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i x F O E L B A
T CONTENTS
E G A P E L T I
T ... i .. L
A V O R P P A F O S E G A
P ... ii Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... vi I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... v T
C A R T S B
A ... i..v K
A R T S B
A ... iiv S
N O I T A C I D E D F O E G A
P ... iiv i S
T N E M E G D E L W O N K C
A ... ix S
T N E T N O C F O E L B A
T ... ix N
O I T C U D O R T N I 1 R E T P A H
C ... 1 .. 1
.
1 Backgroundoft heStudy ... 1 y
d u t S e h t f o e v it c e j b O 2 .
1 ... 4 .
1 3 ProblemFormulaiton ... 4 .
1 4 Deifniitono fTerm s ... 4 .
1 4.1Adul’t sDecadence s ... 5 .
1 4.2Effor t ... 6 .
1 4.3TrueMeaningo fTheCatcheri nt heRye ... 6 .
1 4.4Save ... 7 E
R U T A R E T I L D E T A L E R F O W E I V E R 2 R E T P A H
C ... 9
r o e h T 1 .
2 eitca lReview ... 9 r
e t c a r a h C f o y r o e h T 1 . 1 .
ii x
r e t c a r a h C f o n o it i n if e D e h T 1 . 1 . 1 .
2 ... 01 r
e t c a r a h C f o s e p y T e h T 2 . 1 . 1 .
2 ... 1..1 n
o it a z ir e t c a r a h C f o y r o e h T 2 . 1 .
2 ... 11 h
c a o r p p A l a c i g o l o h c y s P 3 . 1 .
2 ... 31 .
1 .
2 4 Theoryo fPersonaltiy ... 14 .
1 .
2 4.1I n rtover t... 14 .
1 .
2 4.2Exrtover t... 15 .
1 .
2 4.3TheBalancebetweenI n rtover tandExrtovetr. 15 .. .
1 .
2 5 Theoryo fMoitvaiton ... 17 s
m s i c it ir C 2 .
2 ... 02 k
r o w e m a r F l a c it e r o e h T 3 .
2 ... 21 l
e v o N e h t f o t x e t n o C 4 .
2 ... 22 Y
G O L O D O H T E M 3 R E T P A H
C ... 24 .. r
e tt a M t c e j b u S 1 .
3 ... 24 .... h
c a o r p p A 2 .
3 ... 25 e
c o r P 3 .
3 dure s ... 25 S
I S Y L A N A 4 R E T P A H
C ... 27 s
r e t c a r a h C s ’ n e d l o H f o l a y a rt r o P e h T 1 .
4 ... 27 .. n
r o b b u t S 1 . 1 .
4 ... 28 .... t
s e n o h s i D 2 . 1 .
4 ... 29 .. e
r u c e s n I 3 . 1 .
4 ... 34 .... e
v it a n i g a m I 4 . 1 .
4 ... 39 e
r u t a m m I 5 . 1 .
ii i x
n e r d li h C r o f g n ir a C 6 . 1 .
4 ... 47 e
b e o h P y ll a i c e p s E n e r d li h C g n i v a S r o f s tr o f f E s ’ n e d l o H 2 .
4 .... 51 ..
s tr o f f E s ’ n e d l o H f o g n i n a e M l a r e ti L 1 . 2 .
4 ... 52 t
r e v o rt n I 1 . 1 . 2 .
4 ... 52 s
tr o f f E s ’ n e d l o H f o g n i n a e M e u r T 2 . 2 .
4 ... 54 2
. 2 .
4 . 1Moitvaiton s ... 55 N
O I S U L C N O C 5 R E T P A H
C SANDSUGGESTIONS ... 63 s
n o i s u l c n o C 1 .
5 ... 63 s
n o it s e g g u S 2 .
5 ... 65 h
c r a e s e R e r u t u F r o f s n o it s e g g u S 1 . 2 .
5 ... 65 I
I e s o r P g n i h c a e T r o f s n o it s e g g u S 2 . 2 .
5 ... 66 S
E C N E R E F E
R ... 67 S
E C I D N E P P
A ... 07 l
e v o n e h t f o y r a m m u S 1 x i d n e p p
A TheCatcheri nt heRye ... 71 r
e g n il a S . D .J f o y h p a r g o i B 2 x i d n e p p
A ... 75 .... a
ll y S 3 x i d n e p p
A bu sProseI I ... 77 n
a l P n o s s e L 4 x i d n e p p
A ... 79 I
k s a T 5 x i d n e p p
A ... 0....8 l
e v o n e h t f o 1 r e t p a h C 6 x i d n e p p
A TheCatcheri nt heRye ... 81 l
e v o n e h t f o 2 r e t p a h C 7 x i d n e p p
1
CHAPTER1
N O I T C U D O R T N I
, y d u t S e h t f o e v it c e j b O , y d u t S e h t f o d n u o r g k c a B h ti w s l a e d r e t p a h c s i h T
n o it a l u m r o F m e l b o r
P s oft he Study ,and Deifniiton o fTerm .sBackground oft he
s e s s u c s i d y d u t
s the topic which the wrtie rchooses .The wrtie rexplain sb ire lfy
e t a l e r s r e tt a m e h t t u o b
a d to t het opic .Nex ti sobjecitveoft hestudy .In t hi spatr ,
s n i a l p x e r e ti r w e h
t the poin to fthe study .A tfe rclarfiying the objective o fthe
n o it a l u m r o f m e l b o r p s e t a r o b a l e r e ti r w e h t , y d u t
s s .In thi spatr ,the wrtie rstate s
m e l b o r p o w
t s tha twli lbe discussed more in thi sstudy .The las tpar to fthi s
n o it i n if e d s i r e t p a h
c fo term. I nt hi spar,t t hewrtie rexplain ssomet ermst ha tcan
d n a t s r e d n u o t r e d a e r e h t p l e
h t heanalysi soft hiss tudyeasier.
1 .
1 Backgroundoft heStudy
e r a n e r d li h
C the young generaiton stha tstli lneed love fo rthei rlfie
. e c n a u n it n o
c Benjamin (2008) ,a wrtie rin Heilum’ swebstie ,in he rw iritng o f
n e r d li h C y h
W Need Love and Proteciton ,say stha tchlidren need love and
e r a y e h t e s u a c e b n o it c e t o r
p vulnerable . Chlidren canno t ye t take care o f
s n o s a e r e h t t a h t s e t a t s o s l a n i m a j n e B . s e v l e s m e h
t why chlidren need love and
e r a n o it c e t o r
p psychological ,spritiua land physica lwellbeing ;happines sand
; y t e f a
s inne rsrtength ,con ifdenceand fls -e esteem; al fief reeoff ea randworires ;
o s l a d n
a secu irng b irgh tfuture .Thewrtie ralso seest ha tlovei sreally i mpo trant
n e r d li h c r o
e h t s d o o g l a ir e t a m y n a n a h t t n a tr o p m i e r o m s i d li h c a o t n e v i g e v o l t a h t s y a s
. e d i v o r p n a c y li m a
f Beside sthat , Hage l (2010) , a wrtie ro f Chlidren Need
g n il l o r t n o C t o N … e c n a d i u
G ,also say stha tchlidren need t hei rparen’t sguidance
. e c i o h c e v it i s o p e k a m m e h t p l e h o
t Theyneedgoodguidancef o rgetitnggoodl fie
n i y ll a i c e p s E . e r u t u f e h t n
i behavior ,chlidrenhavet obel edt oconsrtuc tandhave
o t e l p o e p r e d l o d e e n n e r d li h c , l a r o m d o o g g n it c u rt s n o c n I . s l a r o m d o o g
e l d n a y n a p m o c c
a ad t hem. They need moreattenitonf rom olde rpeople, because
e c n a t s m u c ri c r i e h t y b d e c n e u lf n i e b o t y s a e e r a n e r d li h
c .In t hi scondiiton ,olde r
e l p o e
p havet or eallycareabou tchlidren’ sdevelopmen tbygivingbette rguidance
e k a t n a c y e h t t a h t o s , m e h t o
t goodt hingsf romtha tguidance .Inothe rcase ,when
d a e l d n a e v i g t o n n a c e l p o e p r e d l
o chlidren wtih love and good moral ,the
n e r d li h
c ’ s growth wli lbe disturbed .They wli limtiate bad behavio rfrom olde r
. e l p o e
p Accordingt oNauret( 2010 ,)i nhi saritcleModeilngBehaviorf o rChlidren
g n o L s a
H -lasitng Effects ,h esayst ha tchlidren can copy everything when adutl s
. m e h t w o h
s Therefore ,olde rpeople have to really care abou tchlidren’ s mora l
.t n e m p o l e v e d
b d e c n e u lf n i e r a o h w n e r d li h c y n a m e r a e r e h t , s y a d a w o
N y adul’t s
e h t k e e s o t g n i y l , g n i k l a t e r a y e h t n e h w s d r o w d a b g n i s u e l p m a x e r o f ,s e c n e d a c e d
e r a y e h t e s u a c e b n o it i d n o c s i h t t u o b a e r a c t o n o d e l p o e p y n a M . s r e h t o d n a , y t e f a s
y g o l o n h c e t f o s e c n e u lf n i e h t f o e s u a c e b o s l a s i tI . s e v l e s m e h t e g a n a m o t y s u b o o t
development . Consequenlty , chlidren are also in lfuenced to use modern
m o r f e c n a d i u g r e p o r p t e g t o n o d y e h t e s u a c e b y a w r e p o r p a n i t o n y g o l o n h c e t
n e h W . t e n r e t n i r o e n o h p l l e c g n i s
u theyusecel lphoneandi nterne,tt heyalsocan
y n a m y a d o t t a h t d e v o r p s i tI . s r e h t o d n a e ti s n r o p g n it t e g e k il n o it a m r o f n i d a b t e g
r o ti n o m t o n o d e l p o e
p thei rch lidrenwell .Parent so rolde rpeoplearet oobusyt o
e p e Z k a K . s e v l e s m e h t f o e r a c e k a t r o k r o
w ,in hi saritcle Pergaulan Anak
A a l o P h e l o i h u r a g n e p i
D suh Orang Tua (forum.kompa .scom) ,say stha ti fthe
e h T . n e r d li h c e h t o t s t c e f f e d a b g n ir b o s l a n a c t i , k r o w t a y s u b o o t e r a s t n e r a p
s i r e ti r w e h t , e s a c s i h t n I . n o it n e tt a d n a e v o l f o k c a l ll i w n e r d li h
c tirggered to care
. n e r d li h c t u o b a
t u o b a s d n if o s l a r e ti r w e h
T cairng rf o chlidren’ sgrowth t hrought henove l
e h T . r e g n il a S . D .J y
b itlte o fthe nove li sThe Cathe rin the Rye .The nove li s
a t u o b a g n i k l a
t journeyofl fieoft hemaincharacter ,namelyHoldenCaulifeld .He
m o r f s e v o m s y a w l
a one schoo lto the other school .s The las tschoo li sPencey
s s e l e h tr e v e N . p e r
P , a tPenceyPrep ,Holdeni salso kicked ou tbecausehe lif s a in
. s t c e j b u s e m o
s Then ,Holden’sj ourneyi ss tatred .Holdent ell sabou thisl fiet ha ti s
. s s e n h s il o o f d n a , s m e l b o r p , s e r u t n e v d a f o l l u
f H me eet smany people and he
e r a y e h t t a h t s e m u s s
a phonies .I tmake shim in a depression stiuaiton .Mos to f
e l p o e p e s o h
t areadutl .Late ron ,Holdencanf ee lbette rwhenhei swtihhi ssister ,
. e b e o h
P Even ,he feel sbette rwhen hehear sa song t hati ssung by a ltilteboy.
t a h t s l e e f n e d l o
H chlidren i sstli lpure and naturally happy d fiferen twtih adu tl s
s t e e m e h t a h
t .Adutls ea r ful lo fphoniness .Holden wli lnot l et t hechlidren are
s r o i v a h e b s ’t l u d a o t n i d e c n e u lf n
i . The wrtie r ifnd sout t ha tadu tl ’behavior sc an
. n e r d li h c o t s t c e f f e d a b e v i
g Late ron, t hewrtieri sinspried t o t hemain characte r
. n e r d li h c e h t t u o b a s e r a c n e d l o H e s u a c e
. e y r e h t n i r e h c t a c e h t e b o t s t n a w e h t a h
t Thewrtieri salso interested t o discus s
s tr o f f e s ’ n e d l o
H to save chlidren ,especially Phoebe from adutl’s behavior .The
s e z il a e r r e ti r
w t hat adul’ts behavio rin the nove lcan be menitoned a sadul’t s
. s e c n e d a c e
d Besidest ha,t t hewrtie rseest ha tHolden’ sspritit osavet hechildren ,
. a r e s i h t n i d n u o f y l e r a r s i ,r e t s i s s i h y ll a i c e p s e
2 .
1 Objecitveoft heStudy
o t s i y d u t s s i h t f o m i a e h
T discover lal o fthe effo tr stha tare done by
l e v o n e h t f o r e t c a r a h c n i a m e h t , n e d l o
H TheCatcheri n t heRyeby .JD .Sailnger ,
e h t e v a s o
t ch lidren ,especiallyhiss ister ,Phoebe, fromt hecrue lwo lrdorf romt he
tl u d
a ’ sdecadence .s
3 .
1 ProblemFormula itons
o
T assis tthe reader sto understand more clea lry abou tthe topic in thi s
o w t e r a e r e h t , y d u t
s quesitonst ha tarerelevantt obeanalyzed:
.
1 Howi sHoldenCaulifeldporrtayedi n“TheCatche ri ent h Rye”?
.
2 How doe sHolden make effo tr sto save the chlidren, especially Phoebe,
s e c n e d a c e d s ’t l u d a e h t m o r
f ?
4 .
1 De ifniitono fTerms
e s e h
T are some term stha twli lbe explained .Moreover ,these term sc an
d n a t s r e d n u o t r e d a e r e h t p l e
r e d a e r e h t , s m r e
t can also be easie rto ge tthe poin to fthi sstudy .These term s
e d u l c n
i Adul’t sDecadence ,Effo tr ,Truemeaning o fT heCatcheri nt heRye,and
e v a S .
.
1 4 1. Adul’t sDecadences
s i t I . n it a L m o r f s e m o c t a h t d r o w a s i e c n e d a c e
D cadere ,which ha sa
. k n i s r o l l a f o t g n i n a e
m According to www.vocabulary-vocabulary.com,
decadence i sused to state tha tsomething i sin decay condiiton .The common . y ti l a r o m r o s e u l a v l a r o m n i e n il c e d r o y a c e d f o e t a t s a s i e c n e d a c e d f o n o it i n if e d
h T . s m y n o n y s e m o s s a h o s l a e c n e d a c e
D e y are corrupiton ,decilne ,degeneraiton ,
ll a f n w o d , n o it u l o v e d , n o it a r o ir e t e
d , and regression . According to Oxford
y r a n o it c i D t e k c o P s ’ r e n r a e
L , decadence i s noun from decaden t (adjecitve) .
.s d r a d n a t s l a r o m n i ll a f a g n i w o h s s i t n e d a c e D
n a c e c n e d a c e d s ’t l u d a , y d u t s s i h t n
I bemean ta saf alli n mora.lI tcan be
n i n e e
s t phe eoplet ha tHolden meetsi n everyplaceandalso can bef oundi nside
s ’ n e d l o
H character .Thewrtie r ifnd ssomeadul’t sdecadences sucha sphoniness ,
s d r o w d a
b , andf reesex .Thoseadul’t sdecadence shavealsoin lfuenced Holden’ s
. e c n a r e tt u d n a r o i v a h e
b Fu trhermore , Holden reailze s tha t those adul’t s
t u o b a d e ir r o w o s s i e h , e r o f e r e h T . h t w o r g s ’ n e r d li h c r o f s u o r e g n a d e r a s e c n e d a c e d
2 . 4 .
1 E ffort
n i y r a n o it c i d e h t n o d e s a
B audioengilsh.ne,t effor tha sfou rsenses .Each
s a h e s n e
s ti sownmeaning. Thef ris tsenseha sameaningt ha teffo tri searnes to r
, e s n e s d n o c e s e h T . g n i h t e m o s h s il p m o c c a r o o d o t d e d n e t n i y ti v it c a s u o i c s n o c
d ri h t e h T . k r o w d r a h ; y g r e n e l a t n e m r o l a c i s y h p r o f e s u s i tr o f f
e sense ,effo tri sa
t s a l e h T . d n e r a l u c it r a p a d r a w o t g n i d n e t r o e l p i c n ir p a g n i c n a v d a n o it c a f o s e ir e s
s d n e t y d u t s s i h t n i tr o f f e f o n o it i n if e d e h T . t n e m e v e i h c a e l b a t o n a s i tr o f f e , e s n e s
. e s n e s t s ri f e h t o t
y d u t s s i h t n
I , the deifniiton o feffor tha st hesame meaning w tih the fris t
, n e r d li h c e h t e v a s o t ti ri p s a s i , n e d l o H y b d e t n a w r o e n o d s i h c i h w , tr o f f E . e s n e s
e b e o h P y ll a i c e p s
e from adul’t sdecadences .Holden ha ssome moitvaiton stha t
e v a h o t m i h e d i u
g good desrieandpurpose .Forf uflliilng hi sdesireand purpose ,
tr o f f e e m o s s e h s il p m o c c a e h e r o f e r e h
t s to save the chlidren ,especially Phoebe .
h , e r o m r e h tr u
F i seffo tr sareactuailzedi nhi sacitonandimaginaiton .
.
1 4.3 TrueMeaningo fTheCatche ri n theRye
f o r e t c a r a h c n i a m e h t s a n e d l o
H TheCatche ri n theRyeha sstatedhimsel f
. e y r e h t n i r e h c t a c e h t s
a Holden’ squotaiton prove stha the want sto save the
: n e r d li h c
s i h t n i e m a g e m o s g n i y a l p s d i k e lt ti l e s e h t ll a g n ir u t c i p t p e k I , y a w y n A “
s d i k e lt ti l f o s d n a s u o h T . ll a d n a e y r f o d l e if g i
b and nobody’ s
d n u o r
a nobody big , Imeanexcep tme .And I’m standing on t he edge y e h t fi y d o b y r e v e h c t a c o t e v a h I , o d o t e v a h I t a h W . f fi l c y z a r c e m o s f o
f fi l c e h t r e v o o g o t tr a t
s Imean fi t hey’re running and t hey don t’ l ook o
t e v a h I g n i o g e r ’ y e h t e r e h
” . y z a r c s ’t i w o n k I . e b o t e k il y ll a e r d ’ I g n i h t y l n o e h t s ’t a h t t u b , y z a r c s ’t i
) 6 5 1 . p (
e m o s e r a e r e h
T impo tran twordsf o ranalyzing t hi sstudy .Theword sarecatcher ,
s d i k , e y r f o d l e
if , and crazy clfi.f Therearedeifniiton soft hoseword saccording
s e ir a n o it c i D d r o f x O o
t (www.oxforddicitona ire .scom:) catcher(noun)i saperson
h t g n i h t r
o a tcatche ssomething ; er y (noun )is a wheat-ilke cerea lplan twhich
s e r u t a r e p m e t w o l d n a s li o s r o o p s e t a r e l o
t ; if eld (noun )is an area o fopen land ;
s d i
k (noun ,plura)l ,kid i sa chlid o ryoung person ;crazy (adjecitve )is mad
r o i v a h e b e v i s s e r g g a r o d li w n i d e t s e fi n a m s a y ll a i c e p s
e ; da n c lfif(noun)i sasteep
a e s e h t f o e g d e e h t t a y ll a i c e p s e , e c a f k c o
r .
, y d u t s s i h t n o d e s a
B thewrtie ranalyze sthatt hosedeifniiton spoin tatt he
. s g n i n a e m r e p e e
d Catcheri s ilkea guard ,who protect ssomeone .Field o frye si
s i e y r f o d l e if f o g n i n a e m e h t , y d u t s s i h t n I . s t n a l p t a e h w f o d n a l e g r a l s a d e m i a
. e fi l a e k
il K idsareyoungpeoplet hats tli lneedl oveandproteciton .CrazyClfif si
s ’t l u d a s a d e il p m i e b n a c f fi l c y z a r c , r e v o e r o M . e c a l p s u o r e g n a d a s a d e m i a
.s e c n e d a c e d
.
1 4.4 Save
c c
A ording t o Oxford Dicitonaires ,savei sa verb .When savei sfollowed
r o e f a s p e e k o t t a h t s i e v a s f o g n i n a e m t s ri f e h T . g n i n a e m o w t s a h t i ,t c e j b o h ti w
o t s i g n i n a e m d n o c e s e h T . r e g n a d r o m r a h m o r f ) g n i h t e m o s r o e n o e m o s ( e u c s e r
s a h e v a s f o n o it i n if e d e h t , y d u t s s i h t n
I t he same meaning wtih the fris t
e v a s f o g n i n a e
m thati sfollowed by object .Holden savest hechlidren ,especially
s i t a h t d lr o w e h t o t n i g n il l a f r o f n e r d li h c e h t s t n e v e r p n e d l o H t a h t s n a e m , e b e o h P
d e m u s s
a a sadul’t swo lrd .By prevenitng the chlidren fo rfalilng into adul’t s
m o r f n e r d li h c e h t p e e k n a c n e d l o H , d lr o
w the dangerou sthing sand care to
s ’ n e r d li h
9
2 R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
o t n i d e d i v i d s i r e t p a h c s i h
T f ro u patrs .Thef ris tpa tri saboutt heo irest ha t
e b l li
w usedfo ranalyzingtheproblem formulaitons .Thosetheo iresarecetrainly
h t o t t n a v e l e
r i s study .The theo ire sconsis to fTheory o fCharacter ,Theory o f
Characteirzaiton ,Psychologica lApproach ,Theory o fPersonaltiy, and Theory o f
Moitvaiton.Thesecondpatri sabou tc iritcalt ot henove landt heauthor .Thi spar t
o t s t n i o p w e i v f o s t s i s n o
c et h nove land author .The nex tpatr si Theoreitca l
Framework. In thi sseciton ,the wrtie rwli lexplain abou thow t o apply those
. y d u t s s i h t n i s e ir o e h
t Thel as tpatri sContex toft heNovel ,whichconsists fo the
d n a d n u o r g k c a
b thesetitngoft henovel .
w e i v e R l a c it e r o e h T 1 . 2
y d u t s s i h t e z y l a n a o t d e s u e r a t a h t s e ir o e h t e m o s e r a e r e h
T . Thoset heo ire s
e r a e r e h T . r e h t o h c a e o t d e t a l e r e r
a et h theory of character , the theory o f
ir e t c a r a h
c zaiton, psychologica lapproach, thetheoryo fpersonaltiy, andthetheory
. n o it a v it o m f o
r e t c a r a h C f o y r o e h T 1 . 1 . 2
n i n i a t n o c t a h t s g n i h t t n a tr o p m i o w t e r a e r e h t , n o it c e s s i h t n
I thetheoryo f
e p y t e h t d n a r e t c a r a h c f o n o it i n if e d e h t ;r e t c a r a h
l li w r e t c a r a h
c explain aboutt hemeaning of t hecharacter .Nexti saboutt ype so f
t c a r a h c e h
t e.r I n t hi spar,t t herearet wot ype so fcharactert ha tcommonly appea r
. y r o t s e h t n i
r e t c a r a h C f o n o it i n if e D e h T 1 . 1 . 1 . 2
f o e n o s i r e t c a r a h
C theimpo tran telementsi n ifciton .Accordingt oStanton
. p , 4 6 9 1
( 17) ,term o fcharacte ri sused in two meaning .The fris tmeaning ,
s i r e t c a r a h
c used to show individual swho appea rin the story ;“How many
g n i n a e m d n o c e s e h T . ” ? e r e h t e r a s r e t c a r a h
c ist hatcharacte rcontain sof i nterest ,
c n ir p l a r o m d n a , s n o it o m e , s e ri s e
d iples ,which can consrtuc tthe individuals ;
. ” ? r e t c a r a h c s i h e b ir c s e d u o y d l u o w w o H “
. p p , 4 6 9 1 ( n o t n a t
S 1 -7 18) ;in hi sexplanaiton so fcharacter ;also give s
e h t e r a e r e h T . y r o t s a n i s r e t c a r a h c e h t d n a t s r e d n u o t w o h e c n e d i v e e m o s
m a n s ’ r e t c a r a h
c e and the author’ s expilci tdescirpiton and commen tupon the
e h t e z il a u s i v n a c r e d a e r e h t , n o it p ir c s e d l a n o s r e p e h t g n i z y l a n a y b ; r e t c a r a h c
d n a ; r e t c a r a h c e h t d n a t s r e d n u d n a n o s r e
p et h mos timpo tran tevidence i sthe
c a r a h
c ter’ sown dialogue and behavio .r Every speech and every aciton can help
.r e t c a r a h c e h t d n a t s r e d n u o t r e s o l c t e g o t r e d a e r e h t
d n a n a il a m m a
H Kalr( 1978 ,p .190 )explaint ha tcharacteri sverypersona l
w o h d n a t s r e d n u r e d a e r e h t t a h t n o s a e
r theothe rpeople ilve ,makedecisions, and
e r f o n o it c a e h t o
d sponsib litiy ,and also pursue the goal .s Next ,according to
d n a t r e b o
h c e e p s , t h g u o h t s e h s il b a t s e t a h t e c n e i c s n o c f o g n i e b n a m u h f o n o it a t n e s e r p e
r , and
.r o i v a h e b
. 1 . 1 .
2 2 TheTypeso fCharacter
e r e h
T are two type so fcharacters ;Round characte rand Fla tcharacter ,
7 2 9 1 ( r e t s r o F y b d e n if e d e r a h c i h
w ,p .46) .Roundcharacte rusuallydominatest he
c it s il a e r y n a m m e h t s e v i g d n a s p o l e v e d r o h t u a e h T . e r u g if r o j a m a s i t I . y r o t s
h T . s ti a
rt e majo r ifgure i n t he story i salso known a sProtagonist tha tplays t he
e h t e s o p p o o t n o it c a l a rt n e
c Antagonist .Rober t(1987 ,p .121 )say stha tround
a s a d e ll a c o s l a s i tI . s ti a rt n a m u h e l b a t c i d e r p n u d n a l a u d i v i d n i y n a m s a h r e t c a r a h c
ti c a p a c e h t ; c i m a n y
D yt ochangeort ogrow.
.r e t c a r a h c d n u o r e h t o t t s a rt n o c s i r e t c a r a h c t a l
F I ti susually mino rand
c it a t
s in the story , no t a s dynamic a s round character . Mino r character si
e v it a t n e s e r p e
r .I tmean stheminori sno tan i ndividua.l .However , ti scharacte ri s
n e h w n w o n k e b o t y li s a e e r a s r e t c a r a h c t a l F . y r o t s e h t n i l a r u t c u rt s d n a l u f e s u y r e v
. e y e l a n o it o m e s ’ r e d a e r e h t y b d e z i n g o c e r s i ti ; y r o t s e h t n i r a e p p a y e h t
n o it a z i r e t c a r a h C f o y r o e h T 2 . 1 . 2
e r a t a h t s r e t c a r a h c g n i z y l a n a r o f s y a w c if i c e p s e m o s e r a e r e h
T stated yb
k o o b s i h n i n o t y o
B Introducitont o t heShor tStory(1972) .Therearesix speci ifc
s y a
w o fcharacteirzaiton ;wha ta characte rdoes ,wha ta characte rsays ,wha ta
w o h , s k n i h t r e t c a r a h
c other sreac tto a character ,how a characte rreact sto hi s
g n i d n u o r r u
.
1 Wha tacharacte rdoesist heway t o seet hecharacter’ saciton .Byknowinghi s
r e t c a r a h c e h t w o n k n a c r e d a e r e h t , n o it c
a ’ sbehavior .
.
2 Wha tacharacte rsaysist hewayt o knowt hecharacteri s .Ont heothe rword ,s
ther eade rcanknowhi scharacter, byanalyzingt hewordst ha thesays.
.
3 Wha ta character t hink i sthe way t o reveal t hecharacte rporrtai tby knowing
o t s t h g u o h t t a h
w ward t heotherst ha t ilvei n et h character’ smind .A characte r
o t t h g u o h t d o o g r o d a b r e h ti e k n i h t y a
m ward t heother swhichmaket her eade r
.r e t c a r a h c e h t f o d n i m e d i s n i e h t t u o b a y l e s o l c w o n k
.
4 Howothersr eactt oacharacterist hewaywhereothe rcharacterst akeacitont o
o s l a d n a m i h t u o b a y a s y e h t t a h w w o h s n a c s r e h t o t a h t s n a e m t I . m i h d n o p s e r
f o r e t c a r a h c e h t w o n k n a c r e d a e r e h T . m i h o t s t n e m m o c t c e ri d e v i
g aperson by
d n o p s e r s r e h t o e h t y a w e h
t himo rher .Howothersr eacttowardhimo rhe rsay
e h t w o
h characterl ook silke .
.
5 How acharacterr eactst o hi ssurroundingi st hewayt oseehi sacitonfrom shi
. s g n i d n u o r r u
s The reade rcan know his respond toward the thing so rplace s
. s t e e m e h t a h t
.
6 Driec tdesc irpiton o rexplanaiton i sthe way the autho rdescirbes a characte r
r o h t u a e h T . y r o t s s i h n i g n i h t y r e v e s l o rt n o c r o h t u a e h T . y lt c e ri
d frankly
t u o b a s w o n k y lt c e ri d r e d a e r e h t s u h T . r e d a e r e h t o t r e t c a r a h c e h t t u o b a s n i a l p x e
r e t c a r a h c e h
h c a o r p p A l a c i g o l o h c y s P 3 . 1 . 2
h t n a i d u e r F d e w o ll o f d a h g n u
J eory o funconsciou s(a sctied in www.calr
-t e n . g n u
j ,(n.d).) .He l ate rdeveloped hi sown t heory on t heunconsciou .s Heha s
y e h T . s e p y t e h c r a d e ll a c e r a y e h T . e h c y s p e h t f o s n o it c n u f y r a m ir p e v if d e if it n e d i
. e c n e ir e p x e f o s n r e tt a p l a s r e v i n u s a d e ll a c o s l a e r a
n i d e ti c s a ( s e p y t e h c r a e s o h
T www.rtans4mind.com,( n.d). )are:
.
1 Thepersonai sani denttiyweholdandwhichpresentt ot heoutsidewo lrd.
.
2 The Ego i s ou r cente r o f consciou s sense o f sefl . Jung say s tha t
o g E s y a w l a s i s s e n s u o i c s n o
c -consciousness .In orde rto be consciou so f
p i h s n o it a l e R . s r e h t o m o r f fl e s m i h h s i u g n it s i d o t e l b a e b t s u m n o s r e p , fl e s
.s t s i x e n o it c n it s i d s i h t e r e h w e c a l p e k a t y l n o n a c
.
3 TheShadowi sanunconsciou spar toft heego . tIi sconnectedt ot heI dand
. s e r u t c u rt s s ti
.
4 The Anima i sa node o funconsciou sbeilef sand feeilng sin a man’ s
a n i x e l p m o c g n i d n o p s e r r o c e h t s i s u m i n a e h T . r e d n e g e ti s o p p o e h t e h c y s p
n e h w s s e n s u o i c s n o c o t n i e s ir e b n a c s e p y t e h c r a e s e h T . e h c y s p s ’ n a m o w
. s e c n a t s m u c ri c e t a ir p o r p p a y b d e t a v it c a
.
5 Thesefli st het otallyoft heentriepsyche.I tcontain sallt hef unciton sand
.t i b r o y e h t h c i h w d n u o r a
o t e l b a e r a s e p y t e h c r a e h T . s u o i c s n o c n u e v it c e ll o c e h t o t m i a s e p y t e h c r a e s o h T
. 1 .
2 4 Theoryo fPersonaltiy
s e c u d o rt n i g n u
J two genera ltype so fatttiudes .They are in rtovetr sand
e r a s e p y t h t o B . s tr e v o rt x
e developed in human lfie .Moreover ,these type so f
e r a y ti l a n o s r e
p able to in lfuence t he persona lcondiiton of each people .Every
e l p o e
p havethese t ypes, i nrtover to rexrtover,t but t he number sof i nrtover tand
t r e v o rt x
e may dfiferen.t tI i sdepended from which typet hat i smore developed .
, e r o m r e h tr u
F the elaboraiton o fthese type swli lbe clair ifed in the following
. n o it a n a l p x e
. 1 .
2 4.1I ntrovert
a s i tr e v o rt n
I psychicenergy t ha tmovesi nsidehumanbeing.I nrtove trha s
p A . n o it a t n e ir o e v it c e j b u s
a erson who isi nrtover tusually focuse son hi so rhe r
o t g n i d n a t s r e d n u d o o g a s a h n o s r e p s i h T . t h g u o h t d n a g n il e e f r e n n i n w
o hi so rhe r
n w
o wo lrd .Al lof t hing ssuch as preconcepiton ,fantasy ,dream, and percepiton
n r e c n o c e r o m n o s r e p t r e v o rt n I . l a u d i v i d n i e r
a s to hi so rhe rp irvate wo lrd .The
n o n o it n e tt a r e h r o s i h s u c o f o t d n e t ll i w n o s r e
p hi so rhe rownbusines so rneeds .
o t d n e t ll i w e h s r o e
H beanitsocia landbelacko fcon ifdence .Thi spersonactually
s t p e c c
a anything from wo lrd outside him o rher ,bu the o rshe wli lbe more
it c e l e
s vet or eceive .Thepersonwli lseeall thethingsf romthewo lrd outsidehim
w e i v e v it c e j b u s r e h r o s i h h ti w r e h r
o .
ll e t o s l a g n u
J sabou thi sexpeirenceabout t het wo phase sof i nrtoversion
h c i h
w become sdominanti n himsefl .Thefris tphasew asoccurred when he w as
tr a t s e H . t n e c s e l o d
s a
w when he go tolde rand became mature .He faced hi sunconsciousness .He
e v l o v n
i d to the conversaiton wtih animal ,expeirenced odd dream sand go t the
c e h t a h t s i s o h c y s p f o n o i s i
v ouldno texplain(Jung , .p 188) .
. 1 .
2 4.2Extrover t
t a h t y g r e n e s e h c y s p t u o b a s n i a l p x e t a h t s e d u ti tt a f o d n i k a s i n o i s r e v o rt x E
. e d i s t u o e h t o t s e o
g A person who i s in thi stype tend sto have objecitve
T . n o it a t n e ir o e v it c e j b u s m o r f r a f o g d n a n o it a t n e ir
o h ispersonwli lconcerno nthe
t n i d n a d lr o w l a n r e t x
e erested to t heothe rpeople .He o rshewli lfocu son socia l
y b d e c n e u lf n i e r o m e b l li w n o s r e p s i h T . s e c n e ir e p x e l a n r e t n i r e h r o s i h n a h t e fi l
r u s r e h r o s i
h rounding rathe r than the condiiton inside mhi sel f o r hersefl .
r f e b o t e ri s e d a s a h n o s r e p t r e v o rt x
E iendlyandopent othething shappene dint he
s a h e h s r o e H . d lr o
w aposiitveview ot w ardthes ociety .
. 1 .
2 4.3TheBalancebetweenI ntrover tandExtrover t
t o n s i n o s r e p
A jus t having the fu lly inrtoversion o r jus t the fully
E . n o i s r e v o rt x
e veryone ha s both o f those types , bu t the balance may have
. w a s e e s s a d e n e k il e b n a c t I . n o it r o p o r p l a u q e r o n o it r o p o r p t n e r e f fi d
s i t r e v o r t n
I Biggert hanExtrovert
e r u g i
F 2.1.3.3 Inrtovetri sbiggert hanexrtovetr. [Jes sFeis t&GregoryFeis t(2010) ,Teor i n
a i d a b i r p e
K ]
t r e v o r t n I
n I . e p y t tr e v o rt n i s a h n o s r e p e h t ,s u h T . tr e v o rt x e n a h t t n a n i m o d s i tr e v o rt n I
l li w e h , e s a c s i h
t be more tend to care abou thi sinterna lwo lrd .He wli lgive
e h T . e d i s e v it c e j b u s s i h o t y ti r o ir
p harmfu limpac t from thi stype i swhen the
e h , d n i m e v it c e j b u s e h t o t e s o l c o o t s i n o s r e
p o rshew eillb farf romt heobjecitve
l li w e l p o e p e h t ,s u h T . d lr o
w havedfiifcutlyt obeopenminded tothet hingsf rom
. d lr o w e v it c e j b o e h t
B s i t r e v o r t x
E iggert hanI ntrovert
e r u g i
F 2.1.3.3Exrtovetri sbiggert haninrtover.t[Jes sFeis t&GregoryFeis t(2010) ,Teor i n
a i d a b i r p e
K ]
s i tr e v o rt x
E moredominantt han i nrtove tr .Theperson wli lbei n lfuenced
l li w e H . d lr o w l a n r e t x e s i h y
b focu sontheobjecitvesidet hant hesubjecitveside .
r o f k s ir e h
T thist ypeo fperson si tha t fit hei n lfuencesf romt heou two lrdaret oo
l li w e h s r o e h , g n o rt
s befalle no rbeplungedi ntot heobjecitvewo lrdandt hent he
ll i w n o s r e
p eb losehimsel fo rfeels rtanget ohiss ubjecitvewo lrd.
Introver tandExtrover tarei nBalanced
e r u g i
F 2.1.3.3Inrtover ta ndexrtovetr are inbalanced.Jes sFeis t& Gregory Feis t(2010) , n
a i d a b i r p e K i r o e
T ]
t r e v o r t n I
t r e v o r t x E
t r e v o r t n
A person whoha sbalancei ninrtover tand exrtovetrt ype scan besaid t ha t
o n s i e r e h
t dominan t side between them . The person can be called a s
l a c i g o l o h c y s
p lyheatlhy .Hewillf ee lcomfo trableand enjoywtih t hei nterna land
it c e j b u s e h t h ti w d e b r u t s i d t o n e b l li w e H . d lr o w l a n r e t x
e vet hing sort heobjecitve
.s g n i h t
. 1 .
2 5 Theoryo fMo itvaiton
l a n o it a v it o m a d e c u d o rt n i s a h w o l s a
M theory t hat i scalled ahierarchy o f
s d e e n e h T . s d e e
n includephysiologica lneeds ,safetyneeds ,belongingnes sneeds ,
s d e e n m e e t s
e , and sefl- actuailzaiton .The need sare also catego irzed into two
w o r g d n a n o it a v it o m n o it a v ir p e d ; l e v e l n o it a v it o m f o s tr a
p th mo itvaiton .
s s e n g n i g n o l e b , y t e f a s , l a c i g o l o i s y h
P , and esteem need s are catego irzed in
n o it a v it o m n o it a v i r p e
d .I tmeanst hatt herearef ou rsteps fromt hefristl evelt ha t
a
h s to be fuliflled before goi ng to the las t level . The las tleve li sgrowth
n o it a v it o
m tha tonlyconsist so fones tep;s efl-actuailzaiton .
e r u g i
F 2 4 .1. Maslow’ shierarchy o fneed s[Herbetr L .Pert i(1981 )Moitvaiton :Theory and h
c r a e s e
R ]
s d e e n l a c i g o l o i s y h P
e e n y t e f a
S d s
s d e e n s s e n g n i g n o l e B
s d e e n m e e t s E
fl e
S -actuailza iton
N O I T A V I R P E D
N O A V I T O M
H T W O R G
s d e e n l a c i g o l o i s y h
P aret hef ris tstep t hati scommonly had by al lpeople
n
i the society .These need shave the bigges tpowe rthan other needs .There are
s r e h t o d n a s d e e n l a c i g o l o i s y h p n e e w t e b e t a it n e r e f fi d t a h t s g n i h t t n a tr o p m i o w t
t a h t s d e e n y l n o e h t e r a s d e e n l a c i g o l o i s y h p , g n i h t t s ri f e h T . s d e e
n are alway s
n i h t d n o c e s e h T . d e ll if l u
f g ,physiologica lneed sareablet obenaturallyr epeated.
s d e e n y t e f a
S are t heneed satfe rphysiologica lneeds .A tfe rfuflliilng the
y t e f a s e h T .s d e e n y t e f a s e h t t e g o t d e t a v it o m e b l li w e l p o e p , s d e e n l a c i g o l o i s y h p
s d e e
n enablesomeonet ogetphysical as fety ,stablitiysafety ,proteciton, andalso
m o d e e r
f which i sf a rfrom t hewa,r i llnes ,s f earfulness ,and anxiety .Theseneed s
s d e e n l a c i g o l o i s y h p m o r f t n e r e f fi d e r
a which has al lthe need sfuliflled .Safety
s d e e
n arei mpossiblet o fuflli lallt hepeople’ ssafety needs .Fo rexample ,people
r
aeneve rprotectedf rommeteor ,frie , lfoodo rtheothe rdangerousi ncidents .The
e l p m a x e r e h t
o si in t hecounrty tha tneve rhad awa,r t he adul tcan completet he
s d e e n y t e f a s e h t s e k a m t i s u h t e m it y r e v e s d e e n y t e f a
s arenoti mpo tran tanymore .
e f a s a t e g o t d e t a v it o m e r o m e r a s d i k e h t , y r a rt n o c e h t n
O t ybecauset heyf acet he
.t n e m h s i n u p f o r a e f e h t n e v e d n a s r e g n a rt s d n a , s l a m i n a , k r a d f o s s e n l u f r a e f
s d e e n s s e n g n i g n o l e b d n a e v o
L are the nex tstep atfe rphy isologica land
s d e e n y t e f a
s are fuliflled .Theseneed sinvolve desrie o fhaving firend ,s l fieitme
e l p o e p n e h W . y t e i c o s o s l a d n a y li m a f f o t r a p g n i e b o s l a d n a , n e r d li h c d n a r e n tr a p
e c n i s s s e n g n i g n o l e b d n a e v o l y b d e if s it a s n e e b e v a
h thei rchlidhood,t heywillno t
s i e v o l ri e h t fi d e s s e r p e d e
b no taccepted .Peoplewho do no teverf ee laboutl ove
t o n l li w , s s e n g n i g n o l e b d n
r o
f thei rlfie .People who have a ltilte love and belongingness ,late ron wli lbe
v it o
m atedt oseekl oveandbelongingness .Maslowexplainst ha tpeoplewhohave
k o o l ll i w , t n u o m a e lt ti l n i e v o
l morefo rhappyandacceptancei nt hel argenumbe r
n a h
t thosewhohavebeenf ul iflledwtihl oveandthosewhodonotr eceivel ove ta
ll
a . Beside ,s t h ekid sgett heseneed shoneslty and drieclty .Dfiferentwtih adults ,
y lt e r c e s s d e e n e s e h t t e g s tl u d
a .They behave not eil k themselves .They pretend
. s r e h t o o t y l d n e ir f n
u But ,actuallyt heyneedl oveandbelongingnes .s
s d e e n m e e t s
E encompas scon ifdence ,seflrespect ,ablitiy, andknowledge .
n o it a t u p e r ; s d e e n m e e t s e f o s e e r g e d o w t e r a e r e h t , w o l s a M o t g n i d r o c c
A , ands efl
s i n o it a t u p e R . m e e t s
e apercepiton o fpresitgeand r ecogniiton t ha tareviewed by
fl e S . e l p o e p s r e h t
o -esteemi sapersonalf eeilng t hatf eelsheo rshei swo trhy and
. l u f e s u
fl e
S -actuailza iton concern sto hi so rher own potenitals .People in sefl
-it a z il a u t c
a on are so natural . They wli l fuflli lthei r basic need s and no t le t
fl e s d n e f e d l li w y e h T . e r u s s e r p t e g o t s e v l e s m e h
t -esteemf romr ejeciton o rabuse .
t u B . t n e d n e p e d n i e r a y e h T . s d e e n m e e t s e d n a e v o l n o d n e p e d t o n l li w y e h T
e v o m s y a w l a t o n e l p o e p , t a h t s e d i s e
b d togets efl-actuailzaitonwhenesteemneed s
s i e d n a r B n i s t n e d u t s e g e ll o c y n a m t a h t d e z il a e r w o l s a M , 0 6 9 1 n I . d e if s it a s e r a
o h
w had completed thei rphysiological needs ,safety needs ,love needs, and
y e h t ; s d e e n m e e t s
f o e n
O et h commentators ,Alastai rBest, said t ha tthi snovel wa shard to beread
f o e s u a c e
b theclassicals rtucture.
.
2 3 Theoreitca lFramework
p l e h n a c t a h t s e ir o e h t y n a m e r a e r e h t , y d u t s s i h t n
I thewrtier to analyze
e r a s e ir o e h t e h T . s m e l b o r p e h
t thetheory o fcharacte,r t heoryo fcharacteirzaiton,
, h c a o r p p a l a c i g o l o h c y s p e h
t theory o fpersonaltiy, and theory o fmo itvaiton .
o t e l b a e r a s e ir o e h t e s o h
T h elp the reade r to understand the topic easier .
. y d u t s s i h t e z y l a n a o t r e h t o h c a e d e t a l e r e r a s e ir o e h t e s o h t ,r e v o e r o M
s i y d u t s s i h t f o t n i o p r o j a m e h
T to if nd the effo trs and the reasons fo
e v a s o t n e d l o
H the chlidren , especially hi s sister , Phoebe, from adutl’ s
y ti l a n o s r e p s ’ r e t c a r a h c n i a m e h t s e z y l a n a o s l a y d u t s s i h t ,t a h t s e d i s e B . s e c n e d a c e d
n
i The Catche rin the Rye .Those majo rpoint sare shared into two problem
n o it a l u m r o
f s .Late ron ,these problem formulaiton suse psychologica lapproach .
d n a y ti l a n o s r e p o t n i d e il p m i s i y d u t s s i h t n i h c a o r p p a l a c i g o l o h c y s p e h T
. n o it a v it o
m Fu trhermore, t hefris tproblem formulaiton uses t hebasic review o f
u t a r e ti
l r e theory . The theo ire s are the theory o f character, the theory o f
n o it a z ir e t c a r a h
c , and the theory o fpersonaltiy. hT e se theo ire so fcharacte rand
n o it a z ir e t c a r a h
c give some a an sl ey sabou tthe characters fo the main character ,
e h T . d l e if l u a C n e d l o
H n ext theory i sthetheory o fpersonaltiy .Thist heory give s
. y ti l a n o s r e p n a m u h t u o b a n o it a n a l p x
e Thi spersonaltiy tends t o go t o t he t ypeo f
. tr e v o rt x e d n a t r e v o rt n
i A tfe ranalyzing t he character so fHolden, t hereade rwli l
y ti l a n o s r e p s ’ n e d l o H w o n
s e s u n o it a l u m r o f m e l b o r p d n o c e
s thetheory o fmoitvaiton .Thist heoryi sappiled
s ’t l u d a m o r f , e b e o h P y ll a i c e p s e , n e r d li h c e h t e v a s o t t r o f f e s ’ n e d l o H e z y l a n a o t
s i e r e h t ,t r a p s i h t n I .s e c n e d a c e
d also aconneciton between t hemoitvef o rsaving
. y ti l a n o s r e p s ’ n e d l o H d n a e b e o h P
g n i d n a t s r e d n u e r o m t e g o t r e d r o n
I fromthi sstudy, t heset heo ire swli lbe
n o it a l u m r o f m e l b o r p e h t g n i z y l a n a n i d e il p p
a s in Chapte r4 .The poin ti stha t
, d e s u s i h c i h w , y r o e h t y r e v
e i sconnecte deachothe .r Therefore,t hef ris tproblem
s e ir o e h t s ti d n a n o it a l u m r o
f a rerelatedt o t hesecondproblemf ormulaitonand ti s
.s e ir o e h
t Hence,t her eade rcanunderstandt hiss tudydeepe.r
.
2 4 Contex toft heNovel
e y R e h t n i r e h c t a C e h
T wa sw irttenby .JD .Sailnge ri nthelate1940 sun it l
e h
t ealry 1950 .The setitng o f itme wa sin 1940 swhen the P -ostWo lrd Wa rII
d e n e p p a
h .The setitng o fplace where he wrote The Catche rin the Rye wa sin
. k r o Y w e
N Thi snove lwa sfris tpubilshed in July 1951 by Ltilte ,Brown and
y n a p m o
C .
n
I TheCatcheri nt heRye , .JD .Sailnge rshowed t her eaderst hatt hestory
l it n u n o o n r e tf a e h t n i y a d r u t a S n o d e tr a t s s a w t I . s y a d e e r h t r o f d e t s a l s a w
o t e h n e h w d l o s r a e y n e e t n e v e s s a w e h t a h t d e n o it n e m n e d l o H . y a d n o
M ld the
n e d l o H . n e e t x i s s a w e h n e h w , p e r P y e c n e P e v a e l o t n a g e b e H . s r e d a e r e h t o t y r o t s
i d d a h e il l A t a h t d e n o it n e m o s l
a ed i n July 1946 .Alile waseleven year sold and
8 4 9 1 d n u o r a n i n u g e b s a w y r o t s e h t t a h t d e d u l c n o c e b n a c t I . n e e tr i h t s a w n e d l o
-J . 9 4 9
1 .D .Sailnge rstatred hi snovel ,when Holden i n Pencey Prep ,Pennsylvania
l it n
4 2
3 R E T P A H C
Y G O L O D O H T E M
n o it c e s s i h T . d e s s u c s i d e b l li w t a h t s tr a p e e r h t e r a e r e h t , n o it c e s s i h t n I
n I .s e r u d e c o r P d n a , h c a o r p p A , r e tt a M t c e j b u S f o s t s i s n o
c thesubjec tmatte,ri twli l
s e v it c e j b o e h t d n a l e v o n e h t t u o b a e lt ti l a d e b ir c s e d e
b oft hestudy. I n t hepar to f
h c a o r p p
a ,i twli lbeexplainedaboutt heapproacht hati sused. I nt hi spar,t i twli l
y h w n o s a e r e h t t u o b a d e n i a l p x e o s l a e
b the wrtier eu d s tha tapproach .In the
. d e s s u c s i d e b l li w m e l b o r p e h t g n i z y l a n a f o s p e t s e h t ,t r a p s e r u d e c o r p
r e tt a M t c e j b u S 1 . 3
j b u s e h
T ec tmatte roft hi sstudyi sTheCatcheri n t heRye .Thenove lwa s
s a w t I .r e g n il a S . D .J y b n e tt ir
w fris tpubilshedi nJuly1951a tfe rWo lrdWarI I by
. y n a p m o C d n a n w o r B , e lt ti
L The Catche rin t he eRy ha s192 page .s Thi snove l
.s r e t p a h c 6 2 f o s t s i s n o
c Sailnge ruse sEngilsh for t elilng t he story .Thegenre o f
g n i m o c ( n a m o r s g n u d li b s i l e v o n s i h
t - fo -agenove)l .Sailnge rdescirbedt hesetitng
e c a l p f
o inPenceyPrep. ;hiss chool ,bar ,hote,l da n parki nNewYork .Thesetitng
e m it f
o sw a inaCh irstma shoildayseason.
r e g a n e e t e h t s t n e s e r p l e v o n e h
T a s tismain character .Themain characte r
r e d a e r s ll e t r e g n il a S . l a n e m o n e h p y r e v e b l li w r e t c a r a h c s i h T . d l e if l u a C n e d l o H s i
s a n e d l o H g n i s u y b s t o l p e h t t u o b
a the fris tpoin to fview .Holden i sat eenage r
lf s i o h
w unked ou tfrom Pencey Prep because he falis in many subjects .He
e d i c e d e H . d r a t s a b d n a y n o h p e r a p e r P y e c n e P n i e l p o e p l l a t a h t s e z il a e
t s e r s i
h o f itmei n NewYork beforeheget shomet o mee thisf amliy .Du irng hi s
y e n r u o
j i nspendi nghi sitme ,hemeet smanypeople .Healway sfeelst ha tmos to f
l a e H . y n o h p e r a m e h
t mos tdoes tn o ilket hem.Besidest hat ,Holdens tate shimsel f
e b o
t the catche rin the rye .Hi smoitvaiton i sto save the chlidren ,especially
, e b e o h
P from t hecrue lwo lrd o radul’t sdecadences .Holden t hen t irest o protec t
r e t s i s s i
h fromadul’t sdecadence .s
h c a o r p p A 2 . 3
The approach tha t i s used in thi s study i s psychologi cal approach .
i d e s u n e tf o s i h c a o r p p a l a c i g o l o h c y s p , y l n o m m o
C neveryt hesi swhendiscussing
s i h c a o r p p a s i h T . e r u t a r e ti
l fromCar lJung’st heory .Thi sapproach i sablet o ifnd
. y ti l a n o s r e p s ’ n e d l o H e h t t u
o Moreove,r t hi sapproach i ssensed bettert o analyze
. y ti l a n o s r e p n a m u
h Psychological approach helps the wrtie r to analyze the
m e l b o r
p formulaitons easier . Beside s that , thi s approach c na a lso ifnd ou t
n e r d li h c e h t e v a s o t n o it a v it o m s ’ n e d l o
H ,especially Phoebe. Therefore ,the
r e d a e
r s wli lknow the effo tr so fHolden to protec thi ssister from et h adul’t s
.s e c n e d a c e d
s e r u d e c o r P 3 . 3
e h t n
I procedurespatr,t herearesomestepst o conductt heanalys isoft he
s a w p e t s t s ri f e h T . y d u t
s the wrtier read t he novel ,The Catcheri n t heRye .The
d n a t s r e d n u o t r e d r o n i , y l d e t a e p e r d a e r s a w l e v o
n thecontent soft henovelbetter .
s e h
