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S T N E T N O C F O E L B A T
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L A V O R P P A F O S E G A P ………... ii
N O I T A C I D E D F O E G A P ………... i v 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 ………... v ..
R E P N A A T A Y N E P R A B M E L SETUJUANPUBLIKASI………… … . v i ACKNOWLEDGEMENTS………... v ii S T N E T N O C F O E L B A T ………... ix
T C A R T S B A ………... x iii K A R T S B A ……….………... xiv
R E T P A H C I INTRODUCTION………….………... 1
. A Backgroundoft heStudy…..………... ... 1
B .ProblemFormulaiton………... ... 5
C .Objective soft heStudy………...…... ... 6
D .Benefti soft heStudy……….…... ... 6
E .Deifniitono fTerm s………... .... 7
. 1 Guitl………... 7
. 2 Redempit on………... 7
. 3 Moitvaiton………... 8
R E T P A H C I IREVIEWOFRELATEDLITERATURE……… 9
A .Reviewo fRelatedTheo ire s………... .. 9
1 .Character………...……….. 9
. 2 Characteirzaiton………... 0.. 1
a .Persona lDescirpiton……….……... 01 b .Characte rass eenbyOther s………..………... 11
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g .Driec tCommen t………... 12 h .Thought s………... 21 i .Manneirsm…...………... 21
h c a o r p p A l a c it ir C .
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a ... 62 s
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R E T P A H
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o it p ir c s e D e h T .
A fo Characters….………...……... 34 1 .TheDesc irp itono fRaskolnikov ... 53
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. t n e g il l e t n I .
a 73
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . d e t a n e il A .
b 83
.
c Impulsive ... 04 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. d u o r P .
d . 34
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . t s il a e d I .
e ... 44 s
r e t c a r a h C r o n i M f o n o it p ir c s e D e h T .
2 ... 8.... 4 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. v o li a g ir d i v S f o n o it p ir c s e D e h T .
a 84
a i n o S f o n o it p ir c s e D e h T .
b ……….. 15
.
B RaskolnikovMoitvaitont oFindRedempiton………... 35 .. . … … … … … … … … … … … … … n o it p m e d e R s ’ v o k i n l o k s a R .
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… … … … … … … … … … … n o it p m e d e R r o f h s u P l a n r e t n I e h T .
b 75
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c 16
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2 Clea rObjecitve………... 56
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S E C I D N E P P
A ………... 87 X
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A A Summaryoft heNovel. ………... 97
X I D N E P P
A B Biographyo fDostoevsky………... 3.... 8 X
I D N E P P
A C LessonPlant oTeachBasicReading.………... 88
X I D N E P P
A D TeachingMateiral………... 19 .. … … … … … … … … … … … … … … … … … … t x e T g n i d a e R E X I D N E P P
ii x T C A R T S B A . ) 3 1 0 2 ( . r u t n u G h p e s o Y , it a j o r o c n u
K A Study o fPul land Push Mo itve sin .t n e m h s i n u P d n a e m i r C s ’ y k s v e o t s o D n i n e e S s a n o it p m e d e R g n i v e i h c A f o t n e m tr a p e D , m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E : a tr a k a y g o Y , n o it a c u d E d n a g n i n i a r T s r e h c a e T f o y tl u c a F , n o it a c u d E s tr A d n a e g a u g n a L . y ti s r e v i n U a m r a h D a t a n a S m e e d e r o t n o it a v it o m s ’l a u d i v i d n i g n it c e f f a s t c e p s a s e s s u c s i d s i s e h t s i h T h T . e m ir c s i
h e subjec t o fthe research i sRaskolnikov , a main characte r in s ’ y k s v e o t s o
D Crime and Punishment .The nove ltell sthe story o fthe young d n a s b o r , g n i k n i h t f o y a w d e t c ir t s n o c d n a n o it u ti t s e d s i h o t e u d , o h w v o k i n l o k s a R c n i s , r e v e w o H . r e k o r b n w a p d l o n a s ll i
k e the murde r i sbased on premature s d a e l tl i u g e p a c s e o t s tr o f f e s i H . t s e r t a t o n s i e c n e i c s n o c s ’ v o k i n l o k s a R , s t h g u o h t m i h s w o h s r e t a l o h w , n o it u ti t s o r p o t d l o s n a m o w g n u o y t n e c o n n i n a , a i n o S o t m i h li a g ir d i v S d n a , g n ir e f f u s h g u o r h t n o it p m e d e r o t h t a p e h
t ov ,adepraved man ,who . e c n e i c s n o c s i h e c n e li s o t e r u t a n l i v e s ’ n a m u h n i s l e v e r n i n o it a v it o m s ’ r e d n e f f o n a e z y l a n a o t s i y d u t s s i h t f o e v it c e j b o e h T e r a s m e l b o r p o w t , y d u t s e h t r o f n o it c e ri d e d i v o r p o T . e m ir c s i h g n i m e e d e r w o H ) 1 ( : e r a e s o h T . d e t a l u m r o
f areRaskolnikovandt hemino rcharacters :Sonia , g n i h c r a e s n i v o k i n l o k s a R s e t a v it o m t a h W ) 2 ( d n a ? d e z ir e t c a r a h c v o li a g ir d i v S d n a ? n o it p m e d e r r o f s n e p p a h t a h w f o s t h g i s n i n i a g o t h c a o r p p a l a c i g o l o h c y s p d e s u y d u t s s i h T s p s ’ v o k i n l o k s a R e d i s n
i yche and ilbrary research t o gathert he dataneeded .The s ’ y k s v e o t s o D s a w y d u t s e h t f o e c r u o s y r a m ir
p Crimeand Punishment ,whliet he s k o o b l a c i g o l o h c y s p d n a y r a r e ti l e r e w s e c r u o s y r a d n o c e
s da n journal .s
n e g il l e t n i s a d e z ir e t c a r a h c s i v o k i n l o k s a R t a h t s e d u l c n o c y d u t s s i h
T t ,
t s il a e d i d n a , d u o r p , e v i s l u p m i , d e t a n e il
a i , c whlieSoniai sitmid,f atihful ,and ismple s i v o li a g ir d i v S d n a , d e d n i
m impulisveandintelilgent .Behaviouri sacombinaitono f e c r o f e h t g n i e b r e h t o e h t d n a ) h s u p ( n i h ti w m o r f e c r o f e h t g n i e b e n o , s e c r o f o w t , n o it p m e d e r r o f h c r a e s s i h n i , t a h t s e d u l c n o c y d u t s s i h T . )l l u p ( e d i s t u o m o r f s e m o c e b s i h T . tl i u g e t a i v e ll a o t d e e n s i h y b d e t a v it o m y ll a n r e t n i s i v o k i n l o k s a R l a t n e m s i h e z il it u y ll u f t o n n a c t li u g h ti w l a u d i v i d n i e c n i s e v it o m l a n r e t n i y l n o s i h w s e it l u c a
f hlie in fear .Externally ,Raskolnikov i smoitvated by acceptance he . e fi l s i h r o f e s o p r u p r a e l c a d n a a i n o S m o r f s e v i e c e r e h t f o h c r a e s e r e r u t u f r o f d e t s e g g u s s c i p o t ,s i s e h t s i h t f o r e t p a h c t s a l e h t n I il f o n o it a t n e m e l p m i e h t h ti w g n o l a d e d i v o r p e r a l e v o
n terary work a steaching .l a ir e t a m
ii i x K A R T S B A . ) 3 1 0 2 ( . r u t n u G h p e s o Y , it a j o r o c n u
K A Study o fPul land Push Mo itve sin .t n e m h s i n u P d n a e m i r C s ’ y k s v e o t s o D n i n e e S s a n o it p m e d e R g n i v e i h c A S m a r g o r P : a tr a k a y g o
Y tud i Pendidikan Bahasa Ingg irs , Jurusan Pendidikan a t a n a S s a ti s r e v i n U , n a k i d i d n e P u m lI n a d n a u r u g e K s a tl u k a F , i n e S n a d a s a h a B . a m r a h D l a u d i v i d n i i s a v it o m i h u r a g n e p m e m g n a y k e p s a s a h a b m e m i n i i s p ir k S k s a R h a l a d a n a it il e n e p k e j b u S . a y n n a h a l a s e k s u b e n e m k u t n
u olnikov,t okohdalam l
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n Crime and Punishmen t karya Dostoevsky .Nove lin ibercertia tentang h u n u b m e m , ti p m e s g n a y a y n ri k i p a l o p n a d n a n i k s i m e k a n e r a k g n a y v o k i n l o k s a R h a l a d a t u b e s r e t n a k a d n it a n e r a k n u m a N . i a d a g h a m u r k il i m e p g n a r o e
s buah dar i
n a ri k i m e
p semptinya ,nuran iRaskolnikov itdakt enang .Pelairannyamenuntunnya e
k Sonia , gadi s polo s yang d jiua l ke pelacuran namun nan itnya menuntun g n a y t a j e b a ir p , v o li a g ir d i v S n a d , a y n n a h a l a s e k s u b e n e m v o k i n l o k s a
R dengan
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m u k u h r a g g n a l e p i s a v it o m a s il a n a g n e m h a l a d a i n i n a it il e n e p i r a d n a u j u T m a l a
d menebu skesalahannya .Sebagai hara a nuntukpeneilitani ni ,duapetranyaan v o li a g ir d i v S n a d , a i n o S , v o k i n l o k s a R h a k a p a i tr e p e S ) 1 ( u ti a y , t a u b i d d n a k r a b m a g i
d idalam novel? dan (2 )Apakah yang memo itvas iRaskolnikov ? a y n n a h a l a s e k s u b e n e m k u t n u i u h a t e g n e m k u t n u s i g o l o k i s p n a t a k e d n e p n a k a n u g g n e m i n i n a it il e n e P n a k l u p m u g n e m k u t n u a k a t s u p i d u t s e d o t e m n a d , v o k i n l o k s a R n a a w ij e k s e s o r p m ir p a t a D . n a k u lr e p i d g n a y a t a
d e ryang digunakan adalah nove lCrime and t n e m h s i n u
P karangan Dostoevsky , sedangkan data sekunder yang digunakan p u k a c n e
m buku nd a jurnals asrtadanpsikolog.i n a l u p m i s e
K petrama peneilitan in i adalah bahwa Raskolnikov r e t g n a y g n a r o e s e s i a g a b e s n a k r a b m a g i
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d pull) . Peneilitan in i berkesimpulan bahwa dalam menebu s a s a r n a k g n a li h g n e m k u t n u m a l a d i r a d i s a v it o m r e t v o k i n l o k s a R , a y n n a h a l a s e k u t a s i d a j n e m i n i l a H . h a l a s r e
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k utan dan dihantu i rasa bersalah itdak dapa t menggunakan kemampuan a y n ri k i p r e
b dengan maksimal . Dar i luar , Raskolnikov termoitvas i oleh .s a l e j g n a y p u d i h n a u j u t h e l o n a d a i n o S h e l o n a k k u j n u ti d g n a y n a a m ir e n e p h i b e l n a it il e n e p k u t n u n a r a
S lanjut ata skarya sasrta in idan penggunaan .i n i i s p ir k s ri h k a r e t b a b i d n a k m u t n a c i d r a j a i r e t a m i a g a b e s i n i a rt s a s a y r a k : i c n u k a t a
1 I R E T P A H C
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T thebackgroundoft hestudy ,problemf ormulaiton ,
e h t n I . s m r e t f o n o it i n if e d d n a , y d u t s e h t f o s ti f e n e b , y d u t s e h t f o s e v it c e j b o
l e v o n d n a c i p o t r a l u c it r a p e h t y h w o t s a n o it p ir c s e d a , y d u t s e h t f o d n u o r g k c a
b a re
n e s o h
c i sprovided .In the nex ttwo secitons ,the problem formulaiton and the
e r a d e s y l a n a s m e l b o r p e h t , y d u t s e h t f o e v it c e j b
o formulated and the objecitve s
t e s e r a y d u t s e h t r o
f .Thenex tseciton, t hebeneftis oft hestudy, til s s who may be
l , d n a , y d u t s s i h t m o r f d e ti f e n e
b aslty ,the term stha tare used in the study are
.s m r e t f o n o it i n if e d e h t n i d e n if e d
.
A Backgroundoft heStudy
s t s i g o l o h c y s p d n a , s t s i g o l o i c o s , s r e h p o s o li h
P widely agree tha t
t n e m h s i n u
p ,which come satfe ra c irme, should also funciton a s a behaviou r
l o rt n o
c (Wenzel&Thielmann ,2006 ,p . 451) .Instead ofj us tbeing r etirbuitve , sa
, d e c it c a r p y l n o m m o c s i t
i punishmen tshould also be able to b irng change sin
o t r u o i v a h e
b preven tfuture rtansgression .Thi sb irng sforward the concep to f
n i o p ) 1 0 0 2 ( h e i s H s a , e c n i s n o i s s u c s i d o t n i n o it p m e d e
r ts i tout t hat t he i ntended
s ’ e n o f o g n i n e p e e d r o g n ir e tl a e h t s i s s e c o r p n o it p m e d e r o t n o i s u l c n o c
n a c n o it p m e d e r , g n o r w l a r o m a r e tf a s e l p i c n ir p l a r o m l a n o it a r o t s t n e m ti m m o c
fl e s e h t h g u o r h t r u o i v a h e b n i t fi h s a t u o b a g n ir
b -reinstatemen to fthe mora l
ir
n i s t s e fi n a m n o it i n g o c e r s i h T . n o it c a s i h f o r o r r e e h t e z i n g o c e r t s ri f t s u m r e d n e f f o
. tl i u g l a n o s r e p f o m r o f e h t
. n o it p m e d e r e ti c n i o t h g u o n e t o n s i ,r e v e w o h , e n o l a t li u
G Asidefrom t he
l a n o s r e
p aspec to fredempiton, guitl ,Smtih (2003 )also point sou tthe socia l
n o it p m e d e r f o s t c e p s
a , whichareforgivenes sandr e-acceptancei ntot hesociety( p .
r e h tr u f ) 2 0 0 2 ( n r a Y d n a a r a H ’ O . ) 3 2
9 cauitonstha toffender s“willl osehopeand
t o
m ivaiton t o redeem t hemselve s fit hepossiblitiy t of orgivenes sand redempiton
m e h t o t e l b a li a v a t o n e r
a ” (a sctied in Smtih ,2003 ,p .923) .Fo rthose reasons ,
o t n e v i g e b n e h t d l u o h s n o it n e tt
a bothpersona landsocia laspect sofr edempiton i f
achangei nbehaviouri swhati sexpectedf romapunishment.
m o r f e lt ti l a g n i y a rt
S the present ilne o freasoning ,Pert i(1979 )de ifne s
n a n i h ti w r o n o g n it c a s e c r o f e h t “ e b ir c s e d o t d e s u t p e c n o c e h t s a n o it a v it o m
n I . ) 4 . p ( ” r u o i v a h e b t c e ri d r o e t a it i n i o t m s i n a g r
o Brtiannica Encyclopædia )
0 1 0 2
( , Pert i fu trhe r explain s tha t moitve s can be generally classi ifed , into
e s u a c t a h t s e g n a h c l a n r e t n i e r a s e v it o m h s u P . ) ” n o it a v it o M “ ( ” s ll u p “ d n a ” s e h s u p “
t a h t s l a o g l a n r e t x e e h t t n e s e r p e r s e v it o m l l u p e li h w , r u o i v a h e b c if i c e p
s in lfuence
e c r o f d e t a r a p e s s a d e t a e rt s ll u p d n a s e h s u p e r a y l e r a r , y ti l a e r n I . r u o i v a h e b s 'e n o
. o w t e h t f o n o it a n i b m o c e h t y b d e n i m r e t e d e r a s r u o i v a h e b e c n i
s If f , o rexample ,
e n
o feel spain ,the intirnsic reaciton to surface would be to avoid the source o f
. n i a
p Howeve,r t hisi ntirnsicr eaciton i sstli lasubjectt o externa lin lfuence .Ift he
, s e t a h y d a e rl a e n o n o s r e p a s i n i a p f o e c r u o
s fo rexample ,one can easliy keep
m o r f y a w
a theperson .However , fit hesourceo fpaini saperson onehold sdear ,
e h t f o d a e t s n
i personwhodoe s ti ,andt hu sonei sablet odistancehis/herseflf rom
n i a p f o e c r u o s e h
t ty ae m ystli lretaincontac twtihtheperson.
e h t n i h ti w n o it a v it o m f o t p e c n o c e h t p u g n i g n ir b f o e c n a tr o p m i e h T
e li h w , h s u p l a n r e t n i n a s t n e s e r p e r fl e s ti t li u g g n il e e f e h t t a h t s i n o i s s u c s i d t n e r r u c
e r d n a s s e n e v i g r o f f o y ti li b i s s o p e h
t -acceptancei ntosocietyrepresentt heexterna l
t a h t o s , n o it o m e e v it a g e n a s i fl e s ti t li u g g n il e e f e h t t a h t e e r g a s t s i g o l o h c y s P . s ll u p
l a u d i v i d n i n
a wtih guitl wli lattemp tto alleviate t he feeilng by creaitng defence
g n a r t li u g f o s t n e m e n o p t s o p e s e h T . s t n e m e n o p t s o p r o s m s i n a h c e
m e from the
e n o d e g a m a d e h t ri a p e r o t t p m e tt a e v it i s o
p , tot henegaitvesefl-desrtucitveo rsefl
, r e t s i e m u a B ( r u o i v a h e b g n i g a t o b a
s Sitllwell ,&Heathetron, 1994 ,p .262) .Yet ,a s
e v it i s o p e r o m e h t o t d e t c e ri d e b n a c s t n e m e n o p t s o p e s e h t , d e s s u c s i d y l s u o i v e r p
e r a e r e h t g n i d i v o r p s tl u s e
r externa lpulls, whicharef orgivenes sandr e-acceptance
, y t e i c o s o t n
i to the arleady presen t interna l push guitl .Hopefully , when an
w o h f o g n i d n a t s r e d n
u pushes and pull s mo itve s work togethe r to generate
s i n o it p m e d e
r reached, therewould bebette rchancefort heemergenceo fabette r
o t h c a o r p p
a h elp rtansgressors ni achievingredempiton.
l e v o n e h t n
I C irme and Punishment w irtten by Fyodo rMikhaliovich ,
y k s v e o t s o
D such pushe sand pu ll scompelilng an individua lin a search fo r
n i a m e h t ,r e d r u m f o t li u g e h t d e c n e ir e p x e g n i v a H . d e t c i p e d y lr a e l c e r a n o it p m e d e r
s i r e t c a r a h
c then setto ifnd redempiton .Thestory t ake splace i n St .Petersburg ,
h c i v o n a m o R n o i d o R . 5 6 8 1 f o r e m m u s e h t n i , a i s s u R f o y ti c l a ti p a c e h t
s s e r p e d a , v o k i n l o k s a
R ed young man who ,due to hi sdesttiute and reclusive
s a h e h t a h t y a s s e n a n I . r e d r u m e h t y fi t s u j d n a e z il a n o it a r o t d e s u s i y r o e h t n a c n e m t a h t s e u g r a v o k i n l o k s a R , e r o f e b d e h s il b u
p be catego irzed into two
y r a n i d r o a rt x e “ r o s e s u i n e g d n a n e m y r a n i d r o : s e s s a l
c -men” .Whlie ordinary men
y r a n i d r o a rt x e “ , w a l e h t y e b o t s u
m -men”haveani nne r irghtt odecidei nt hei rown
p e t s r e v o o t e c n e i c s n o
c event hel awfort hef ufllimen toft herii deaorfort hewell
-.s r e h t o f o g n i e
b Raskolnikov himsel fha shad the idea tha the i sone o fthe
s i a n o y l A , e r o m r e h tr u F . ti e v o r p o t d e n i m r e t e d s i d n a ” n e m y r a n i d r o a rt x e “ a t e v a z i L r e t s i s r e h e r u tr o t o t s e k il o h w r e k o r b n w a p l e u r c a y n a m y b d e r e d i s n o c y b , s u h t d n
a murdeirngher ,Raskolnikovwli ldot hesocietyaservice .Du irngt he
t u b a n o y l A r e d r u m v o k i n l o k s a R s e o d y l n o t o n , r e v e w o h , n a l p e h t f o n o it u c e x e r e d r u m n i l u f s s e c c u s s i v o k i n l o k s a R h g u o h T . a t e v a z i L o s l
a ingt hepawnbroker,i t
it c a f s it a s r o n e d ir p r e h ti e n s
i ont ha tcome satferwards ,butf earsandanxieti . es
o t s r e w s n a d n if o t s t p m e tt a s ’ v o k i n l o k s a R d n u o r a s e v l o v e r n e h t y r o t s e h T r o f k s a o t r e d r o n i , a i n u o D , r e t s i s r e h h ti w t i s i v s ’ r e h t o m s i H . y t e i x n a s i h r e c a h ti w e g a ir r a m s ’ a i n u o D r o f l a v o r p p a s ’ v o k i n l o k s a
R tain Luzhin only add s
h ti w r e t n u o c n e s i h n o it n e m o t t o N . d n i m d e t s u a h x e y d a e rl a s i h o t s n o i s n e t , v o li a g ir d i v S , r e t s a m r e m r o f s ’ a i n u o
D w hoalmos tb irng shimt oadrieendo fhi s
h c r a e
s o fredempiton .Raskolnikov’s search ifnally lead shim to the innocen t
. n o it p m e d e r o t y a w e h t m i h s w o h s d n a m i h s t p e c c a y li d a e r o h w , a i n o
S A tfe r
, e r u t p a c s ’ e c il o p e h t g n i d a v e e li h w e c n e i c s n o c s i h g n i y n e d f o s h t n o m n i fl e s m i h s r e d n e r r u s v o k i n l o k s a
R to t hepoilceand i ssentt o a p irson in Sibe ira
r o
n o it p m e d e r e h t s e if i n g i s t n e m n o s ir p m i e h t g n ir u
d achieved ,andhi sbeingr eadyt o
. n a m w e n a s a m o d e e r f s i h e m o c l e w
l e v o n e h
T Crime and Punishment i sone o fDostoevsky’ smasterpieces . l li t s e r a s g n ir b t i s e m e h t l a s r e v i n u e h t , o g a y r u t n e c a n a h t e r o m n e tt ir w h g u o h T
, s g n ir e f f u s , tl i u g , n o it p m e d e r , n o it a n e il a ; s r e d a e r s ’ y a d o t r o f t n a v e l e
r human
e c n e t s i x
e etc . Paritcula r themes , such a s redempiton and guitl , interes t the
researche rthe most .To face and overcome suffeirng sto ifnd peace a tfe rone’ s
d n a , e l o h w n a m u h a e k a m t a h t s e u tr i v e h t g n o m a s i s e il l o f d n a s e k a t s i m t s a p
l e v o n e h t n i ti d e t c i p e d y ll u fi t u a e b s a h y k s v e o t s o
D C irmeandPunishmen.t
.
B ProblemFormula iton
u t s s i h
T dy aim s to develop a bette r understanding o f the nove l by
g n i s y l a n
a howpushe sand pull smoitve sworkt ogethert o leadthemaincharacter
n o it p m e d e r o
t .Thi sstudy ilmti s ti sresearch to t wo mino rcharacters ,namely
e h t e c n i s a i n o S d n a v o li a g ir d i v
S t worepresentbothexrtemiitesf o rRaskolnikov’ s
tl i u g f o s t n e m e n o p t s o
p ;Svid irgaliov represent sthe sefl-desrtucitve end ,whlie
. d n e e v it p m e d e r e h t s t n e s e r p e r a i n o
S Basedon t heb ire fdescirpitonpresented,t he
n o it a l u m r o f m e l b o r p s a e v r e s s n o it s e u q g n i w o ll o
f toguidethes tudy.
.
1 How are Raskolnikov and the mino r characters: Svid irgaliov and Sonia,
d e z ir e t c a r a h
c ?
.
.
C Objecitve soft heStudy
o w t s a h s u h t y d u t s s i h t , s m e l b o r p d e t a l u m r o f e h t h ti w e c n a d r o c c a n I
e t c a r a h c r o h t u a e h t w o h e s y l a n a o t s i t s ri f e h T . s e v it c e j b
o irze sRaskolnikov ,
v o li a g ir d i v
S and Sonia .Once the characte irsitc so feach characte rhave been
s c it s ir e t c a r a h c e s e h t w o h e s y l a n a o t n e h t s i e v it c e j b o t x e n e h t , d e n if e
d create
o t s ll u p d n a s e h s u
p moitvateRaskolnikovt o ifndr edempiton.
.
D Benefti soft heStudy
s r e d a e r t a h t d e p o h s i ti , y d u t s s i h t t u o h g u o r h
T ingenera lmay ifnd help i n
l e v o n s i h t s e it il a u q e h t ll a e z il a e r t o n y a m s r e d a e r e c n i S . l e v o n e h t g n i d n a t s r e d n u
, g n i d a e r t s ri f r i e h t n i s e s s e s s o
p an i llusrtaiton i st herefore needed before o ratfe r
. l e v o n e h t s d r a w o t n o it a i c e r p p a e r o m e v a h l li w s r e d a e r t a h t o s g n i d a e r e h t
o t s n o it c e lf e r d n a s a e d i w e n y d u t s s i h t m o r f d n if o s l a y a m s r e d a e r , y l d n o c e S
fi l n a m u h f o e g d e l w o n k d e s s e s s o p y d a e rl a e h t h c ir n
e e and ti svalues ,especially
d n a t li u g f o g n il e e f e h t g n i d r a g e
r howonecand ealo rhelpother scopingwtiht he
. g n il e e f
s t n e d u t s e h t y a s o t s i t a h t , r e d a e r c if i c e p s e r o m e h t r o
F fo Engilsh
n o it a c u d E e g a u g n a
L Study Program L( E PE S )o fSanata DharmaUniversity, t hi s
e l b i s s o p r o f s t h g i s n i w e n s e d i v o r p y d u t
s learning-teaching mateirals. A se to f
g n i n r a e
l -teaching mateiral sdeveloped from excerpt so fthe nove lC irme and t
n e m h s i n u
P ea r given to provideatlernaitve sin Engilsh learning acitviites .Thi s r
o f s c i p o t e l b a h c r a e s e r n o s n o it s e g g u s e d i v o r p o t s m i a o s l a y d u t
s e v r e s y d u t s s i h t ,f l e s m i h r e h c r a e s e r e h t r o f s A . e r u t u f e h t n i l u f e s u e v o r p y a m t a h t
.s r a e y e t a u d a r g r e d n u e h t g n ir u d d e r e h t a g e g d e l w o n k f o n o it a l u m u c c a e h t s a
.
E De ifniitono fTerms
f o d e e n n i e r a t a h t s m r e t e e r h t e r a e r e h
T clea rdeifniiton before fu trhe r
h t o t n i g n i o
g e study. Those term sare guitl ,redempiton ,and moitvaiton . In
s n o i n i p o d n a s w e i v , n o it p m e d e r m r e t e h t g n i n if e
d from pracitcalt heology schoo l
t d e y o l p m e e r
a oprovideamorecompleteunderstanding.
.
1 Guitl
n
I concurrencewtih t hedeifniiton o fguli tprovided by Berndsen ,van de r
t h g il
P ,Doosje ,andManstead (2004) ,thet erm guli ti sdeifned a sanegaitvesefl
-l a u t c a n e h w r u c c o o t d e m u s s a s i d n a n o it o m e s u o i c s n o
c behaviou ri scausing
e n o w o h t u o b a s e v e il e b e n o s e u l a v e h t h ti w t n e t s i s n o c n i s i d n a s r e h t o o t m r a h
( e v a h e b d l u o h
s p . 5 6 .) The term guitl ,however ,should no tbe confused wtih
a h l a n o s r e p r e t n i f o t l u s e r e h t e b o t d e v e il e b s i t li u g g n il e e f e h t e c n i s , t e r g e
r rm
m r a h l a n o s r e p a rt n i f o t l u s e r e h t s i t e r g e r g n il e e f e h t e li h w ) s r e h t o o t d e s u a c m r a h (
.) fl e s o t d e s u a c m r a h (
.
2 Redemp iton
n o d e s a b s i y d u t s s i h t n i d e s u n o it p m e d e r m r e t e h t r o f n o it i n if e d e h
T the
l o o h c s y g o l o e h t l a c it c a r p e h t y b d e d i v o r p n o it i n if e
d , yb iwhc hh t e mter i sde ifned
f o n o i n u e r e h t s
a mytho sandlogos(Pierce ,2007 ,p .133) .Thepracitcalt heology f
o e c n e t s i x e e h t s e g d e l w o n k c a l o o h c
l o o h c
s acknowledge sthe existence o fsuperego, oe , g and id. The concep to f
s o h t y
m i snealry synonymou swtih t heconcep to fsuperego ,atlhough i tmayalso e
ri s e d s ’ d i e d u l c n
i ,whlie logo si sunderstood a shuman mind o rego. Hence, s
’t li u
g being the resul to flogos ’faliure to comply wtih mythos ’existence. In it
c a r
p ca ltheology’ sview ,logos ,o rhuman mind ,serve sthe purpose o fgiving g
n i n a e
m to and acknowledging the mythos ,o rroughly deifned a smora lvalues .s
s e n s u o i c s n o c n i d e s ir p m o
c hT e faliure o facknowledging mythos w ill create a n
e e w t e b n o i s i v i
d mythos and logos in the form o fanxiety. Therefore ,the term f
o n o i n u e r e h t s a d e n if e d s i e r e h n o it p m e d e
r mytho sandlogos.
.
3 Mo itva iton
y d u t s s i h
T conforms t o t hedeifniiton of thet erm moitvaiton a sproposed
7 9 1 ( i rt e P y
b 9) .Thi sstudy de ifnesmoitvaiton a s“theforce sacitng on o rwtihin
l a n r e t n i o t n i d e t a it n e r e f fi d s i tI . ) 4 . p ( ” r u o i v a h e b t c e ri d r o e t a it i n i o t m s i n a g r o n a
h s u
p thatr eferst ot hemoitvaiton f romtheinterna lchange,andexterna lpullstha t
e h t o t s r e f e
r externa lgoals .Behaviour saret her esul toft hecombinaiton oft hese
9 R E T P A H
C I I
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
s n o it c e s o w t f o s t s i s n o c r e t p a h c s i h
T ,and p irmarliy serve sto presen t
r i e h t d n a y d u t s s i h t n i d e s u s e ir o e h
t signiifcanceinf aclitiaitngt hestudy .Thef ris t
s t n e s e r p , s e ir o e h t d e t a l e r e h t f o w e i v e r e h t , n o it c e
s al lthe theo ire stha tare
d e y o l p m
e in the study . Thi s seciton present s the theory o f characte r and
, n o it a z ir e t c a r a h
c thet heoryo fciritca lapproaches ,thet heoryo fsocia lmoitvaiton ,
e h
t theory o f guitl , and the theory o fredempiton .The second seciton , the
, k r o w e m a r f l a c it e r o e h
t presents theframeworkinwhichthepreviouslymenitoned
s e ir o e h
t areorganizedandemployedtoanswert heresearchproblems.
.
A Reviewo fRelatedTheories
e h t ,s e ir o g e t a c o w t o t n i d e p u o r g e r a y d u t s s i h t n i d e s u e r a t a h t s e ir o e h t e h T
t s i s n o c e r u t a r e ti l f o s e ir o e h T . y g o l o h c y s p f o s e ir o e h t e h t d n a e r u t a r e ti l f o s e ir o e h t
e h t d n a , n o it a z ir e t c a r a h c f o y r o e h t e h t , r e t c a r a h c f o s e ir o e h t e h t f
o theory o f
p p a y r a r e ti
l roach .The theo ire so fpsychology are grouped into the theo ire so f
. n o it p m e d e r f o s e ir o e h t e h t d n a n o it a v it o m
.
1 Character
a n i d e t n e s e r p e r s n o s r e p e h t e r a s r e t c a r a h c , ) 9 9 9 1 ( s m a r b A o t g n i d r o c c A
k r o
w ofl tierature ,whoarepersoniifedbyt her eade rthroughinferencesf romwha t
e h
t theysayandt hei rdisitncitveway so fsayingi tand f romwhatt heydo( p .32) .
m e h t p o l e v e d r o y r o t s a t u o h g u o r h t s c it s ir e t c a r a h c r e h / s i h n i a t e r y a m r e t c a r a h c A
o t s e h t t u o h g u o r h t d e r r u c c o s t n e v e e h t o t e u d y ll a c i d a r r o y ll a u d a r
e r e h
t need to be plausiblitiy tha t the reader s mus t perceive regarding the
r e t c a r a h
c ’ sbeing unchanged o rchanged .Henkle (1977 )fu trhe rdfiferenitates
o t n i e c n a tr o p m i f o s i s a b e h t n o s r e t c a r a h
c etihe ra majo ro rmino rcharacter .A
h c r o j a
m aracte ri sthe cenrte and impo tran tcharacte ro fa story ,he/she play s
f o s u c o f e h t s a s r a e p p a d n a , y r o t s e h t p u g n i k a m d n a g n i p a h s n i s e l o r t n a tr o p m i
s r a e p p a r e t c a r a h c r o n i m A . y r o t s e h t f o d n e e h t li t n u g n i n n i g e b e h t m o r f n o it n e tt a
n it t e s n i a tr e c n i y l n
o gs ,providingthebackgroundf ort hemajo rcharacter ,his/he r
.) 4 9 . p ( r e t c a r a h c r o j a m a f o t a h t n a h t t n a tr o p m i s s e l s i e l o r
.
2 Characteriza iton
f o s n a e m e h t h g u o r h t d e t a e r c e r a e r u t a r e ti l f o s k r o w n i s r e t c a r a h C
e h t w o h s i n o it a z ir e t c a r a h C . n o it a z ir e t c a r a h
c autho rconvey sboth the physica l
r o h t u a e h t w o h , r o , s r e d a e r e h t o t r e t c a r a h c a f o s c it s ir e t c a r a h c e h t d n a e c n a r a e p p a
) 2 7 9 1 ( y h p r u M . s r e d a e r e h t o t n w o n k r e t c a r a h c e h t s e k a
m propose sninemethod s
( n o it a z ir e t c a r a h c f
o pp .161-173 :)
.
a Persona ldescrip iton s
i h
T method o fcharacteirzaiton i susually used t o provide reader swtih a
r e t c a r a h
c ’ sphysica ldescirpiton rathe rthan his/her psychologica ldesc irpiton .In
a , d o h t e m s i h
t n autho rdescirbes the character’ svisua lappearance ,such a sthe
e h t ,t h g i e w e h t ,t h g i e
h physica lbulid, t he facia lconsrtuciton ,etc .to t he readers .
h
T ese ea r done to conjure the physica limage o fthe characte rin the readers’
.
b Characterass eenbyothers
s r e t c a r a h c r e h t o e h t h g u o r h t r e t c a r a h c a e b ir c s e d y a m r o h t u a n
A ’ poin to f
a t u o b a s t h g u o h t r o s n o i n i p o r i e h t l a e v e r y a m s r e t c a r a h c r e h t o e s e h T . w e i v
o t n o it a m r o f n i d e d e e n e h t h ti w s r e d a e r e h t e d i v o r p , s u h t , d n a r e t c a r a h c r a l u c it r a p
.r e t c a r a h c r a l u c it r a p t a h t f o s c it s ir e t c a r a h c e h t e n i m r e t e
d
.
c Speech
Characteirsitc scan ber elfected from what acharacte rsays .Therefore ,an
h g u o r h t r e t c a r a h c a e b ir c s e d y a m r o h t u
a hi so rherspeech.Through a character’ s
e u g o l a i
d swtih others ro hi so rhe rmonologue ,an autho ri senabled to provide
r e t c a r a h c e h t o t s t n i
h ’ scharacteirsitc .s
.
d Pastl fie
y ll a u s u s i s i h T . e fi l t s a p r i e h t h g u o r h t s r e t c a r a h c e b ir c s e d y a m r o h t u A
s r e t c a r a h c e h t o t r u o i v a h e b r o n o it c a n a n o s n o it a n a l p x e g n ir r e f e r y b e n o
d ’ pas t
n i a tr e c a f o s r e d a e r e h t m r o f n i y l n i a l p o s l a y a m r o h t u a e h T . s e c n e ir e p x
e event i n
s r e t c a r a h c e h
t ’ pastl fieandl ett her eader smakeconneciton .s
.
e Conversa itono fothers o
t r a li m i
S real l fie stiuaiton ,gossip saresource of i nformaiton .Thus ,an
. s r e t c a r a h c r e h t o n e e w t e b s n o it a s r e v n o c h g u o r h t r e t c a r a h c a e b ir c s e d y a m r o h t u a
e u l c s a e v r e s ll i w s i h t d n a s r e h t o t u o b a k l a t o d e l p o e
P s tot hecharacteirsitc soft he
.f Reaciton
n o it a z ir e t c a r a h c f o d o h t e m s i h
T i sabou twha ta characte rdoe sin a
c if i c e p
s even toft hes tory .Anautho rmaydescirbewha tacharacte rdoe sa shis ro
y a m s r e d a e r t a h t o s y r o t s e h t n i s t n e v e r o s n o it a u ti s s u o ir a v d r a w o t n o it c a e r r e h
r e t c a r a h c e h t s s e u g o t s a n o it c a e r e h t m o r f s t n i h e k a
t ’ spersonailite .s
.
g Direc tcomment
. n o it a z ir e t c a r a h c f o d o h t e m d e t a c it s i h p o s s s e l e h t s i s i h
T Incharacteirzing ,
an autho rmay simply give comment son a character’ scharacteirsitc sdrieclty .
y li s a e y a m s r e d a e r e h t , y a w s i h
T grasp thecharacteirsitc sof t hecharacte rbeing
. n o d e t n e m m o c
.
h Thoughts
a n i s i t a h w f o e g d e l w o n k t c e ri d s r e d a e r e h t e v i g y a m r o h t u a n A
r e t c a r a h
c ’ smind t o enablet her eaders t o easliy understand t hementa lproces so f
.r e t c a r a h c e h
t Thi smethod offerst he possiblitiy of i nitmacy by reveailng t o t he
r e t c a r a h c a s r e d a e
r ’ sdeepes tdesrie o rwish tha ti shidden du irng dialogue so r
s n o it c a r e t n
i wtihothe rcharacter .s
.i Mannerism
n o it c a e r h g u o r h t n o it a z ir e t c a r a h c f o d o h t e m e h t m o r f s r e f fi d d o h t e m s i h T
. ti b a h r e h r o s i h s a s e o d r e t c a r a h c a t a h w t u o b a s i d o h t e m s i h t t a h t n
i An autho r
y a
m depic tacharacter’s characteirsitcst hrough hi so rhe rhabi tand manner .By
r e t c a r a h c a g n i d n a t s r e d n
u ’ shabi tand manneirsm ,reader swli lbe able to ifnd
.
3 Criitca lApproach
s d o o W d n a r e g r e b r h o
R (1971) disitnguish ifveapproachest ha tareusually
d e y o l p m
e to provide a standpoin t through which a work o f ltierature si
d e t e r p r e t n
i . Those approache s are the formails t approach , the biographica l
l a r u tl u c o i c o s e h t , h c a o r p p
a -histo irca lapproach, t hemythopoeicapproach ,andt he
a l a c i g o l o h c y s
p pproach(p .6- )1 . 5
e h
T formails tapproach r egard sal tierarywork a sawo lrd o f ti sown ,and
d n u o f e b n a c k r o w e h t o t d e t a l e r s n o it s e u q e h t o t r e w s n a y r e v e t a h t s e v e il e b s u h t
e h T . fl e s ti k r o w e h t n i h ti
w biographica lapproachconsider saworkofl tieraturea s
h t f o n o it c e lf e r e h
t eauthor’sl fie ,andt hust hebiographyoft heauthori sr equ ried
e h T . k r o w e h t n i h ti w d lr o w e h t d n a t s r e d n u o
t sociocutlural-histo irca lapproach
e h t m o r f s r e f fi
d mythopoeic approach in tha ti ttake sthe social ,cutlural ,and
h c i h w g n ir u d s t n e v e l a c ir o t s i
h the l tierary work i sproduced i nto account, wh lie
e h
t mythopoeicapproach give smoreweightt o t heprevaiilng beilef srelfected i n
k l o f d n a s h t y
m -rties .Laslty ,the psychologica lapproach explore sa work o f
o t s e ir o e h t l a c i g o l o h c y s p g n i s u e r u t a r e ti
l explainman’ scapactiy fo rcreaiton and
d n a n o it a v it o m , s t h g u o h t s i h f o y ti x e l p m o c e h
t behaviours.
y d u t s e h t e t a d o m m o c c a d l u o c s e ir o e h t l a c i g o l o h c y s p e h t t a h t g n ir e d i s n o C
s i s y l a n a e h t r o f s i s a b c if it n e i c s g n i d i v o r p y
b o fmoitvaiton,t hiss tudyt hu sdeemed
. h c a o r p p a e t a ir p o r p p a e h t s a w h c a o r p p A l a c i g o l o h c y s P e h t t a h
t Byemployingthe
s n o it p m u s s a l a u t c e ll e t n i d n a s t p e c n o c f o t e
s deirved f rom psychologicaltheo ires ,
s n o s a e r e h
t undelrying the behaviou r o f the character s c an be thoroughly
d e r o l p x
.
4 Mo itva iton
s r a e f d n a , s e t a h , s e v o l ,s r e g n u h , s g n i n r a e y , s d e e n , s t n a w , s e h s i w , s e ri s e D
r u o i v a h e b n a m u h r o f e c r o f g n i v ir d e h t s a d e v e il e b e b o t t a h w e r
a s .Togethe ,rt hey
. n o it a v it o m s a y a d o t n w o n k e r a t a h w e r
a The word moitvaiton deirves from t he
m r e t n it a
L moitvus (a moving cause), and thu sPert i(1979 )deifne s ti sa “ the r o e t a it i n i o t m s i n a g r o n a n i h ti w r o n o g n it c a s e c r o f e h t e b ir c s e d o t d e s u t p e c n o c
r u o i v a h e b t c e ri
d ” (p .4) .In Brtiannica Encyclopædia ,moitve scan be generally ” s ll u p “ d n a ” s e h s u p “ o t n i , s n o it a c if i s s a l c r e h t o y n a g n o m a , d e if i s s a l c
, r u o i v a h e b c if i c e p s e s u a c t a h t s e g n a h c l a n r e t n i e r a s e v it o m h s u P . ) ” n o it a v it o M “ (
e n o e c n e u lf n i t a h t s l a o g l a n r e t x e e h t t n e s e r p e r s e v it o m l l u p e li h
w ’ sbehaviou .r I n
p d n a s e h s u p , y ti l a e
r ull sare no t rteated a sseparated force since behaviour sare
o w t e h t f o n o it a n i b m o c e h t y b d e n i m r e t e
d .
e r a e r e h
T currenlty more than thi try school so fpsychology, and each
s e s o p o r p l o o h c
s dfiferen tconcept to understand human behaviou .r Since thi s
g n i d n a t s r e d n u n a d n if o t s m i a y d u t
s o f how pushes and pull smoitve swork
r e h t e g o
t inani ndividualt ob irngaboutr edempiton, thi sstudyt ookanecclesiasitc
g n i y o l p m e y b h c a o r p p
a the theo ire so fgu li tfrom the schoo lo fPsychoanalysi s
d n
a thet heo ire sfromt heschoo lo fSocia lPsychology.
.
a Guitl
n o i s i v i d a s e s o p o r p d u e r F , s k r o w d n i m n a m u h w o h d n a t s r e d n u o t g n i y rt n I
s u o i c s n o c n u e h t r o d i y l e m a n , s t c u rt s n o c e v it c n it s i d e e r h t o t n i d n i m n a m u h f o
e r u s a e l
r e k c u T n i d e ti c s a ( e c n e i c s n o c g n it a u l a v
e -Lad ,2004 ,p . 373) .Seeni n t he ilgh to f
o g e n e h w r u c c o o t d o o t s r e d n u n e h t s i tl i u g g n il e e f e h t ,l a s o p o r p s i h
t ’ sbehaviours ,
t t p m e tt a n a n
i o saitsfy the need fo rpleasure o fid ,fai lto comply wtih the
. e c n e i c s n o c e h t r o o g e r e p u s e h t y b t e s s e u l a v e v it a m r o n
g n il e e f e h
T guli tdeirves from fea rthough i tdfifer sin term tha tthe
e v a h d l u o h s t a h t s f e il e b r o s e u l a v g n o rt s f o e c n e t s i x e e h t s e il p m i tl i u g f o e c n e s e r p
. e c a l p t s ri f e h t n i n e k o r b n e e b t o
n T hefeeilng o ffea ri sconsidered t o behaving
m e t s y s e v it i n g o c n a m u h n o t c e f f e t s o m e h
t since “the conneciton from the
r e g n o rt s e r a m e t s y s e v it i n g o c e h t o t ) d e z il a c o l s i r a e f e h t e r e h w ( m e t s y s l a n o it o m e
n o it c e ri d e ti s o p p o e h t n i e s o h t n a h
t ” ( rB -a Tal ,2001 ,p .603) .Therefore ,whenone
l a n o it a r ,r a e f n i s
i tiyandl ogicwli lbeovercome.
e m it e m a s e h t t
A , there i sempiirca levidence tha tfea ralso ha sgeneral
g n i s s e c o r p e v it i n g o c n o t c e f f
e . F eartendst ocauseadherencet o known stiuaiton s
a tr e c n u , k s ir f o e c n a d i o v a d n
a inty ,and nove lstiuaitons ,and to cause cogniitve
o t s s e n n e p o s t n e v e r p h c i h w , g n i z e e r
f newi deas( B -arTal ,2001 ,p .604) W . hen i n
, r a e
f however ,individual swillsomeitmest end t o copeby i niitaitnga ifght ,even
. o s g n i o d y b d e v e i h c a e b o t g n i h t o n r o e lt ti l s i e r e h t n e h
w Sinceguitli sr ooted i n
, e r o f e r e h t ,r a e
f individual swtihguli twills omeitmess howthebehaviours oft hose
.r a e f h ti w
e h t n o s e il e r y d u t s s i h
T understanding o fguli tcomp lied from severa l
s e c r u o
s .Desptieo ftisi mpo trancei ns ociall fie ,therew weref e researche sdoneon
t li u g f o t c e j b u s e h
t and t hu s tist heoreitca ldevelopmen ti shindered (Baumeister ,
, ll e w ll it
0 0 0 2 , a ír r a b e x t
E ) .Fu trhermore ,psychologists ,among w ho i sFreud, and large
s p u o r g l a i c o
s hold a beilef the feeilng guli ti s cutlurally condiitoned ,causing
e v it a g e
n effect sto individual sa nd serving on othe rfunciton than fo rsocia l
l o rt n o
c .Etxebaríra (2000 )fu trhe rhint sa tthe tendency to replace guli twtih a
e c n i s s n o it c a n o t n e m g d u j l a n o it a
r t he feeilng si seen a s“something wtih which
e l p o e
p wouldbebette rof fwtihout” (p .101 .)
h t r o f s n o s a e r e h
T e ealry rejeciton oft he i mpo trance o fguli twereparlty
t a h
t Freud considered tha tmen were “aggressive ,and no tgenlte creature swho
d e v o l e b o t t n a
w ,(bu trather) homo hominil upus” (a sctied i n Carveth ,1999 ,p . )
9 . However ,i tha sto be understood tha trejecitng the insitncitve capablitiy o f
l li w , e v o l o t n e
m reducemant o selifsh individuailst ,seeking companie so fothe r
r e h tr u f n a c e h t a h t o s t s u j n e
m hi sown agenda. Besides ,in a newe rresearch by
n h a
Z -Waxierand Kochanska in 1990, t hecapactiy fo rguitl i sunderstood t o be
n i d e ti c s a ( d e n r a e l e r a n o i s s e r p x e f o s e d o m e h t h g u o h t , l a s r e v i n u d n a e t a n n i
,l l e w ll it S , r e t s i e m u a
B & Heathetron ,1994 ,p.246) .Therefore, t o fee lguitly i sa s
h g u o h t , d a s r o y p p a h l e e f o t s a l a m r o
n how t hefeeilng guitl i sexpressed vaire s
.s l a u d i v i d n i n e e w t e b
s s e l e h tr e v e
N ,t herearestli lpsychologist swho stli lmaintainFreud’ spoin t
. w e i v f
o Young-Eisendrath (1998 )observe stha ti tha sbeen psychology’ sidea l
y l e t a
l to promotesefl f uflliment ,sel fexpression ,sel festeem ,sel fdiscovery ,sel f
e c n a t p e c c a f l e s d n a , e v o
l . And sincet hef eeilngguitli susually conceived a s“ an
d n i f o n o it a z il a e r e h t o t e l c a t s b
o ividua l potenital , i t mus t be overcome i f
s e v
il ” (a sctied in Gant ,2005 ,p .60) .This i dealmay l ead to the justfiicaiton fo
s
u gi n an itdepressant medicine to repres s the feeilng o f guli t since gu li t i s
d e r e d i s n o
c a diseasehinde irng individuals ni pursui ng therihappines swhlie tii s
m o t p m y s a t s u j y ll a u t c
a o f interna l confilct. Freud himsel fwa s a use rand
e n i a c o c f o t n e n o p o r
p before cocaine wa sdeclared to be dangerously addicitve
. e c n a t s b u s
Guitl i sdeifned a sa negaitve sefl-consciou semo iton and i sassumed t o
e h t h ti w t n e t s i s n o c n i s i d n a s r e h t o o t m r a h g n i s u a c s i r u o i v a h e b l a u t c a n e h w r u c c o
. e v a h e b d l u o h s e n o w o h t u o b a s e v e il e b e n o s e u l a
v In amorer ecen tstudy ,Harre
m o r f e l u r e m o s g n i s s e r g s n a rt f o t l u s e r e h t s i t li u g t a h t d d a ) 6 9 9 1 ( t t o r r a P &
y ti r o h t u
a (a sctied i n Srtongman ,2003 ,p .233) .Tof ee lguitly ,however ,oneha s
y ti r o h t u a e h t t p e c c a o
t .
o m e e v it a g e n a s i t li u g g n il e e f e h t e c n i
S iton ,an individua lwli l rty to
e s e h T . s t n e m e n o p t s o p r o s m s i n a h c e m e c n e f e d g n it a e r c y b g n il e e f e h t e t a i v e ll a
e n o d e g a m a d e h t ri a p e r o t t p m e tt a e v it i s o p e h t m o r f e g n a r tl i u g f o s t n e m e n o p t s o p
fl e s e v it a g e n e h t o
t -desrtucitve o r sefl-sabotaging behaviou r (Baumeister ,
, ll e w ll it
S & Heathetron 1994 ,p . 262) .Kleinke(1978 )propose sfourmethod so f
s t n e m e n o p t s o p t li u
g ( .p 19 - 59 :)
)
1 Compensa iton e
h
T burden o f guitl fo r causing harm to other s can be reduced by
e n o d m r a h e h t r o f n o it a s n e p m o c g n i d i v o r
p . Thevalueo fthecompensaitonmade
t n e i c if f u s s a d e r e d i s n o c e b o t s a
e b t o
n alleviated. Anoffende rmayalsooffert opunishhim/herseflt ocompensate
s s o l e h t r o
f , though tii ss omewhatl es silkelyduet oat oogrea tpersona lcost.
e c n a h c e h t fi n o it u ti t s e r k e e s o t r e g a e e r o m o s l a e r a t li u g h ti w s l a u d i v i d n I
. fl e s ti s t n e s e r
p In a research i n which t heparitcipant swere made t o beilevet ha t
m ir e p x e n a d e n i u r d a h y e h
t en,t r esearchersf oundt hatt hes eparitcipant swouldbe
t n e m ir e p x e r e h t o n a n i s r e h c r a e s e r e h t p l e h o t g n il li
w when asked to .Anothe r
y tl i u g e h t n e h w r e g n o rt s s i n o it a s n e p m o c e k a m o t e g r u e h t t a h t s i d e g r e m e g n i d n if
o t e c a f e m o c o t e v a h t o n o d s t n a p i c it r a
p face wtih the vicitm fo rfea ro fbeing
f o e g a t n a v d a n e k a
t .I ti squtie common ,therefore ,to ifnd offenders wtih gu li t
o t g n i e e r g
a help othersunrelated t o t heperson t hey o irginally harmed, sincethe
s r e d n e f f
o aremoitvatedt or educet hei rguli.t
)
2 Deroga iton
t li u g h ti w s l a u d i v i d n i , n o it a s n e p m o c e k a m o t y ti n u tr o p p o o n s i e r e h t f I
r e h t o n a d n if o t d e t a v it o m e b l li
w methodo fpostponements .I nastudyofj uven lie
s t n e u q n il e
d , researcher sobserved tha tthe juvenlies commonly jusitifed thei r
s e i c n e u q n il e
d byl abelilngt hei rvicitm sa sdeserving whatt heygo.t Thi sblaming
d o h t e m m it c i v e h
t may deirve from the tendency to view the wo lrd a sjust ,in
. d e h s i n u p e r a e l p o e p g n i v r e s e d n u d n a d e d r a w e r e r a g n i v r e s e d e l p o e p h c i h
w A
o t s i t n e m e n o p t s o p f o d o h t e m s i h t o t n o it a ir a
v convincet he sefl t hat t heharm i s
r o n i m y l n
o .
)
e h t f o y ti li b i s n o p s e r e h t y n e d o t s i t n e m e n o p t s o p t li u g f o y a w d ri h t e h T
r e d n e f f
o ’ saciton .Thi smethod i scommonly found in wa rcirminal sexplaining
g n i y a s y b s r u o i v a h e b r i e h
t tha ttheywere“onlyf ollowingorders” .Bydenyingt he
n o e m a l b e h t t u p t a h w e m o s d n a s r u o i v a h e b f o y ti li b i s n o p s e
r stiuaitonso rothers ,
tl i u g f o g n il e e f e h
t may bealleviated. Thi sexplain swhy i ndividual scommtiitng
e s n e f f o n
a in a group fee lles sguli tthan individua lcommtiitng the deed alone ,
e h t e t u b ir t s i d o t e l b a e r a y e h t e s u a c e
b responsib litiyt oothers.
)
4 Accep itngVicitm’ sReac iton e
h
T fou trh wayin whicht hef eeilng guli tmayber educedi sby accepitng
m it c i v e h
t ’ s reaciton . The reacitons range from forgivenes s to retailaiton.
m it c i v e h t r e v e t a h
W ’ sreaciton wli lbe ,the offender sneed to fee ltha tthey are
g n i o
d i tou toft hei rownf reewillwhenaccepitng ti. fIt hevicitm’sf orgivenessi s
r o n o it a il a t e r f I . tl i u g y b d e t n u a h e b l li t s l li w s r e d n e f f o e h t n e h t , d e t p e c c a t o n
y a m d n a s e g d u r g d l o h y a m s r e d n e f f o , ll i w e e r f f o t u o d e t p e c c a t o n s i t n e m h s i n u p
. k c a b e t a il a t e r
.
b Socia lMo itves
s e v it o m e r a s e v it o m l a i c o
S tha t are apparen t in an individual’ s
. n o it c a r e t n i l a n o s r e p r e t n
i InMoitvaitonandEmoiton ,Murray( 1964 )suggestst ha t e h t h ti w n r o b s i l a u d i v i d n i n a t a h t g n i n a e m , s e v it o m e t a n n i e r a s e v it o m l a i c o s
d u e r F e h t o t d e s o p p o s a , n o it c e f f a r o f e v it o m l a i c o s c i s a
b ian beile ftha tsocia l
r e g n u h m o r f e v ir e d s e v it o
m -reduciton associated wtih the breast-feeding on
n i g ir o e h t r e v o c s i d o t d e ir t t a h t s e t a i c o s s a d n a w o lr a H . F y r r a H y b d e t c u d n o
c fo
s e v it o m l a i c o
s (p .87- )90 .In the expeirment ,an infan tmonkey wa sraised in
t , e g a c e h t e d i s n I . n o it a l o s
i hereweret wo surrogatemothers;onewa smadef rom
k li m f o e lt t o b a h ti w h s e m e ri w f o e d a m s a w r e h t o e h t e li h w l a ir e t a m h t o l c t f o s
e m a c e b y e k n o m y b a b e h t t a h t d e v r e s b o n e h t w o lr a H . ” t s a e r b “ s ti t a d e h c a tt a
h t o l c e h t o t d e h c a tt
a mothe,r the baby would c ilng to i tand grew angry i fthe
t o
m he rwast aken .Thebabymonkey stli lwentt ot hewriemotherf o rmlik ,bu ti t
n r u t e r y l k c i u q d l u o
w to theclothmothe ratferward .Addiitonally, i n t hepresence
d a e t s n i r e h t o m h t o l c e h t o t g n u l c d n a n u r d l u o w y e k n o m y b a b , r e g n a d r o t a e r h t f o
t o m e ri w e h t f
o her .Inothe rexpeirment ,ababymonkey wasr aised wtih only t he
a n e e w t e b d e r r u c c o t a h t t n e m h c a tt a e h t t a h t d e v r e s b o n e h t w o lr a H . r e h t o m e ri w
. r u c c o t o n d i d r e h t o m h t o l c e h t d n a y e k n o m y b a
b Fu trhermore ,when facing a
t a e r h
t , t hebabymonkey did r un ,bu tw do ul stand lls rit o rockingback and f o trh ,
. m s it u a f o s n g i s g n i w o h
s Therefore , Halrow concluded tha t the moitve fo r
t n e m h c a tt
a , t ha tbecame t he basi sfo rsocia lmoitves ,wa sa p irmary mo itveand
.r e g n u h f o n o it c u d e r e h t m o r f d e v ir e d t o n
n
I afollow- up expe irment ,Halrowraised t hreegroup so fbaby monkeys ;
d n o c e s e h t , n o it a l o s i t c e f r e p n i d e s i a r s a w p u o r g t s ri f e h
t wa sprovided wtih a
d n a s y e k n o m y b a b r e h t o h ti w s t c a t n o c d e tt i m r e p s a w d ri h t e h t d n a , r e h t o m h t o l c
m y b a b e h t y ll a n if n e h W . s r e k a t e r a c n a m u
h onkey sbecame mothers t hemselves ,
. s e i b a b r i e h t d r a w o t s r u o i v a h e b r i e h t d e v r e s b o n e h t w o lr a
H Mother sfrom the
d l u o w y e h t , s e i b a b r i e h t r o f n o i s s a p m o c r o f y ti li b a r e t a e r g d e w o h s p u o r g d ri h t
e r e h t f i s e i b a b r i e h t t c e t o r
e d a m s e i b a b r i e h t t p m e tt a y n a d e s u f e r p u o r g t s ri f e h t m o r f s r e h t o
m to make
. e v i s s e r g g a e m a c e b s r e h t o m e h t , s e i b a b r i e h t y b d e h c a o r p p a n e h W . t c a t n o c
w o ll a d l u o w y e h t , n e e w t e b n i e r e h w e m o s e r e w p u o r g d n o c e s e h t m o r f s r e h t o M
s e i b a b r i e h
t attemptst o makecontact ,bu tshowed apathywhent hei rbabie swere
.s r e h c r a e s e r e h t y b n e k a
t The resul to fthes e expeirments show stha thuman
s r e h t o s d e e n y l e t a n n
i ,and t hat t he denia lof t hi sdesriewli lresutl i n aggressive
s r u o i v a h e
b .
a l p x e o t g n i y rt n
I in human behaviour swtihin the scope fo interpersona l
e c n e ir e p x
e ,David McClelland (1985 )propose ssevera lmoitve sunde rhi ssocia l
t n e m e v e i h c a e r a s e v it o m e s o h T . s m e t s y s s e v it o
m moitve , power moitve ,
n o it a il if f
a moitve ,andavoidancemoitve(p .221-410). Thi sstudy ,however ,only
e c n i s e v it o m e c n a d i o v a d n a e v it o m r e w o p y l e m a n , s e v it o m o w t s y o l p m
e ,
y r o t s e h t t u o h g u o r h
t , Raskolnikov i sin the state o fguitl ,previously explained
o t d e t a l e
r f , aear nd ,asl ate rwli lbe explained ,both powe rmoitveand avoidance
e v it o
m provideani nd
