Gayle`s defense mechanism in gayle sander`s mummy witness.

i

ABSTRACT

Garay, Barata Azeem. (2015).

Gayle’s Defense Mechanism In Gayle Sander’s

Mummy Witness. Yogyakarta: English Letter Departement, Faculty of Letters,

Sanata Dharma University.

This thesis analyzed

Mummy’s Witness

, a novel by Gayle Sanders. The story

is about a little girl named Gayle Sanders who grows up in a middle-class economy

family. The problem in the story starts with Gayle’s father, Tom, who cruelly abuses

Gayle’s mother, Susan, and hangs h

er to death in the end. Gayle is the only witness

of the horrifying scenes. Afterwards, Gayle lives with a foster family. Thus, no one

was able to understand Gayle so she is taken care by a psychiatric care unit. She

tries to commit suicide several times there. In her adult stage, she went to another

psychiatric hospital where she is raped by a male nurse. By her, effort she manages

to survive and gain a better life.

The goal of writing this thesis is

to analyze Gayle’s Defence

-Mechanism

resulted from her experience of being physically, verbally, mentally and sexually

abused by her father. To attain the goal, this thesis focused on three problem

formulation, namely: (1) What is Gayle Sanders character? (2) What are Gayle

Sander’s conflicts in the work? (3)

What are Gayle Sanders

’

defense mechanism?

The method applied was library study. There were two sources used:

primary and secondary sources.

Mummy’s Witness, the novel, was the primary

source in this thesis. The secondary sources were books and undergraduate thesis

on literature and psychology. I applied some theories of character, characterization,

and defence-mechanism to answer the formulated question.

Based on the analysis, first Gayle is characterized as fearful, sorrowful,

disturbed, obedient, suicidal and brave gir

l. Gayle’s conflicts begin with herself,

watching her mother being abused and unable to do anything. Then, Gayle’s

conflict with the society, where the society is against her and she has to go on her

own. Last conflict and the major conflict in Gayle’s lif

e, is facing Tom. Where Tom

keeps on abusing her and her mother, not only being abusive, but Tom also sexually

abuses Gayle.

Finally, Gayle’s defence-mechanism was found: Displacement,

Repression, and Regression.

ii

ABSTRAK

Garay, Barata Azeem. (2015).

Gayle’s Defense Mechanism In Gayle Sander’s

Mummy Witness. Yogyakarta: Sastra Inggris, Fakultas Sastra, Sanata Dharma

Yogyakarta.

Skripsi ini menganalisis tentang novel yang berjudul

Mummy’s Witness

,

karangan Gayle Sanders. Novel ini menceritakan seorang anak perempuan yang

tumbuh dan berkembang di keluarga ekonomi menengah. Permasalahan muncul

mulai dari awal cerita di novel. Ketika ayah Gayle menyiksa ibu Gayle dan yang

pada akhirnya menggantungnya sampai mati. Gayle adalah satu-satunya saksi mata

dari tragedi menyeramkan tersebut. Lalu, Gayle di rawat oleh keluarga angkatnya.

Walaupun pada akhirnya tidak ada yang sangup untuk merawat Gayle, yang

mengakibatkan dirinya di rawat di rumah sakit jiwa. Setelah dewasa, Gayle kembali

masuk ke rumah sakit jiwa lainnya. Pada saat Gayle menjalani perawatan di sana,

dia di perkosa oleh suster pria. Dengan usaha yang Gayle lakukan, dia berhasil

untuk bertahan hidup dan meraih kehidupan yang layak.

Tujuan dari penulisan skripsi ini adalah untuk menganalisis sistem

pertahanan psikologis yang dimiliki Gayle Sanders oleh pengalaman dan siksaan

yang dialaminya. Untuk mencapai tujuan tersebut skripsi ini terpusat pada tiga

pertanyaan: (1) Bagaimana karakter utama, Gayle Sanders, digambarkan? (2) Apa

saja konflik yang di alami oleh karakter utama? (3) Apa saja sistem pertahanan

psikologis milik Gayle sanders mengatasi konflik-konlik yang ada?

Metode yang di gunakan untuk skripsi ini adalah metode perpustakaan. Ada

dua sumber yang digunakan: sumber premier dan sekunder. Sumber premier adalah

novel

Mummy’s Witness karangan Gayle Sanders. Sumber sekunder adalah buku

dan skripsi tentang sastra dan psikologi. Kami menerapkan beberapa teori tentang

karakter dan karakterisasi, dan juga teori tentang sistem pertahanan psikologis

untuk menjawab pertanyaan-pertanyaan tersebut.

Berdasarkan analisis, Gayle memiliki sifat penakut, tersiksa, bermasalah,

patuh, mencoba bunuh diri dan berani. Konflik yang dimiliki Gayle bermula dengan

dirinya sendiri. Dia melihat ibunya di siksa onleh ayahnya tetapi dia tidak dapat

berbuat apa-apa, yang menimbulkan dilema di dalam dirinya. Konflik kedua adalah

dia dengan masyarakat sekitar. Dimana masyarakat sekitar berpikiran bahwa Gayle

adalah gadis yang bermasalah, memiliki permasalahan psikologis. Konflik terakhir

dan yang paling besar adalah Tom, dimana Gayle di perlakukan secara kasar dan

disiksa secara seksual. Secara keseluruhan sistem pertahanan psikologis Gayle

Sanders adalah penyalah tempatan (displacement), penekanan ingatan (repression),

dan kembali ke awal (regression).

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M e s to my beloved parents ,Clarance y r e v e e c n a d i u g d n a e v o l ,s r e y a r p r i e h t r o f . d P . S a ti m a r a P a n a y h D d n a y a r a G l r a C

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x i

T N E T N O C F O E L B A

T S

E G A P E L T I

T ... i

E G A P L A V O R P P

A ... ii

E G A P E C N A T P E C C

A ... iii

E G A P O T T O

M ... iv

E G A P N O I T A C I D E

D ... v

Y T I L A N I G I R O F O T N E M E T A T

S ... v i

S R E P N A A T A Y N R E

P ETUJUANPUBLIKAS IKARYAI LMIAH... v i i

T N E M G D E L W O N K C

A S... iivi

T N E T N O C F O E L B A

T S... xi

T C A R T S B

A ... xi

K A R T S B

A ... x ii

N O I T C U D O R T N I : I R E T P A H

C ... . 1 .

A Backgroundo fTheStudy... . 1 .

B ProblemFormulaiton... . 3 .

C Objecitves oft hes tudy... 3 .

D DeifniitonTerms... .4

I R E T P A H

C I :REVIEWOFLITERATURE... 5 .

A Reviewo fRelatedStudies... 5 .

B Reviewo fRelatedTheo ires... 7 .

1 LtieratureTheory... 7 .... .

aTheoryo fCharacte randCharacteirzaiton... 7 .... .

bTheoryo fConfilct... 8 .

cFreudianPsychoanalyitcandLtieratureTheory... 11 .

2 Psychoanalysi sciritcismTheory .

aTheoryo fPsychoanalysis... ... 21 .

bTheoryo fDefence-MechanismbyFreud... 21 .i Displacement... 13 .... .i

i Projectoin... 31 .i

ii ReacitonFormaiton... 41 .

v

i Regression... 41 .

v Repression... 14 .

C Theoreitca lFramework... 14

Y G O L O D O H T E M : I I I R E T P A H

C ... 61 .

A Objec to ftheStudy... 61 .

B Approacho ftheStudy... 71 .

C Methodo fthes tudy... 91

: V I R E T P A H

C ANALYSIS... 02 .

A Descirpitonoft heCharacter :GayleSanders... 02 .

x .

2 Miserable... 2 7 .

3 Disturbed... 32 .

4 Obedient... 4 5 .

5 Suicidal... 4 8 .

6 Brave... 5 5 .

B GayleSanders ’Confilcts... 95 .

1 GayleSanders ’Confilc twtihHersefl... 95 .

2 GayleSanders ’Confilc twtiht heSociety... 62 .

3 GayleSanders ’Confilc twtihTom... 66 .

C GayleSanders ’Defence-Mechanism... 86 .

1 Displacement... 86 .

2 Repression... 07 .

3 Regression... 27

N O I S U L C N O C : V R E T P A H

C ... 57

Y H P A R G O L I B I

i x T C A R T S B A . ) 5 1 0 2 ( . m e e z A a t a r a B , y a r a

G Gayle’ sDefense Mechanism In Gayle Sander’ s s s e n ti W y m m u

M .Yogyakatra :Engilsh Lette rDepatrement ,Facutly o fLetters , . y ti s r e v i n U a m r a h D a t a n a S z y l a n a s i s e h t s i h

T e d Mummy’ sWtiness ,a nove lby Gayle Sanders .The e l d d i m a n i p u s w o r g o h w s r e d n a S e l y a G d e m a n l ri g e lt ti l a t u o b a s i y r o t

s -clas s

h T . y li m a f y m o n o c

e e problem i n t he story statr swtih Gayle’ sfather ,Tom ,who h s g n a h d n a , n a s u S , r e h t o m s ’ e l y a G s e s u b a y ll e u r

c ert odeathi nt heend .Gaylei s c s g n i y fi r r o h e h t f o s s e n ti w y l n o e h

t enes .Atferwards ,Gayle ilve swtih a foste r o t e l b a s a w e n o o n , s u h T . y li m a

f understand Gayle so she i staken care by a d a r e h n I . e r e h t s e m it l a r e v e s e d i c i u s t i m m o c o t s e ir t e h S . ti n u e r a c c ir t a i h c y s

p ul t

e s r u n e l a m a y b d e p a r s i e h s e r e h w l a ti p s o h c ir t a i h c y s p r e h t o n a o t t n e w e h s , e g a t

s .

r e h y

B , oeff trs hemanagest os urviveand ag inabetterl fie. s i s i s e h t s i h t g n it ir w f o l a o g e h

T to analyzeGayle’ sDefence-Mechanism f o e c n e ir e p x e r e h m o r f d e tl u s e

r being physically ,verbally ,mentally andsexually n o d e s u c o f s i s e h t s i h t , l a o g e h t n i a tt a o T . r e h t a f r e h y b d e s u b

a three problem

m r o

f ulaiton ,namely :(1 )Wha tis Gayle Sanders character? (2 )Wha tare Gayle ) 3 ( ? k r o w e h t n i s t c il f n o c s ’ r e d n a

S W hatareGayleSanders’ defensemechanism? d o h t e m e h

T appiled wa s ilbrary study .There were two source sused : . s e c r u o s y r a d n o c e s d n a y r a m ir

p Mummy’ sWtiness ,the novel ,wa sthe p irmary s i s e h t e t a u d a r g r e d n u d n a s k o o b e r e w s e c r u o s y r a d n o c e s e h T . s i s e h t s i h t n i e c r u o s , r e t c a r a h c f o s e ir o e h t e m o s d e il p p a I . y g o l o h c y s p d n a e r u t a r e ti l n o e c n e f e d d n a , n o it a z ir e t c a r a h

c -mechanismt oanswert hef ormulatedquesiton. d

e s a

B on the analysis ,fris tGayle is characte irzed a sfeafrul ,sorrowful , , fl e s r e h h ti w n i g e b s t c il f n o c s ’ e l y a G . lr i g e v a r b d n a l a d i c i u s , t n e i d e b o , d e b r u t s i d s ’ e l y a G , n e h T . g n i h t y n a o d o t e l b a n u d n a d e s u b a g n i e b r e h t o m r e h g n i h c t a w t h ti w t c il f n o

c hesociety ,wheret hesocietyi sagains the randshehast ogo onhe r e r e h W . m o T g n i c a f s i , e fi l s ’ e l y a G n i t c il f n o c r o j a m e h t d n a t c il f n o c t s a L . n w o o s l a m o T t u b , e v i s u b a g n i e b y l n o t o n , r e h t o m r e h d n a r e h g n i s u b a n o s p e e k m o T . e l y a G s e s u b a y ll a u x e

s Finally , Gayle’ s defence-mechanism wa s found : . n o i s s e r g e R d n a , n o i s s e r p e R , t n e m e c a l p s i D

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k . Novel i n imencertiakan seorang anak perempuan yang h a g n e n e m i m o n o k e a g r a u l e k i d g n a b m e k r e b n a d h u b m u

t .Permasalahan mun lcu g n a y n a d e l y a G u b i a s k i y n e m e l y a G h a y a a k it e K . l e v o n i d a ti r e c l a w a i r a d i a l u m u t a s h a l a d a e l y a G . it a m i a p m a s a y n g n u t n a g g n e m a y n ri h k a a d a

p -satunya saks i a g r a u l e k h e l o t a w a r i d e l y a G , u l a L . t u b e s r e t n a k m a r e y n e m i d e g a rt i r a d a t a m t a k g n

a nya .Walaupunpadaakhrinya itdakadayangsangupuntukmerawa tGayle , e l y a G , a s a w e d h a l e t e S . a w ij t i k a s h a m u r i d t a w a r i d a y n ir i d n a k t a b i k a g n e m g n a y n a t a w a r e p i n a l a j n e m e l y a G t a a s a d a P . a y n n i a l a w ij t i k a s h a m u r e k k u s a m i l a b m e k e l o a s o k r e p i d a i d , a n a s i

d h suste rp ira .Dengan usaha yang Gayle lakukan ,dia . k a y a l g n a y n a p u d i h e k h i a r e m n a d p u d i h n a h a tr e b k u t n u l i s a h r e b ir k s n a s il u n e p i r a d n a u j u

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p miilk iGayleSander soleh pengalaman dansiksaan a g it a d a p t a s u p r e t i n i i s p ir k s t u b e s r e t n a u j u t i a p a c n e m k u t n U . a y n i m a l a i d g n a y a p A ) 2 ( ? n a k r a b m a g i d , s r e d n a S e l y a G , a m a t u r e t k a r a k a n a m i a g a B ) 1 ( : n a a y n a tr e p ) 3 ( ? a m a t u r e t k a r a k h e l o i m a l a i d g n a y k il f n o k a j a

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a Mummy’ sWtinesskaranganGayleSanders .Sumbe rsekunde radalah i r o e t a p a r e b e b n a k p a r e n e m i m a K . i g o l o k i s p n a d a rt s a s g n a t n e t i s p ir k s n a d u k u b n a n a h a tr e p m e t s i s g n a t n e t i r o e t a g u j n a d , i s a s ir e t k a r a k n a d r e t k a r a k g n a t n e t n a a y n a tr e p b a w a j n e m k u t n u s i g o l o k i s

p -petranyaant ersebu.t s i s il a n a n a k r a s a d r e

B ,Gaylememiilk isfia tpenaku,t t ersiksa ,bermasalah , a l u m r e b e l y a G i k il i m i d g n a y k il f n o K . i n a r e b n a d i ri d h u n u b a b o c n e m , h u t a p h il e m a i D . ir i d n e s a y n ir i d n a g n e

d ati bunyad isiksaonleh ayahnyat etap idia itdak a p a t a u b r e b t a p a

d -apa ,yangmenimbulkandliemad idalamdi irnya .Konfilkkedua n a ri k i p r e b r a ti k e s t a k a r a y s a m a n a m i D . r a ti k e s t a k a r a y s a m n a g n e d a i d h a l a d a p i k il i m e m , h a l a s a m r e b g n a y s i d a g h a l a d a e l y a G a w h a

b ermasalahan psikologis . n a k u k a lr e p i d e l y a G a n a m i d , m o T h a l a d a r a s e b g n il a p g n a y n a d r i h k a r e t k il f n o K n a n a h a tr e p m e t s i s n a h u r u l e s e k a r a c e S . l a u s k e s a r a c e s a s k i s i d n a d r a s a k a r a c e s n a n a k e n e p , )t n e m e c a l p s i d ( n a t a p m e t h a l a y n e p h a l a d a s r e d n a S e l y a G s i g o l o k i s p .) n o i s s e r g e r ( l a w a e k i l a b m e k n a d , ) n o i s s e r p e r ( n a t a g n i

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2 W hatareGayleSander’ sconfilctsint hework? .

3 Wha tareGayleSander’ sdefensemechanism? e

v it c e j b O .

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r e d a e r e h T . l e v o n e h t g n i d a e r y b e n o d e b n a c y r o e h t e h t f o n o it a c il p p a e h T

y ll a u t n e v

e wli l ifnd the character’ squaltiy o /rand personaltiy .I fthe reade r o

y ti l a u q a e g d e l w o n k c

a facharacte rbyunderstandingothe rcharacter’ sspeecho r a f o y ti l a u q a , o s l A . g n i w o h s s a d e z ir o g e t a c e b n a c t i , A r e t c a r a h c s d r a w o t n o it c a

r e d a e r f I . n o it c a e r d n a n o it c a s ’ r e t c a r a h c e h t y b f l e s ti w o h s n a c r e t c a r a h c

p r o y ti l a u q s ’r e t c a r a h c a e g d e l w o n k c

a ersonaltiyby r eadingt hedescirp itonoft he .

g n il l e t d e ll a c t i r e t c a r a h c

.

b Theoryo fConfilct

s e r a e r e h t t c il f n o c g n i s s u c s i d n

I evera ltheo ires. Basically confilc ti sa . n w o d e c r o f r e h t o e h t g n ir b o t s e ir t t a h t s e c r o f f o s t n e m e l e o w t n e e w t e b n o it c ir f

o t e l b a e r e w e m o

S divide the confilc tinto two and some othe rcan reach up to .

e v if

l a n r e t n i s i y r o e h t t c il f n o c f o n o i s i v i d o w t e h

T confilc t and externa l

s ’ n e d d a M k n a r F n i s a , t c il f n o

c Explo irng Ficiton Wriitng and Thinking Abou t n

o it c i

F (2002). Sincei ti sonlydividedi nto t wo,t hei nterna lconfilcti saconfilc t n

i e b y l n o l li w t a h

t thecharacter’ sownmind .Fo rexample ,Gaylehavet ochoose ”

r e h t a f r e h h ti w y a t s “ r o ” r e h t o m r e h h ti w y a t s “ y a s o

t ,and t hi screateaconfilc t

c n o s n o i s i c e d r e h n e e w t e

b hoosingandcreateadliemmaf o rhersefl . m o r f d e c u d o r p s a w t a h t t c il f n o c a e b d l u o w t c il f n o c l a n r e t x e e h

T outer

r o y ti n u m m o c , e t a f d n a e r u t a n , p u o r g r o l a u d i v i d n i r e h t o n a e b d l u o c t i ; e c r u o s

. y t e i c o

s Fo rexample ,Gayle ha sto ifgh the rfathe rin the court ,and anothe ri s .

h t a e d s ’ r e h t o m r e h r e tf a f l e s r e h y b e v i v r u s o t g n i y rt s a w e h s n e h w

r e h t o e m o

S s wouldhavef ou randpossibly if ve,asi nWliilamHarmon’ sA )

3 0 0 2 ( e r u t a r e ti L o t k o o b d n a

H and Wliilam Kenne sy’ How To Analyze Ficiton .)

6 6 9 1

( )(1 Srtuggle aag ins tnature,themeaningwouldbealmostl tieral(Harmon , )

4 1 1 : 3 0 0

2 .Srtuggle agains tnature i s a confilc tfo ra characte ragains tthe , y r o g e t a c ” e r u t a n “ n i s e d u l c n i t a h t g n i h t y r e v e e b d l u o c s i h T . e r u t a n f o s t n e m e l e

r e h t a e w d n a , s e e rt , s l a m i n a , d n a l , d n i

o t d a h e h d n a e m a c m r o t s a t h g i n n e d d u s n o n e h t , d e t s e v r a h e b o t e l b a t s o m l a

. y a d t s e v r a h e h t r o f ,t i g n i y t y b , s p o r c e h t d n e f e

d

) 2

( Srtuggleagainstanothe rperson.I nt hist heory ,srtuggleagains tanothe r n

o s r e

p i s a confilc tbetween characters (Kenney ,1966 :19) .I tcould be person s

u s r e

v aperson ,a sGaylebatlteagains therf atheri nt hecour.tI nf ablei twouldbe a a b m u P r o , r a c S g n it h g if a b m i S , g n i K n o i L e h T n i s a , l a m i n a t s n i a g a l a m i n a n a

. n o m i T h ti w g n it a b e

d And also i tcould be a person agains tanimal ,such a s r

a T d n a , a ll ir o G a h p l A l i v e n a h ti w g n it h g if n a m a s i h c i h w , n a z r a

T zan won

fl e s m i h a h p l A n a e m a c e

b (Harmon ,2003 :114). )

3

( Srtuggle agains tsociety .Thi stheory i sa confilc ttha tcan be found n

e e w t e

b the characte rand the society tha the ilves ’in .In themeaning wtih t he e l p o e p f o p u o r g a d n a s n o it i d a rt , s e l u r , n o it a l u g e r , m r o n e b d l u o c t i y t e i c o s

) 9 1 : 6 6 9 1 , y e n n e K

( .A sfo rexample ,When Gayle and he rfirend manage to i

p s o h c ir t a i h c y s p e h t m o r f e p a c s

e tal ,andmanaged t oarirvesafely on herf irend’ s e h t m o r f f f a t s e h t d e ll a c r e h t o m d n e ir f r e h , e r e h t t o g e h s n e h w , s u h T . e s u o h

e h t n i n o it a l u g e r e h t s a w s i s i h t d n a , e r e h t e r a y e h t t a h t m e h t l l e t o t l a ti p s o h

k a t s a w d n e ir f r e h d n a e l y a G d n e e h t n I . y t e i c o

s en back to the hosp tial ,even

. e r e h t k c a b o g o t t n a w t o n d i d e h s h g u o h

t

) 4

( Srtuggle fo rmastery by two elements .Thi stheory i sa confilc to f t

c il f n o c d n i m s ’ r e t c a r a h c e h t r o e c i o h c l a u d i v i d n

i (Harmon ,2003 :114). A si t

a e b d l u o w t i , ” y r e t s a m “ n i s n a e

m race of i ntelilgence ,score ,capablitiy ,power , r

e b m u n y l b i s s o p r o d n

a o fchoices .Fo rexample ,Wanda was t o chooset o get i n . r e h t a f r e h h ti w r a c e h t o t o g o t s i e c i o h c r e h t o n a d n a , d l o t r e h t o m r e h s a e s u o h e h t

a d n a

W wa sunablet ochoosequickly ,sinceshewantt o agreewtih he rmothert o s

a w e h s e li h w , e s u o h e h t e d i s n i o

g t ooafraidwtihherf athert odisobeyhim. )

5

( Srtuggleagains tFateo rDesitny .Thist heoryi saconfilc tbetweent he h

ti w l a e d y e h t t a h t y n it s e D r o e t a F t s n i a g a r e t c a r a h

c (Harmon ,2003 :11) .Thu ,si f o

t n i d o G t u p e

w hand, i twould no tbeaFateo rDesitny;i twould becatego irzed r

o e t a F . l a u d i v i d n i r e h t o n a s

a Desitny could be a prophecy o rnote o ffuture r

o , s g n i d a e

r evenr eading sont old t ale soft hecharacter .Fo rexample,t hestory o f o

h w g n i k A , x e R s u p i d e

O murders hi sown fathe rand marired wtih hi sown .

d e t a f s a w t i s a , r e h t o

m Even though he did no tknow i twa shi sfathe rwa she t h g if o t g n i w o n k n o s p e e k e H . h ti w e b d l u o w e h r e h t o m n w o s i h s a w t i d n a , d e ll i k

e ir t d n a h t u rt e h t r o

f st od efythef atet ha tarleadya thand .

. k r o w e h t g n i d a e r h g u o r h t d e il p p a e b n a c y r o e h t s i h t f o n o it a c il p p a e h T

n a c ” X “ e r e h w ” X s v r e t c a r a h C “ n o d e s a b t c il f n o c e h t d e z ir o g e t a c n a c r e d a e r e h T

e

b anothe rcharacter ,nature ,group/socia l i( tcould be norm, ethnic group ,law , .f

l e s r e h / m i h r e t c a r a h c e h t s d r a w o t d n a , e t a f ,) s u t a t s d n a

.

c FreudianPsychoanaly itcandLtieratureTheory

n o s e s u c o f e r u t a r e ti l n i c it y l a n a o h c y s p n a i d u e r

F conscious and

s u o i c s n o c n

u moitves .Trying t o dfiferen itate and separatebetween t heconscious d

n a d n i

m unconsciousmind . y

e h

T associate the l tierary work’ s‘ovetr ’conten twtih t heformer ,and t a h w g n i e b s a r e tt a l e h t g n i g e li v ir p , r e tt a l e h t h ti w t n e t n o c ’ tr e v n o c ‘ e h t

r r a B ( o w t e h t e l g n a t n e s i d o t g n i m i a d n a , t u o b a ’ y ll a e r ‘ k r o w e h

t y ,2009 :

) 5 0 1 .

r

F eudian psychoanalyitc also pays close atteniton to the unconscious e h t d n a , s k r o w e r u t a r e ti l e h t f o r o h t u a e h t e b d l u o c s i h T . g n il e e f o s l a d n a s e v it o m

. fl e s ti k r o w e h t n i s r e t c a r a h c

l c f o e l p m a x e n a e v i g o t s e ir t c it y l a n a o h c y s p n a i d u e r

F assicpsychoanalyitc

d n a , ” l a n a “ , ” l a r o “ e b d l u o c s i h T . y r o t s e h t n i s e s a h p r o , s n o it i d n o c , s m o t p m y s

v e d l a u x e s d n a n o it o m e n i ” s e g a t s c il l a h p

“ elopmentsi n babie sandi nfants(Barry , 9

0 0

2 :105).

.

2 Psychoanalysi scri itcsimTheory .

a Theoryo fPsychoanalysi s y

ll a c i s a

B psychoanalysi si sa study o ra method to see the unconsciou s e

c n i S . t c e j b u s a f o t r a

p ti i shard t o putt heexac tdatewherepsychoanalysiswa s t

u b , d e t a e r c r o n r o

b i tis Sigmund Freud who wa sfond o fanalyzing habti sand d

n a n o it c a s ’ e l p o e

p reaciton ,wecan say i twa smainly estabilshed a sascienit ifc d

n u o r a s e r u t u

f ealry19thcentury .

s s e c o r p e h t o t y g o l a n a n a s a ’ s i s y l a n a o h c y s p ‘ m r e t e h t e c u d o rt n i d u e r F

s i s i s y l a n a e h t , t s i m e h c a e k i L . y r o t a r o b a l n i s i s y l a n a l a c i m e h c f o

t c a e h t n i d e g a g n

e o fdeconsrtucitng the paiten’t ssymptom into ti s r

a g d E ( s tr a p t n e n o p m o

c andSedgwick ,2002 :317). .

b TheoryofDefense-MechanismbyFreud f

o y r o e h t s ’ d u e r F g n i s u n

I defense-mechansim ,weshould seehowi tmay g

n i e b n a m u h y r e v e s A . e r a y e h t t a h w d n a k r o

w may have wha tso Freud called

e s n e f e

d -mechanism ,and ti i suniquefo reach individua land also i tmay vary i n w

e f e v a h y a m e l p o e p e m o S . n o it c a e r l a u d i v i d n i h c a e f o y ti s n e t n i e h

-m s i n a h c e

m method ,ss omemayonlyhaveone ,buti tal ldepend sont hei ndividua l a

, y ti s n e t n i s s e rt s e h t , d n i k s s e rt s e h t d n a y ti l a n o s r e

p ndhowl ongt heydea lwtih ti . e

s n e f e D , e li h

W -Mechanismwli lbeacitvewhent herei saconfilct .Which , m

e h t e v i e c e d e l p o e p s e m it e m o

s sel fand believenothing i swrong;i tmay distor t il

a e

r ty, i n t hei rminds .Wheret hem ind faliedt odo tist ask sand defended tif rom d

e ll a c s i t i g n il i a f t u o b a y t e i x n a g n i c n e ir e p x

e defense-mechanism by Freud . e

s n e f e

D -mechanismwa sdividedi nto ifvea sbeingsaidbyFreud ,“Displacement , F

n o it c a e R , n o it c e j o r

P ormaiton ,regression ,and repression.” (Kasschau ,1995 : 3

7

2 -274).

.i Displacement

f o e p y t a s i t n e m e c a l p s i

D defense-mechanism tha treplaces an objec tto l li w t i s e s a c e m o s n i t u b , l a u d i v i d n i n a f o s s e rt s d n i m e h t e c u d e r o t t c e j b o r e h t o n a

t o n a d n if o t y

rt he robjec tto unleashed i ti surge fo ravenging wha tthe o irgina l .l

a u d i v i d n i e h t o t ti e n o d s a h t c e j b

o

ii .Projeciton

e s n e f e d f o e p y t a s i n o it c e j o r

P -mechanism t ha twork son denying t hef ac t fl

e s f

o -awareness .The “ego” i s rtying to avoid tha timpulses from wtihin an .

s l a u d i v i d n i r e h t o r o e d i s t u o m o r f g n i m o c s i l a u d i v i d n i

ii

i .ReacitonForma iton

e s n e f e d f o e p y t a s i n o it a m r o f n o it c a e

R -mechanism tha t replace s an d n a s g n il e e f e ti s o p p o e h t h ti w f l e s n i h ti w m o r f s e g r u r o g n il e e f e l b a t p e c c a n u

. g n il e e f e u rt l a u d i v i d n i e h t g n ir e v o c

v

i .Regression

e s n e f e d f o e p y t a s i n o i s s e r g e

R -mechanism t ha twork s fi t he ego t ires t o g n i p e e l s , g n i y r c e k il , d li h c a r o y b a b a e k il t c a y b t i e c u d e r o t y rt d n a s s e rt s d i o v a

e n r o c e h t n i h c u o r c t s u j r o , g n o l d n a y l k c i u

q r ,o rhidingundert heblanket .

v .Repression e

R pression i s a type o f defense-mechanism tha t forge t the srtessfu l t o n s i t i ” t e g r o f “ m r e t s e s u t i e li h W . s e c n e ir e p x e r o , s e ir o m e m , s t n e m o m

p e e d y r e v d e ir u b g n i e b e k il e r o m s i ti , e g a r o t s a t a d s ’ n i a r b m o r f e n o g y l e t e l p m o c

m e r o t d r a h s i y r o m e m e h t e d a m t a h

t embe ro rmos tpeoples ay“forgets”.

k r o w e m a r F l a c it e r o e h T . C

l a r e v e s e r a e r e h

T theo ires are used in thi sresearch .The fris tone i sthe s

a w y r o e h t s i h T . n o it a z ir e t c a r a h c d n a r e t c a r a h c f o y r o e h

t meant to analyze the

t i s a , s t n e m e l e c i s n ir t n i h g u o r h t k r o

w meant by the researche r i s the main e

h t t u o e r u g if o t d e s u t I . r e t c a r a h

c characteirsitc o fthe characte rin the work , .r

e d n a S e l y a G y ll a i c e p s e

s i e n o d n o c e s e h

T confilctt heory .Thi stheory wa smean tto analyze the m

t i s a , s t n e m e l e c i s n ir t n i h g u o r h t k r o

w ean t by the researche r i s the main e h t n i r e t c a r a h c n i a m e h t f o s t c il f n o c t u o e r u g if o t d e s u t I . t c il f n o c s ’ r e t c a r a h c

. k r o w

s i e n o d ri h t e h

T psychoanalyitc t heory ,defense-mechanism .Through the ,r

e t c a r a h c n i a m e h t f o n o it a z ir e t c a r a h c d n a c it s ir e t c a r a h

c thi sresearch analyzes

e c n i S . e l y a G , r e t c a r a h c n i a m e h t y b d e t c u d n o c e r e w t h g u o h t d n a n o it c a

y g o l o h c y s

p interested in human mind ,the researche rwli ldivide each aciton , n

o it c a e r d n a , t h g u o h

t oft hemain character.A tfert hatt her esearche rwli lanalyze e

h

t main character’ s defense-mechanism. The main Character’ s defense -m

s i n a h c e

m wli lbecatego irzedas :Displacement ,Projeciton ,ReacitonFormaiton , ,

n o is s e r g e

R and ,Repres ison .

n o d e s a b d e d u l c n o c e b l li w s i s y l a n a e h t f o t l u s e r e h t n e h

T defense

-m s i n a h c e

m theory, andwhich kind o fdefense-mechansim symptomthatt hemain d

n a e v a h r e t c a r a h

c i tis proven tha tthe main characte rhave severa lsymptom .

h ti w l a e d r e t c a r a h c n i a m t a h t s s e rt s d n a a m u a rt e h t y b d e s u a c s i h c i h

16

I I I R E T P A H C

Y G O L O D O H T E M

f o t c e j b O .

A t heStudy

r e h c r a e s e r e h

T eu s s GayleSande'r sMummy' sWtinessast heobjec toft he y

d u t

s ,pub ilshedi nGrea tBrtiaini n2007byHodde r&Stoughton,t hebooki s306 g n i n e p o 1 d n a , n o it c u d o rt n i 1 , s r e t p a h c 0 2 o t n i d e d i v i d h c i h w k c i h t s e g a p

o f e g a p r e h t o n a d n a , s n o it c e

s racknowledgments .

r e h e li h w , r u o f f o e g a , e g a g n u o y y r e v t a e l y a G h ti w d e tr a t s l e v o n e h T

a s a w , r e d n a S m o T , d a

d n abusive who alway sabuse she rand he rmothe.r No t s

a w o s l a e l y a G , d e s u b a y l n

o sexuallyabused by he rdad .Shealwaysstaysslien t r

e v e t u o b

a ything .Few years passed and he rmother ,Susan ,could no tstand the t e g o t r e c if f o e r a fl e w l a i c o s e h t o t t n e w e h s , h g u o r h t e n o g d a h y e h t t a h t e c n e l o i v

f o y d o t s u c e h t t o g t s a l t a n a s u S d n a n o w y e h t d n e e h t n I . m o T h ti w d e c r o v i d

e h s t h g i n e m a s e h t n O . e l y a

G got t hecustody o fGayle, t hey wen thome .Susan t

o n d i

d know Tom wa sa thomearleady ,waiitng fort hem .Susan wa skilled t ha t t

h g i

n , whlieGayle sw a terir ifed wtih wha thappened ,and sheran t o he rfirend’s e

l y a G . t n e r a p r e t s o f a r o e c a l p a d e d e e n e l y a G s r a e y r e tf a s r a e Y . e s u o

h didnot tif

. n i r e h k o o t y li m a f s' e i n n A l it n u , s e il i m a f r e t s o f r o f

s ’ e l y a G y r o t s e h t n

I fathe rstli lhauntshe rfew itmes ,even at t he itme eh m

o T . li a j n i s a

w sendshe rsomer edsocksf o rCh irstmas ,whichGaylethrows tii n e

h , li a j e h t m o r f t u o t o g e h r e tf a n e h T . n i b e h

o t d e e n t s u j e h s t a h T . r e h t c e t o r p n a c y a w l a g e l e h t t a h t w e n k e l y a G y a d e n o l it n U

t a h t ,t r u o c e h t o t l a s o p o r p f o d n i k e m o s t i m b u

s shedidnotwantt obebotheredby .

m o T

o s l a e l y a

G tired to kli lhersefl ,someitme sfalis ,and someitme sshe wa s d

l u o w s r e h t o f o g n i k n i h

t thinko fheri fshekli lhersefl .Inhe ryoung-adutll fies he ,

tr a u t S t e

m thenshethinkso racitve-les sdoings uici de. y

li k c u

L ,att heendoft hestory, ifnally sheme taperson named Hugh rfo h

T . e e r g e d s ’ r e t s a M r e h n o e m it t s ri f e h

t en atfe ra wh lie they did no tsee each y

rt t o n d i d d n a r e h t

o contact each other ,accidentally they me tup again in a ir

f a h ti w g n it e e

m end o fafirend .Whlieherl fiegoe son ,fewyears l atershego t d

e ir r a

m wtihHughi nt hel as tchapter .

f o h c a o r p p A .

B t heStudy

y r r a B n

I ’ sBeginning Theorythere aresevera lschool sof t heory ,and one e

r a m e h t f

o Psychoanalyitc ciritcism theo ires .Ev n e psychoanalyitc ciritcism has k

r o w y r a r e ti l o t n i d e p o l e v e

d ciritcism; they stli lkep tthei rrelaiton wtih cilnica l .s

i s y l a n a f o t p e c n o c c it y l a n a o h c y s p

d n if o t s e ir t d n a e r u t a r e ti l f o k r o w a h ti w s l a e d m s i c it ir c c it y l a n a o h c y s P

n a t c e ri d n i n a n i n o i s s e r p x

e d ifcitonalf orm .Thi swa sdonet o ifndt hesrtuctureo f i

e h t f o y ti l a n o s r e

p ndividual .Thi sapproach emerged i n t he ea lry decade soft he c it n a m o r e h t f o t r a p a s a d e g r e m e o s l a h c a o r p p a s i h T . y r u t n e c h t n e e t e n i n

c it a m g a r p d n a c it e m i m r e il r a e f o t n e m e c a l p e

r view sbyanexpressiveview oft he 9

1 3 : 2 1 0 2 , s m a r b A ( e r u t a r e ti l f o e r u t a

s ’ y r r a B n o d e s a

B Beginning Theory (2002 ;105) ,psychoanalyitcc iritcism s

e i d u t s t a h

t human aciton based on unconsciousmoitves ,urge sand desries .Thi s g

n it r a t s e h t s i a e d

i poin tof t hi sresearch sinceGayleSander’ sMummys ’Wtiness

s

i a workt elilngabou tan abusivef ather ,whichcontainal o to fsrtessi n t hemain .

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m ion ,speech ,moitves ,and r eaciton .Psychoanalysi snotj us t t

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m tha twli lbediscussedhavingsrtesse sandpsychologica lproblems , e d a m t a h t h t a e d s ’ r e h t o m e h t d n a , fl e s ti a m u a rt r e h , r e h t a f e v i s u b a m o r f g n it r a t s

. y ll a t n e m d e b r u t s i d e r o m r e h e d a m d n a d e k c o h s r e t c a r a h c n i a m e h t

e h t n i s i s y l a n a s i h

T research i s done by textua l leve l reading using t i e s u a c e b k r o w e h t e z y l a n a o t n e s o h c s i m s i c it ir c s i h T . s i s y l a n a o h c y s p n a i d u e r F

e h t r e v o c n u o t s e ir t d n a s l a e

d unconsciousmo itve sdoneby t hemaincharacteri n s

i c it ir c c it y l a n a o h c y s p n a i d u e r F , s n o s a e r e s o h t n o d e s a B . k r o w e h

t m i st he mos t

h c a o r p p a e l b a ti u

t f o d o h t e M .

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e h

T method was done overLibrary Research .The main resource fort he a

t a

d w as Gayle Sande'r sMummy' sWtiness ,and the secondary source fo rthe s

a w y r o e h

t Kasschau’ sUnderstanding Psychology ,M .H .Abram sand Geoffrey s

’ H .

G AGlossaryo fLtieraryTerms ,andf ewothe rbooksi nl tieraryt heo ires .

e h

T book stha thave been read by the researche rwere analyzed closely, k

o o

l e dfo runconsciou smoitve sorf eeilngi nt hem aincharacte ro fGayleSander’ s

s s e n ti W ’ s y m m u

M .Every par tw as analyzed wtih Freud’ sdefence-mechanism

d n a y r o e h

t w as matched agains t ifve defence-mechanism type :Displacement , .

n o i s s e r p e r d n a , n o i s s e r g e r , n o it a m r o F n o it c a e R , n o it c e j o r P

e h

T researche rwas marking the quotaiton sand noted which theory w as d

e s

u fo reach kind o fquotaiton sthat ha sbeen found in the work .Atfer being d

n u o

f and matched t o t he irgh tquotesandt het heo ires, ther esul tandt he ifndings e

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w w irtten on the resul tin the end of t he analysi sseciton .The quotaiton tha t d

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u w asplaced i n form o fdriec tquote from Mummy' sWtiness ,Under tsanding y

g o l o h c y s

P ,andBeginningTheorie .s

e c n e f e d s ’ d u e r F : s i s y l a n a o h c y s p f o y r o e h t e h t g n i s u y

B -mechanism ,the a

s p e t s s u o i v e r p n i d e n i a l p x e n o it c

a re proven tha tGayle in Gayle Sander’ s

s s e n ti W ’ s y m m u

M wa sproven whethe rshewereusingdefence-mechanism o rno t d

a h e h s s s e rt s e h t f o t c a p m i e h t d n a a ir e ti r c e h t g n ir e d i s n o

y a l P o t o g o t d e tr a t s d n a , r u o f s a w e l y a G n e h

W -group .Oneday whenshe

e h s d n a , d n a h s ’l ri g a t h g u a c y ll a t n e d i c c a e h s , e s u o H y d n e W e h t t a g n i y a l p s a w

g n i h t y n a o d t o n d i d e h s t a h t e l y a G d l o t p u o r g y a l p e h t f o t n a t s i s s a e h T . g n i y r c s a w

i h t , g n o r

w swast henorm o falmos tevery playgroup assistant t o comfor tachlid i c c a n a s a w t i e c n i s , e k a t s i m s ’ e l y a G t o n s i s i h t h g u o h t n e v E . k c o h s h ti

w d , ent

) 6 2 : 7 0 0 2 , s r e d n a S ( lr i g e h t g n it r u h r o f fl e s r e h h s i n u p o t s a h e h s t a h t d e t a t s e l y a G

n e t s il t o n d i d e h s d n

a tot heassistant .Gayles itlli nsistedt opunishhersel.f

r e h e v a s o t e l b a n u s a w e h s t a h t s a w f l e s r e h h s i n u p o t r e h r o f e u s s i e h T

h s i n u p o t r e h r o f n o s a e r a s d e e n e h S . m o T y b d e s u b a s a w e h s n e h w r e h t o m

e h s n e h w , n e h T . fl e s r e

h makes agri lcry by catching he rhand ,he rmind t irgge r e

s n e f e

d -mechanism :Repression fo rhe rto release sthe urge stha tshe wanted to .

e m it g n o l a r o f fl e s r e h h s i n u p

e c n i

S Gayle’ smothe rdeath ,shehad beenregreti ngtha tshewa sunablet o t

t a h t t a r e h e v a

s ime .Event houghGaylewa sno tagoodsleeper ,nowshe si afraid e li h w , n o i s a c c o e n o n i n e h T . g n i p e e l s n e h w n o s ’t h g il r e h t p e k e h s , k r a d e h t f o

r a m t h g i n a d a h e h s e s u o h ’ s t n e r a p d n a r g r e h t a g n i y a t

s eseeing he rmotheri n t he

m o o

r da n anothe rnightmare where Tom ,breaking into the house and hi the r w

e r a m t h g i n d n a s e g a m I . ) 4 9 1 : 7 0 0 2 , s r e d n a S ( r e h t o

m a sshown ,since she stli l

t u o b a s k n i h

t he rmother’ sdeath and canno taccept t het errort ha tTomgives .She f

o t n e d i c n i e h t t e g r o f o t s e ir

t he rmother’ smurde rby l ooking at t hei ssue ofhe r r o r r e t d e s s e r p e r r e H . e v i v r u s l li w e h s w o h g n i k n i h t y b r o y li m a f e h t n i y d o t s u c

t a h t ” n o i s s e r p e R “ e h t s i s i h T . s e r a m t h g i n e m a c e b d n a s m a e r d r e h n i p u n w o h s

. y r o t s e h t n i d e c n e ir e p x e e l y a G

e s s e r p e r s ’ e l y a

G d memo ire sresu fraced when shewa sasleep and became .

e r a m t h g i

n (Kasschau ,1995 :271) ,Gayle’ sm indmarkt hememoryoft hemurde r o

t s e ir t ti t l u s e r e h t s a , y r o m e m g n i n e t a e r h t a s a r e h t o m r e h f

o forge t ti .Atlhough

t d i h s a w t i r e h t a r , n e tt o g r o f t o n s a w t

i he memory deep inside .Then ,Gayle’ s d

n i

m wantst he memory t o be remembered a s ti i s ,fo r tii sa sa par to fGayle’ s s

’ e l y a G , tl u s e r e h t s A . y r o m e m l u f n i a p a s i ti f i n e v e y r o m e

m memo iresmanage s

y r o m e m d e ir u b e h t f o t u o d e k a e l r o e p a c s

e byshowingthesememo iresa sdream s .

e l y a G r o f s e r a m t h g i n d n

a Wherea sa dream would be forgotten thu si twa s .

n w o h s

.

3 Regression

e s n e f e D a s i n o i s s e r g e

R -Mechanism t ha twork sfo rpeoplewho dea lwtih v

a e h r e d n u s e o g e l p o e p e m o s f I . e r u t s e g t n a f n i n a o t n i k c a b o g o t s s e rt

s y srtess ,

l li w e m o s , g n i p e e l s y b t i d i o v a d l u o w y e h

t cu lred ilkeaball ,somewouldcry ,and h

t u o m r i e h t n i b m u h t r i e h t t u p d l u o w r e h t o e m o

s (Kasschau ,1995 :274). I ti s

o r P e k a m t o n d i d t i e s u a c e b ” n o i s s e r g e R “ d e ll a

c -gress .Thu ,si twli lbebackward s p

f

o rogresst heni tcalled“Re-gress”o rbackt os tatr .

s a w e l y a G n e h w , n o i s a c c o e m o s r o e n o n I . n e tf o y r e v s a w e s u b a s ’ e l y a G

. n i s a w m o T d n if d i d e h s l o o h c s m o r f k c a b t o g e h s n e h w f l a h d n a r u o f f o e g a

n t n e m o m a n I . t o n d l u o c e h s t u b , n u r o t t u o b a s a w e l y a

G oitceTomwa sarleady

e l y a G g n it ti h r e tf A . ll e f e h s t i h d n o c e s e h t n o d n a , e c i w t r e h t i h d n a e l y a G r a e n

e h t r e tf A . ) 9 3 : 7 0 0 2 , s r e d n a S ( e r o f e b g n i o d s a w e h t a h w o d d n a e v a e l d l u o w m o T

b a e k il p u d e lr u c t s u j d l u o w e l y a G t n e d i c n

i all ,and watiedunit lschoo lbreak itme .

l o o h c s o t k c a b t n e w d n a r e v o t s o m l a

e h t d n a s s e rt s e c u d e r o t ll a b a e k il d e lr u c e l y a G , e v o b a d e t a t s y r o t s e h t n I

n it t e g m o r f d l e h e h s n i a

p g abused by he rfather .She hold the pose fo rlong o

c d n a e f a s t l e f e h s l li t h g u o n

e mfo trable to go and move again ,o ra tleas tshe .l

o o h c s o t k c a b o g o t s a h e h s t a h t d e z il a e r

. e n it u o r y li a d r e h h ti w n o s e o g e l y a G h t a e d s ’ n a s u S r e tf a h t n o m e e r h T

. e l y a G t a g n i h t e m o s r e p s i h w l ri g a n o i s a c c o e n o n i ,s u h T

e c n e i c s a n i s a w s e m it e s o h t f o e n

O lesson when a gri lsneered a tme , t i d i a s e h s y h w a e d i o n e v a h I ’ . d a D r u o y h ti w x e s g n i v a h e r ’ u o Y

‘ – she

d l u o

c n’ thave known tha t Ihad indeed been a vicitm o fsexua labuse , )

5 4 1 : 7 0 0 2 , s r e d n a S ( . e n o y n a d l o t r e v e n d a h I e s u a c e b

e n o l it n U . d e lr u c d n a k s e d e h t r e d n u d e l w a r c e l y a G d e n e p p a h t a h w r e tf A

s ’ n o s tr e b li G . s r M o t n e k a t s a w e l y a G n e h t , r e h c a e t e h t d e tr e l a s t n e d u t s e h t f o

“ , e c if f

o ’Imsosorry ,Gayle ’Shesaid . ‘Bu twhatt hegir lsaid i snott rue,i s ti?”

) 5 4 1 : 7 0 0 2 , s r e d n a S

( Gaylewa sonly ablet o nodshewa sunablet o say anything y r e v s k l a w e h s , e m it t a h t t a e c n e d if n o c r e h f o l l a t s o l t s o m l a t s u j s ’ e l y a G . e s l e

e l y a G , s d r a w r e tf A . w o l o s g n u h s a w d a e h r e h d n a k n u h e r e w k c a b r e h , y l w o l s

a t o t e l b i s s o p s a h c u m s a d i o v a o t s e ir

t lk o rbeing t alked t o from any studentsi n s

a w e h s n e h w , n o it c a e r r e H . l o o h c s r e

h whispered “You’re having sexwtih you r ”

. d a

D (Sanders ,2007 :145 )wa scurilng up ilkea bal lundert het able .Thi spose l

y a G e c n i S . fl e s ti g n ir u c e s f o e r u t s e g t n a f n i n a s w o h

s ewa shi torr eminded wtiha

e l y a G t a h t s w o h s s i h T . p u d e lr u c d n a e t a t s d e z it a m u a rt o t k c a b s a w e h s , d r o w w e f

e s n e f e D ” n o i s s e r g e R “ e v a

h -Mechanism.

s ’ e l y a G r e g g ir t n a c l ri g e h t m o r f h t u rt l u f n i a p n i a t n o c t a h t r e p s i w a s A e c n e f e

l u f n i a p s r e g g ir t t i d n a , t a e r h t a s a w e l y a G o t d e r e p s i h w g n i e b t a h t s d r o w e h t

s ’ e l y a G . s e ir o m e

m m ind tire sto hide o rdefend the rtuth ,and tire sto defend w

e l y a G , tl u s e r e h t n I . y l g n o r w g n it c a e r r o f n o it c a s ’ e l y a

G a sonly ablet o cu lred

n e h T . y ll a c i s y h p d n a /r o y ll a t n e m , n i a p r e h t o n a m o r f fl e s r e h d n e f e d o t ,l l a b a e k il

. e u rt n u e h t ll e t ll i w e h s , h t u rt e h t t u o b a d e k s a s a w e h s n e h w

5 7

V

R

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e h t s a h c r a e s e r e h t f o n o i s u l c n o c e h t s e d i v o r p r e h c r a e s e r e h t ,t r a p s i h t n I

. n o it a l u m r o f m e l b o r p e e r h t f o r e w s n a

. d e v l o s e b o t d e d e e n t a h t n o it a l u m r o f m e l b o r p h c r a e s e r e e r h t e r e w e r e h T

S e l y a G e r a t a h w , y l d n o c e S ? r e t c a r a h c ’ s r e d n a S e l y a G e r a t a h w , y lt s ri

F anders ’

e c n e f e D ’ s r e d n a S e l y a G e r a t a h w , t s a L ? t c il f n o

c -Mechanism?

y r o e h t d e s u r e h c r a e s e r e h t , n o it a l u m r o f m e l b o r p t s ri f e h t e v l o s o t r e d r o n I

e h t , y r o e h t e h t g n i s u y B . ) 2 1 0 2 ( s m a r b A m o r f n o it a z ir e t c a r a h c d n a r e t c a r a h c f o

’ e l y a G f o x i s t u o d n u o f r e h c r a e s e

r scharacteirsitcs .These characteirsitc sare :

, l a d i c i u S , t n e i d e b O , d e b r u t s i D , e l b a r e s i M , l u f r a e

F andbrave .

f o y r o e h t d e s u r e h c r a e s e r e h t , n o it a l u m r o f m e l b o r p d n o c e s e h t g n i v l o s n I

e h t , s e ir o e h t e h t g n i s u y B . ) 3 0 0 2 ( n o m r a H d n a ) 6 6 9 1 ( y e n n e K m o r f t c il f n o c

. t c il f n o c e e r h t s ’ e l y a G t u o d n u o f r e h c r a e s e

r These confilct sare :Gayle’ sconfilc t ,

y t e i c o s e h t h ti w t c il f n o c s ’ e l y a G , fl e s r e h h ti

w andGayle’ sconfilc twtihTom.

e c n e f e D s ’ d u e r F d e t n e m e l p m i r e h c r a e s e r e h

T -Mechanism theory a

l e h t r e w s n a o t ) 5 9 9 1 , u a h c s s a K

( s tproblem formulaiton .Freud propose s ifve e

c n e f e D f o s e p y

t -Mechanism .Ther esearcherf oundou tGayleSander shavet hree e

c n e f e D e h T . e v if f o t u

o -Mechanismt ha tshehaveare :Dsiplacement ,Regression ,

d n

6 7

Y

H

P

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L

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I

B

. H . M , s m a r b

A and G .G. Harpham. A GlossaryO fLtieraryTerm sTenth Ediiton. .

2 1 0 2 , g n i n r a e L e g a g n e C h tr o w s d a W , n o t s o B

t s a P m o r F d e tl u s e R r e d r o s i D s s e rt S c it a m u a r T t s o P s ’ e l y a G “ . a s t E t e r a l C , i n a ir tr A

’ s r e d n a S e l y a G n I n e e S s A s e c n e ir e p x E c it a m u a r

T Mummy Wtiness.” . 0 1 0 2 , y ti s r e v i n U a m r a h D a t a n a S : a tr a k a y g o Y . s i s e h T e t a u d a r g r e d n U

. r e t e P , y r r a

B BeginningTheoryThirdEdiiton .Manchester :Manchaste rUniverstiy 0

0 2 , s s e r

P 9.

. k c i w g d e S r e t e P d n a w e r d n A , r a g d

E Cutlura lTheory :The Key Concept .s New .

2 0 0 2 , e g d e lt u o R : k r o Y

. y r r e T , n o t e l g a

E Ltierature Theory : an Introduciton , Second Ediiton. .

3 8 9 1 , s s e r P a t o s e n n i M f o y ti s r e v i n U : s il o p a e n n i M

. m a il li W , n o m r a

H A Handbook t o Ltierature Ninth Ediiton. New Jersey :Uppe r .

3 0 0 2 , c n I , n o it a c u d E n o s r a e P , r e v i R e l d d a S

. A d r a h c i R , u a h c s s a

K Understanding Psychology . Ohio: Glencoe Division, w

a r G c M / n a ll i m c a

M -Hill ,1995. .

m a il li W , y e n n e

K Howt oAnalyzeFiciton. NewYork: MonarchPress ,1966. .

k n a r F , n e d d a

M Exploring Ficiton Wriitng and Thinking Abou tFiciton. London: .

2 0 0 2 , . c n I , n a m g n o L y e l s e W n o s i d d A

. J . R , s s e

R Eng ilsh Ltierature :an Intorduciton fo rForeign Readers .London : .

3 7 9 1 , . d t L n o it a c u d E n a ll i m c a M

. e l y a G , s r e d n a

S Mummy’ sWtiness .Grea tBrtiain ,London: Hodde r& Stoughton , .

7 0 0 2

. W . S . K , n o t s a E , . C . S , s e n o J , . L . H , d n a ll e

Y A Handbook o fLtierary Term .s y

e n d y

S : HalsteadPress ,1953.

s e m a J n I l o o h c S t a s t n e d u t S s d r a w o T n o i s s e r p e R “ . ir a s a ti p s u P a ir a M , e h t n u M

s ’ e c y o

J A Portrai tO fThe arits tA sa Young Man.” UndergraduateThesis . .

3 1 0 2 , y ti s r e v i n U a m r a h D a t a n a S : a tr a k a y g o Y