will be divided into several stages. In the early stage the researcher will analyze the three major characters and decide their dominant factor of id, ego, and superego. It is carried in order to give more visible analysis on the following stages. From this point, their dominant factor will be generalized into broader perspective of the existence as individual (with dominant) id, ego, and superego.

The research will then be conducted based on the development of interaction and domination among the three major characters, recalling the major characters as individual (dominant) feature of id, ego, and superego. And from the progress of the novel and the provided theory of Freudian psychoanalysis, the data will then be analyzed into conclusion to answer the problem statement; how do the three major characters in their latent phase, with their dominant personality features, interact and develop toward one another within abnormal circumstance; in wilderness, related with Freudian psychoanalysis theory?

A. Early Characterization of the Three Major Characters and Their Dominant Features of Id, Ego, Superego

In this sub-chapter, the researcher will analyze the early characterization of the three major characters to find out each dominant features portrayed by

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Golding in relation with Freudian personality structure. The analysis of this sub-chapter is conducted to create a more visible scheme to Freudian personality structure which consists of Id, Ego, and Superego as explained in Chapter II. And here, the researcher will take the first chapter of the novel as the main data of analysis. Therefore the researcher will categorize and divide the data according to their significant personality features.

And to summarize the characteristic of each Freudian personality structures in the main line are as follow:

Id act based on biological demand, immediate pleasure fulfilment, and cannot differentiate between phantasm and reality, it act regardless the surrounding social environment. It is the most primitive form of personality structure.

Ego act based on reality concept, it perceives what can be done related to the urge inside and the real condition outside, it does not only focus on the immediate fulfilment but also in a long term survival both as one self and as a part of social environment. It is the ratio of human being.

Superego act based on the social norms, belief, and values taught to one self, it differentiate what is right and what is wrong, what may be done and what may not. It is the conscience of people. And from that basic term of Freudian personality structure, the data will be analyzed and classify into the dominant feature of each characters as the following analysis.

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1. Ralph’s Dominant Personality Structure

No Data Analysis Dominant

Feature 1. 2. 3. 4. 5.

“This is an island. At least I

think it’s an island. That’s a

reef out in the sea. Perhaps

there aren’t any grownups anywhere.”

(LOTF pg 7)

Ralph said nothing. Here was a coral island. Protected from

the sun, ignoring Piggy’s ill

-omened talk, he dreamed pleasantly.

Piggy insisted (LOTF page 17)

“Iclimbed a rock,” said Ralph

slowly, “and I think this is an island.”

(LOTF page 16)

“We’d better all have names,” said Ralph, “so I’m Ralph.”

(LOTF page 27)

“He’s not Fatty,” cried Ralph, “his real name’s Piggy!”

(LOTF page 27)

Observing the surrounding,

assuming rationally, “that’s a reef out in the sea.” Exact

evidential consideration

Observing surrounding physically while acting to fulfil the body need, care less to social value, “ignoring

Piggy’s ill omened talk”

Concluding based on evidence

Purposing on social act in order to be prepared for upcoming happening

Ignoring social norm for immediate joy Ego Ego Ego Ego Id

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8.

9.

10.

“Seems to me we ought to

have a chief to decide things.”

(LOTF page 28)

Ralph raised a hand for

silence. “All right. Who wants Jack for chief?”

“Who wants me?” “I’m chief then.”

(LOTF page 29)

Ralph looked at him, eager to offer something.

“The choir belongs to you, of

course.”

“They could be the army—”

“Or hunters—”

“They could be—”

“Jack’s in charge of the

choir. They can be—what do

you want them to be?”

(LOTF page 29-30)

“Listen, everybody. I’ve got

to have time to think things

out. I can’t decide what to do

straight off. If this isn’t an

island we might be rescued

straight away. So we’ve got to

decide if this is an island. Everybody must stay round here and wait and not go away. Three of us—if we take

more we’d get all mixed, and

lose each other—three of us will go on an expedition and

Purposing on social act in order to be prepared for upcoming happening

Giving chance to satisfy

other’s force so there will be

no more trouble lies ahead

Observing most possible immediate force and offering it alternative to satisfy its need to calm it down

Distribution of assignment based on objective point of view with consideration of

everyone’s force of

personality to keep it in order and under control in order to survive. Ego, superego Ego Ego Ego

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11.

12.

13.

14.

find out. I’ll go, and Jack, and, and. . . ”

(LOTF page 30)

“You’re no good on a job like this.”

(LOTF page 31)

“Look.”

“You can’t come.”

“Better Piggy than Fatty,” he

said at last, with the directness of genuine leadership, “and

anyway, I’m sorry if you feel

like that. Now go back, Piggy,

and take names. That’s your job. So long.”

(LOTF page 32)

“We’ll go to the end of the

island,” said Ralph, “and look round the corner.”

“If it is an island—”

“We’ll try climbing the

mountain from here,” he said. “I should think this is the easiest way. There’s less of

that jungly stuff; and more

pink rock. Come on.”

(LOTF page 33-34)

“We ought to draw a map,” said Ralph, “only we haven’t any paper.”

(LOTF page 35)

Objective and frank decision, ignoring social norm of the way to say it

Objective, yet considering social norm he find necessary to keep everything in order

Systematic way of thinking, logical assumptions based on the surrounding facts, pure steps of survival objective, long term plan.

Systematic way of thinking, logical assumptions based on the surrounding facts, pure

Ego

Ego

Ego

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16.

“That’s the quickest way back.” “There’s no village smoke, and no boats,” said Ralph wisely. “We’ll

make sure later; but I think

it’s uninhabited.”

(LOTF page 39)

“You should stick a pig,”

said Ralph fiercely. “They

always talk about

sticking a pig.”

Why didn’t you—?”

(LOTF page 42)

steps of survival objective, long term plan.

Systematic way of thinking, logical assumptions based on the surrounding facts, pure steps of survival objective, long term plan.

Immediate anger

Ego

Id

On this early chapter of the novel can be seen that Ralph’s role is essential.

He takes decisions based on logic, he try hard to fulfil and calm every force of the

team which mainly come from Piggy’s and Jack’s. Sometimes he walks along

Jack’s side, sometimes he comfort Piggy’s side. His decisions are objective and in

the term of long lasting survival. Therefore his dominant personality structure in Freudian psychoanalysis is ego.

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2. Jack’s Dominant Personality Structure

No Data Analysis Dominant

Feature 1.

2.

3.

His face was crumpled and freckled, and ugly without silliness. Out of this face stared two light blue eyes, frustrated now, and turning, or ready to turn, to anger.

(LOTF page 25)

The tall boy shouted at them.

“Choir! Stand still!”

(LOTF page 25)

“Kids’ names,” said

Merridew. “Why should I be Jack? I’m Merridew.”

Ralph turned to him quickly. This was the voice of one who knew his own mind.

“Then,” went on Piggy, “that

boy—I forget—”

“You’re talking too much,”

said Jack Merridew. “Shut up, Fatty.”

(LOTF page 27)

Description of a physically less decent character from the writer. An immediate possibility of force channelling of anger.

Direct order, without observing what things should be done and how it should be done, ignoring the surrounding condition.

Frontal objection to social norm, immediate response to the self superiority

Self centred attitude, total ignorance of social norms, frontal defence on his immediate comfort, due to

Piggy’s speech.

Id

Id

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“I ought to be chief,” said

Jack with simple arrogance,

“because I’m chapter chorister

and head boy. I can sing C

sharp.”

(LOTF page 28)

“Hunters.”

(LOTF page 30)

“We don’t want you,” said Jack, flatly. “Three’s enough.”

(LOTF page 31)

“We shan’t see round this

corner,” said Jack, “because

there isn’t one. Only a slow

curve—and you can see, the rocks get worse—”

(LOTF page 33)

“What made this track?” “Animals.”

(LOTF 34)

“This is real exploring,” said Jack. “I bet nobody’s been here before.”

(LOTF page 35)

Self centred attitude, total ignorance of social norms. And immediate response to the self superiority.

A profession chosen to fulfil immediate force of hunger

Objective decision, yet a harsh way to communicate

Observing logically trough physical surrounding environment

Quick answer based on instinct, not seeing other possibility, only what his mind firstly recalls

Expression of immediate excitement Id Id Id Ego, Id Ego Id

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39 11. 12. 13. 14. 15.

“We’ll get food,” cried Jack. “Hunt. Catch things until they fetch us.”

(LOTF page 39)

“Green candles,” said Jack

contemptuously. “We can’t eat them. Come on.”

(LOTF page 40)

“I was choosing a place,”

said Jack. “I was just waiting

for a moment to decide where

to stab him.”

“You cut a pig’s throat to let

the blood out,” said Jack, “otherwise you can’t eat the meat.”

(LOTF page 41)

“I was going to,” said Jack. He

was ahead of them, and they

could not see his face. “I was

choosing a place. Next time! (LOTF page 41-42)

Priority of immediate need, hunger, purposing fastest way to fulfil it, hunting, strengthen the satisfaction

line, “until they fetch us.”

Expressing knowledge, yet focusing on physical needs, hunger.

Self defence, compliance of the force to become superior

Expressing knowledge, yet focusing on physical needs, hunger

Self defence, compliance of the force to become superior, frank expression of anger and vengeance Id Id Id Id Id

On this chapter of the novel, Jack’s role is not as much as Ralph or Piggy,

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Ralph in making his decision. In physical appearance, Jack is described to be less decent than the other kids, a more barbaric form of human being which resonance to the description of Id. His actions, speech, and decisions are mainly self-centred, ignorant, and methods to fulfil his immediate needs such as food, force to become superior, and self joy ignoring the social condition surrounding him. Therefore his dominant personality structure in Freudian psychoanalysis is Id.

3. Piggy’s Dominant Personality Structure

No Data Analysis Dominant

Feature 1.

2.

3.

“What’s your name?” “Ralph.”

The fat boy waited to be asked his name in turn but this proffer of acquaintance was not made; the fair boy called Ralph smiled vaguely, stood up, and began to make his way once more toward the lagoon. The fat boy hung steadily at his shoulder.

(LOTF page 9)

“I expect we’ll want to know

all their names, ”said the fat

boy, “and make a list. We ought to have a meeting.”

(LOTF page 12)

“We got to find the others. We got to do something.”

Believe in and act due to the proper social norm he was taught about

Proposing on a social system, what should be valued and expressing it in a proper way he thinks socially suitable

Logical way of thinking, yet

Superego

Superego

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41

4.

5.

6.

(LOTF page 17)

“We got to do something.”

Ralph looked through him. Here at last was the imagined but never fully realized place

leaping into real life. Ralph’s

lips parted in a delighted smile and Piggy, taking this smile to himself as a mark of recognition, laughed with pleasure.

“If it really is an island—” “What’s that?”

(LOTF page 17)

“We can use this to call the

others. Have a meeting.

They’ll come when they hear

us—”

(LOTF page 20)

“He kind of spat, ”said Piggy. “My auntie wouldn’t let me

blow on account of my asthma. He said you blew

from down here.” Piggy laid a

hand on his jutting abdomen.

“You try, Ralph. You’ll call the others.”

(LOTF page 20)

setting the priority in social scope

Delaying the force of immediate happiness until he find it proper to express it according to the social environment

Logical way of thinking, yet setting the priority in social scope

Holding on a social message given to him, represented as his auntie telling him, finding a way to achieve his need yet comfort other forces in the way he finds as appropriate manner

Superego

Superego

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8.

“That’s why Ralph made a

meeting. So as we can decide

what to do. We’ve heard names. That’s Johnny. Those

two—they’re twins, Sam ’n

Eric

(LOTF page 26-27)

“I was with him when he

found the conch. I was with

him before anyone else was.”

(LOTF page 31)

Abiding his personal importance as he observe that it would be more accepted socially, and expressing his thought in a socially proper way which he thinks will comfort everyone.

Believe in and act due to the proper social norm he was taught about, and acknowledging that his importance in socially justified

Superego

Superego

On this chapter, Piggy’s role is filling the whole ignored by both Ralph

and Jack. While the two people focus more on the survival in different way, Jack goes for short term and Ralph goes for long term, Piggy purposes on what is less realized by them, the importance of social value, how a society should be conducted, a proper law and order. Therefore his dominant personality structure in Freudian psychoanalysis is Superego.

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43

B. The dominance and Interaction of the Early Characterization and The Way It Resembles Freud’s Theory

This sub-chapter will analyse further the data discussed in the previous sub-chapter with some additional points to shape a visible starting point to the upcoming analysis. Here, the researcher is going to build a diagram shaped from the data and interactions made by the characters with additional points from the supporting characters; the littlunts.

At the first chapter, seen from the amount of data, Ralph is dominating the small society. This can be caused from the environmental condition at this phase of setting. The schoolboys are newly cast away from civilization, recently lost the force of mature society, and the fact that they will have to stand up for their own survival. The influence of the civilization, represented by Piggy, they recently lost still have a hold on their personality, yet the reality which they face will make them slightly neglect its importance due to the wild which requires logical thinking and a touch of animal instinct, represented by Jack.

The other schoolboys, known as the litlunts, are the representation of a larger scale society influenced by the role of the main three characters. In the first chapter of the novel, their role is mainly determined by the dominant three. Some are loyal to Jack, though within force, but most of them follow Ralph's and listen to Piggy's decisions.

Therefore, the starting point of early personality condition within a greater scale at this first chapter can be concluded as follow;

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potential. The setting of a deserted island shows that, when there are no boundaries of rules, maturely implemented social norms and values, people might fall into savagery, a recessive term from what is called as humanity. His idea also covers that within the boundaries of civilization, the latent evil potential is commonly repressed, yet this makes many people unaware of their own latent dangerous nature.

Golding’s idea also suggests people to be aware and take a balanced care to the children in a latent phase due to their biological and psychological needs, as well as their latent nature of rebellion which is shown by Jack and his tribe when they do not get enough food and being too restricted within Ralph’s leadership.

CHAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusion

Adolescent during the latent phase bears the potential to become either good or evil person. The surrounding conditions both physical and social feature give significant contribution toward the people on their developing phase. Their actions toward certain situations are reflecting their potential nature. Their interest is driving them to do what they can to achieve it. And without a proper treatment it may result to a misguided and destructive behaviour. An exceeding restrictive treatment can result to the urge to rebel, while deficiency of guidance and properly applied discipline may result into a recessive term from humanity.

Golding’s novel succeeds in showing the complexity of human’s

personality. It shows that all human have the latent evil potential when they are not properly managed. He successfully illustrates how even an adolescence bears the urge to dominate and the natural process to become savage. With this kind of potential, the novel implied further possibility of the improper care of children may result massive destruction over humanity. The novel also shows the inflectional aspect of the varied development from Freud’s theory. Some of them which can be implied from the novel are; the lack of guidance and supervision, excessively restricting rules regardless their biological and psychological needs, and the unawareness of the people in the adulthood about the potential that they

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in the setting of the deserted island where neither socially superior individual nor well established social system exists. The excessive restricting rules regardless their biological and physical needs is represented in the way Ralph ruled them and often ignored their need of food and time to play as the nature of children. And the unawareness of adult is implied from the rescue party officer which expect more of them and take the death of the two children as the result of the plane crash other than murder.

Another aspect which Golding might want to show is the importance of the latent phase which was not emphasized in the balanced attention by Freud as the other stages due to its lack of sexual organization development. The stage which Freud took as a relatively stable is represented by Golding as a more crucial part in his novel.

And to answer the problem statement of the research, the final conclusion derived from the paragraphs above is that children, represented as the three major characters and the littlunts, within latent phase in wilderness, that when the superego does not have sufficient facilitator to develop, in order to survive, the children will rely more on what have been developed more completely on their previous stage, id. And the ego with the weakening superego will be dominated by the urge of id. In conclusion, children without a decent guidance and restriction from socially superior individuals and well established society may result them to fall into recessive form of humanity, savagery.

B. Suggestion

From the statements of the conclusion section, the researcher would like to suggest several points as follow;

The first point, as a literary research, this thesis is made to provide a deeper and broader understanding of literary works, especially William Golding’s art. And particularly with the subject analyzed within the research, children personality development and the variable provided in the novel, this thesis is expected to give alternate view points to understand the subject matter in relation with Freudian psychoanalysis theory.

The second point, as one of the purposes of literary works is to educate not only officially through thorough understanding and researches but also unofficially true the catharsis effect presented within the literary work. And in this

particular case, the lesson concluded from Golding’s work is the potential of evil

within each person and the aspect which influence its development. Therefore, the researcher would like to give this thesis as a media of contemplation to always be aware of our nature and all potential we carry, and to take decent actions in conserving it. Further to decide the decent care to the children as yet a mature individual, to give their right and guide them for a better civilization.

The last point, this thesis is only a single step to uncover all possible

messages within literary works, especially Golding’s arts, therefore the researcher

hopes that this work will give useful contribution and inspire other researcher within the same subject matter or in a broader one in future.

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Freud. Sigmund. 2006. Pengantar Umum Psikoanalisis Yogyakarta ; Pustaka Pelajar

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Drs. S. S. Budhi Hartono, M.Si. 2001. Dasar-dasar Psikoanalisa Freudian, Jakarta; Lembaga Penelitian Universitas Indonesia

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Microsoft ® Encarta ® Reference Library 2005. © 1993-2004 Microsoft Corporation. All rights reserved.

http://www.know-britain.com/general/education_in_england_3.html Dated on March 10th 2010.

http://www.educationforum.co.uk/sociology_2/historyeducation.htm Dated On March 10th 2010-03-11