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A STRACT )
3 1 0 2 ( . r a c s O o n il a e R , a n a tr
A .The Unfai rWo lrd a sSeen in Gayle Sanders ’ s
s e n ti W s ’ y m m u
M .Yogyakatra :Engilsh Language Educaiton Study Program , 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 f o t n e m tr a p e D
. y ti s r e v i n U a m r a h D a t a n a S , n o it a c u d E
s i h
T study analyzesMummy’ sWtiness ,anove lw irttenbyGayleSanders . s
i y r o t s e h
T abou tafour- ey ra -oldgilr ,GayleSander ,swho ilvesi nHythe ,asmal l t
n e K n i n w o
t ,Untied Kingdom .She ilve swtih he rfather ,Tom Sanders, he r n
a s u S , r e h t o
m ,brothe rand sister .The problem i s irsing when he rfathe rviolets e l b ir r e t e h T . y ti l a t u r b s ’ r e h t a f r e h f o s s e n ti w y l n o e h t s e m o c e b e h s d n a r e h t o m r e h
r e h s ll i k r e h t a f r e h n e h w s i d e z it a m u a rt d n a d e s s e r p e d r e h s e k a m h c i h w t n e m o m
r e h t o
m irgh tinf ron to fhereyes .Thes ceneofviolenceandk liilngalway sbecome a
m t h g i n r e
h re every itme shewants t o sleep .However ,wtih he reffo trs and the tr
o p p u
s frompeoplearoundher ,s hesrtuggle stohaveabetterl fie .Sincet hestory d
a e r o t d e t s e r e t n i s a w I , s r e tt a m l a c i g o l o h c y s P f o l l u f s
i fu trhe rand used thi s
l e v o
n a a s p irmary uso rce o f thi s study. Besides , psychopath become s a o t e l b a t o n e r a e l p o e p l a r e n e G . d lr o w e h t d n u o r a e l p o e p g n o m a n o n e m o n e h p
. h t a p o h c y s p s a e n o e m o s e n if e d
s i h t f o m i a e h
T study ist o examineherl fiet ha tsheregard sa sunfari .In o
t r e d r
o doso , Ihavetwo quesitonstoanswer ,namely:( 1) H wo GayleSanders si l
e v o n e h t n i d e t c i p e
d a dn 2( ) H wo GayleSander sregards rh e lfiea sunfari. t
, y d u t s s i h t n
I here are two sources ;they are p irmary and secondary e
c r u o
s s .The p irmary source i s t he novel .Thesecondary source saret he books , t
x e t , l a n r u o
j s and the Internet. T eh theo ire sused in thi sstudy are theo ires fo ,
r e t c a r a h
c characteirzaiton ,p ys chopath ,pathologica llying ,emoitona lpovetry , ,
n o i s s e r p e
r PTSD , fea r and wo , arry nxiety , ciritca l approach and, thematic a
e h T . s i s y l a n
a pproachusedist hepsychologica lapproach. a
s i e l y a G , s i s y l a n a e h t n o d e s a
B tough ,smatr, and i ndependent lrg . H ri e t
s a
p rtaumaitcexpeirences b ie gna sunfai rwhenherf athe rsta trstodohorirbleand e
h t o m r e h g n i s u b a y b n o it c a l a t u r
b r .Besides ,healso abuse sGaylesexually .The t
n e d i c c a e l b ir r o h t s o
m i sthats hehast owtines sherf athe rkill she rmotheri nf ron t g
n il e e f r e h t o d n a y tl i u g , y t e i x n a , r a e f e h T . r e h f
o sshock and cover he r in
I . e z y l a r a
p tcause sher t o have a lfashback and nightmares ,as t he symptom so f s
t n e v e c it a m u a rt e v a h o h w e s o h
t in thei r lfie. Therefore, through he r bad p
l e h o t s t n a w e h s ,s e c n e ir e p x
e ni prevenitngdomesitcviolencet owardchlidren . y
d u t s s i h
T suggests the future researcher s analyze Tom Sanders ’ c
a
b kground in having abnorma l behavior . I t recommends the nove l a s the .l
o o h c S h g i H r o i n e S f o e d a r g I I X n i g n it ir w d n a g n i d a e r h c a e t o t s l a ir e t a
m
: s d r o w y e
ii i v ABSTRAK 3
1 0 2 ( . r a c s O o n il a e R , a n a tr
A ) .The Unfai rWorld a sSeen in Gayle Sanders ’ s
s e n ti W s ’ y m m u
M . Yogyakatra : Program Stud i Pendidikan Bahasa Ingg ir ,s Jurusan Pendidikan Bahasa dan Seni ,Fakutla sKeguruan dan lImu Pendidikan ,
. a m r a h D a t a n a S s a ti s r e v i n U
s s e n ti W s ’ y m m u M l u d u j r e b l e v o n a s il a n a g n e m i n i i d u t
S yang dtiu il soleh
l y a
G eSanders .Novelin ibercertia t entang seorang gadi sempatt ahun ,bernama ,
s r e d n a S e l y a
G yang itngga ld iFolke tsone ,sebuahkotakeci ld iKent .Dia itngga l n
a s u S , a y n u b i n a d s r e d n a S m o T , a y n h a y a n a g n e d h a m u r i
d beserta 2 orang
a y n k a k a
k .Ada sebuahkonfilkyang munculkeitka ayahnya melakukankekerasan u
t a s i d a j n e m a i d n a d a y n u b i p a d a h r e
t -satunya saks i kebrutalan ayahnya . Mengerikann ya, yang membua tdia t ertekan dan t rauma adalah keitka ayahnya
u n u b m e
m h ibunya tepa t d i depan matanya . Adegan dar i kekerasan dan i
p m i m i d a j n e m u l a l e s n a h u n u b m e
p burukkeitkadiahendak itdur .Namun ,dengan a
y a p
u dandukunganorangbanyak,i abe jruanguntukmendapa thidupyanglebih .
k i a b
k u t n u 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 meneilit kehidupan Gayle yang n
a p a g g n a r e
b bahwahidupn ya itdakadli .Untukmelakukannya,s ayamemiilk idua n
a t r e
p yaan untuk djiawab ,yatiu :(1) Bagaimana Gayle Sander sdigambarkan l
e v o n m a l a
d dan( 2 )BagaimanaGayleSander smenganggaphidupnyayang itdak li
d a ?
m u s u ti a y , r e b m u s a u d a d a , i n i n a it il e n e p m a l a
D be rutama dan sekunder .
m a l a d g n it n e p r e b m u s n a k a p u r e m g n a y l e v o n h a l a d a a m a t u r e b m u
S studi ini .
k a n u g i d g n a y i r o e T . t e n r e t n i n a d s k e t , l a n r u j , u k u b h a l a d a r e d n u k e s r e b m u
S an
h a l a d a i n i n a it il e n e p m a l a
d teor ikarakter ,t oe ir karakte irsasi ,teor ipsikopat , teor irepresi ,teor iPTSD ,teor iketakutan, kke hawaitra n dan kecemasan ,teor i pendekatan kriit s dan teor i anailsi s temaitk . Pendekatan in i menggunakan
.s i g o l o k i s p n a t a k e d n e p
s a d r e c g n a y s i d a g g n a r o e s h a l a d a e l y a G , s i si l a n a l i s a h n a k r a s a d r e
B ,
h u g g n a
t , dan mandiri .Pengalaman traumait smasa lalunya dianggap sebaga i e
k itdakadlia n keitka ayahnya mula imelakukan itndakan menge irkan dan bruta l n
a g n e
d menyiksaibunya .Selain tiu i a j uga melakukan kekerasan seksua lkepada .
e l y a
G Kejadian yangpailng mengerikan bahwadia haru smenyak iskan ayahnya a
y n u b i h u n u b m e
m tepa t d idepan matanya .Ketakutan ,kecemasan ,perasaan n
a g n e d n a g n u b u h r e b g n a y a y n n i a l n a d h a l a s r e
b trauma membuatnya memiilk i
a w it s i r e p i k il i m e m g n a y a k e r e m i r a d a l a j e g i a g a b e s , k u r u b i p m i m n a d k il a b s a li k
trauma it sdalam hidup mereka .Oleh karena tiu ,melalu ipengalaman burukn ,ya h
a g e c n e m u t n a b m e m n i g n i a i
d kekerasanr umaht anggaterjad ipadaanak-anak. i
g a b n a k n a r a y n e m a g u j i n i i d u t
S penelti iselanjutn ya untuk menganailsa d
n it g n a k a l e b r a t a
l akanTom Sanders .Saya merekomendasikan noveli n isebagai p
m o k k u t n u s ir g g n i a s a h a b r a j a n a h a
b etens imembacadanmenuil sd iSMAkela s II
X a t a
x i
S T N E M E G D E L W O N K C A
g l a i c e p s e v i g d l u o w
I rattiude to my hero ,my inspriaiton ,my idol ,my everything ,JesusCh irst, fo rblessing me .Wtihou tHi sblessing , Iwouldno thave
t n i o p s i h t d e h c a e
r .
f e h
T rist , Iwould ilke to thank Dr .Antoniu sHeru ijyanto M.A. ,who s
s e c o r p g n it ir w s i s e h t y m n i r a f o s e m d e d i u
g . Iexpres smygrattiudef o rhi sitme , u
s n o
c tlaiton and guidancet ha thecould help i ncorrecitng and giving t hechoice s a
e d i f
o inmyt hesi .s s e h
T econd , Iwould thank my late fathe rIgnaitu sSuryanto and my y
a r p r i e h t r o f e o d A a n il o r a C r e h t o
m and suppo trsi nmystudyand especially my .
s i s e h
t Everyday ,my mothe rpray stha t Ican achieve my bes tin my study and n
i o s l
a the society. Thesuppor twasimpo trant to me a nd every s tep tha tIt ook, d
l u o
c makehe rproud. t
e h
T hrid , Iwould thank my lecturers in the Engilsh Educaiton Study o
h w m a r g o r
P taugh tmemanyl essons o fknowledgeand value sofl fiet ha tnow I e
b n a
c at oughpersonwtihbette runderstandingo fEngilshandl fie .Thesuppo tr s e
r e
w soimpo tranttomet ha t Icouldstayi nt hi sprogramunit l Iaccompilshedmy .s
i s e h t
k n a h t d l u o w
I Ch irsitna A tryka Pusp tiasa ir ,Dhian Novtiasair , Ind ira d n a i n ir a ti p s u P h a y D a n ir a t a h C , a ti h s k a L u y a H a k ir d n e H , r a b m A r o o N g n e j A
it a w e D o r o m s a i d i W o n i N a i c u
L , in the Engilsh Language Educaiton o f2009 . I y
e h t e s u a c e b m e h t k n a h
x tr
o p p u s d n a d e s u f n o
c e d me in accompilshing my thesis . Ithank them fo rthe r e t s e m e s t s ri f y r e v e h t m o r f e d a m d a h t a h t s s e n r e h t e g o t d n a s e ir o m e m e m o s e w a
. y d u t s s i h t f o d n e e h t li t n u
d l u o w
I also t hank my second f amliy, Cantu sFrimu sChori, rfo thegr eat s
e c n e ir e p x
e insinging .I twa ss o greatt ha t Icouldj oin i n t hi sfamliyandmett he ,
s d n e ir f t s e
b Richard Alexander , Loui s Roni Cipta D wi Pradipta , Yusitnus s
e r T i d a y h a
C nantyo , Ursula Kanindya Chrysanthea , Fransisca Eka Budiarit , P
a r d n a x e l A a d r o k o j
T urt iSudharsana ,AngelaKenyaAstair ,Eilsabeth Est iRatna , ,
o j o m t a s a e r d n A , i n ir A a il i s i S , it n a y i d s u R a i R i n a f e t
S Ul iYunisrtaRosar iS liaen,
, n e v d A s e ir
A Arnold Dwihattomo ,Yosa Windrawanto, Ana Angg i Atrant,i ,
y n n a h D m e i L , i d a j h a j T a s n a u N e d A n o ti r a h
K Maira Elga Erstenita da n Oilvia
. a n i s i a L a il i c s ir
P
d n e ir f t s e b y m k n a h t o s l a
I s at Sanata Dharma Universtiy’ s Pubilc s
u ir e d i s e D e k il , 2 1 0 2 h c t a b n o it a l e
R Arysta Yuan ,Pu rta Wriamuda , Jeane t ,
a l o W n e r u a
M AlezandraPutu ,F ar nsiscaO ifk Widyaningrum da rn F ansiscaEka it
r a i d u
B , who alway sk ept suppo tri ng me in accompilshing my thesis . The l a e r e h t n r a e l d l u o c e w e s u a c e b g n i z a m a e r e w m e h t h ti w g n i k r o w n i s e ir o m e m
.r e h t e g o t d lr o w g n i k r o
w rO u togethernes swa sunforgettable . t
o n t u b t s a l e h
T et h least , Ialso thank peoplearound mewho Icould not tr
o p p u s r i e h t h ti W . e n o y b e n o n o it n e
m s and pray, Icould accompilsh my t hesi s h
s i n if d n
a mys tudy .Godbless su .
a n a t r A r a c s O o n il a e
i x
S T N E T N O C F O E L B A T
E G A P E L T I
T ... i S
E G A P L A V O R P P
A ... ii N
O I T A C I D E
D ... vi O
W F O T N E M E T A T
S RK’SORIGINALITY ... v 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 i T
C A R T S B
A ... iiv K
A R T S B
A ................................................................................................. .... iiv i E
M E G D E L W O N K C
A N S T ... xi E
T N O C F O E L B A
T N TS ... ix N
O I T C U D O R T N I 1 R E T P A H C
.
1 1Backgroundoft heStudy... 1 .
1 2Objecitveoft heStudy... 2 .. 3
.
1 ProblemFormulaitons ... 2 .. 4
.
1 Beneftis fo theStudy ... 3 .... 5
.
1 Deifniitono fTerms ... 4 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
1 .
2 Reviewo fRelatedTheory... 6
1 . 1 .
2 Theoryo fCharacter... 6
2 . 1 .
2 Theoryo fCharacteirzaiton ... 7
3 . 1 .
2 Psychopath ... 8
4 . 1 .
2 Pathologica lLying ... 9
5 . 1 .
2 Emoitona lPovetry ... 9
6 . 1 .
2 AnxietyDisorder ... 0.. 1 1
. 6 . 1 .
2 GenerailzedAnxietyDisorder ... 01 .
6 . 1 .
2 2 P anicDisorder ... 01
7 . 1 .
2 Pos tTraumaitcSrtes sDisorder ... 11 8
. 1 .
2 Fea randWorry ... 31
9 . 1 .
ii x .
21.10C iritca lApproach ... 51 1
1 . 1 .
2 Theoryo fThemaitcAnalysi s ... 61
2 .
2 Theoreitca lFramework ... 71 Y
G O L O D O H T E M 3 R E T P A H C
1 .
3 Objec toft heStudy ... 9.... 1
2 .
3 ApproachoftheStudy ... 02
3 .
3 MethodoftheStudy... 0.... 2 S
I S Y L A N A 4 R E T P A H C
1 .
4 GayleSanders ... 22 1
. 1 .
4 Tough ... 32 2
. 1 .
4 Sma tr... 52 3
. 1 .
4 Independent ... 62
2 .
4 G eayl ’ sUnfai rWolrd ... 82
1 . 2 .
4 LtieralMeaningo fHe rUnfai rWo lrd ... 8.... 2 1
. 1 . 2 .
4 LivingwtihUnhappyFamliy... 82 2
. 1 . 2 .
4 HavingaPsychopathFather ... 03 1
. 2 . 1 . 2 .
4 Tom’ sFaliure ni Accepti ngResponsiblitiyf o rOwn
Behaviora lConrtol ... 31 .
2 .
4 1.2.2Tom’ sPathologica lLying ... 23 1
. 2 .
4 .2.3Tom’ sEmo itona lPovetry... 23 .
42.1.2.4Tom’ sManipulaiton ... 33 3
. 1 . 2 .
4 HavingaRepressedMother ... 53 .
1 . 2 .
4 4Violence ... 83 5
. 1 . 2 .
4 SexualAbused ... 04
6 . 1 . 2 .
4 TheKliilng ... 04 7
. 1 . 2 .
4 TheMenta lDisorders ... 24 2
. 2 .
4 TheDeeperMeaningof et h Unfai rWo lrd ... 5.. 4 S
N O I S U L C N O C 5 R E T P A H
C ,I MPLICATIONS,ANDSUGGESTIONS 1
.
ii i x 2
.
5 Imp ilcaitons ... 84 3
.
5 Suggesitons ... 94 S
E C N E R E F E
R ... 15 S
E X I D N E P P
A ... 53 X
I D N E P P
A ASummaryo fMummy’ sWtiness ... 5 4 B
X I D N E P P
A Wrtier’ sBiograp hy... 65 C
X I D N E P P
1 1 R E T P A H C
N O I T C U D O R T N I
p e v if e r a e r e h
T oint sdiscussedi nt hi schapte .rThef risti sthebackground
f
o t she tudy whichshowst heelaboraitono fmyr easonconducitngt hi sstudy .The
f m e l b o r p s i d n o c e
s ormulaiton ,which i smade to have a speciifc thing to be
a n
a lyzed .Thet h ridi sobjecitveoft hestudywhichstatest hepurposeoft hestudy.
f e h
T ou trhi sbenefti soft hestudy .Thel asti sde ifniiton t of e srm ,which consist s
m r e t e h
t s whichareusedi nt hist hesi .s
1 .
1 Backgroundoft heStudy f f u H o t g n i d r o c c
A man (2000) , reading abou t people learni ng and
r e b m e m e
r ing ,we can have a bette rstudy habti sand create a bette rlearning
s e v l e s r u o r o f t n e m n o ri v n
e . Readingabou tmoitvaiton ,w emigh tbeablet omodfiy
. g n i k o m s r o g n it a e r e v o s a h c u s , s r o i v a h e b e l b a ri s e d n
u The study o f human
w o n k d n a s ti b a h s ’ e n o e m o s d n a t s r e d n u s u p l e h l li w y g o l o h c y s
p the way to
n o it c a s i h w o t d n o p s e
r correclty ( 8- )pp. 9 . Hence , learning from other’ s
e v it i s n e s e r o m e m o c e b d n a d lr o w e h t o t ” w o d n i w “ r u o e c n a v d a l li w e c n e ir e p x e
e h t d r a w o
t phenomenonaroundus .
o h c I t a h t l e v o n e h
T sei n t hi sstudy a smy analysisi sMummy’ sWtiness . I h
c ose thi snove lbecause the plo to fthe story w as interesitng fo rme to read
. r e h tr u
r a
r ely found in ou rdaliy lfie .In the novel ,the story i sful lo fpsychologica l
y li m a f s i h d n a h t a p o h c y s p y ll a i c e p s e , s r e tt a
m .The sense o fpsychopath i sthe
.l e v o n s i h t n i g n i h t g n it s e r e t n i t s o m
e h
T Mummy’ sWtinessist heharrowing story o fachlidhoodshattered by e h t o T . t s a p r e h r e v o h p m u ir t o t n o it a n i m r e t e d l a n o it a ri p s n i s ’ e l y a G d n a y ti l a t u r b
s i s r e d n a S , d lr o w e d i s t u
o a w -ellknown and respectable famliy .The fathe ri sa
; r e h c a e
t whlie the mothe ri sa housewfie and mothe ro fthree .No one could
e
b ileve tha tthi sfamliy ha sa b ti problem .The fathe ri sTom Sander swho ha s
s ti b a h e g n a rt
s compairngt oanorma lhumanbeing .Theonlych lidhoodmemo ire s
s i s r e d n a S e l y a G m o r
f anunimaginablet erro ra sshewatched herf athe rviciously
y b r e h t o m r e h e s u b
a smashing he r ilmb sand breaking he rspriti .Gayle hersel f
. e s u b a l a u x e s d n a l a c i s y h p d e r u d n
e Meanwhlie ,Gaylewhonumbs wtihshockand
f e ir
g si passed from foste rfamliy to psychiatirc hosptia lwhere she narrowly
f a s n i f l e s r e h g n i v e il e B . t p m e tt a e d i c i u s a d e v i v r u
s e nursing hands , she i s
. e p a r f o a m u a rt g n i k c o h s r e h tr u f e h t g n i o g r e d n
u Therefore , Imadet henovelt o be
s y
m ourcetor evealt heunfai rwo lrdf romGayleSander spoin to fview.
2 .
1 Objec itveoft heStudy
, s r e d n a S e l y a G w o h e e s o t s i y d u t s e h t f o e v it c e j b o e h
T themaincharacte r
’ s r e d n a S e l y a G f
o Mummy’ sWtiness,r egard sherl fiea sunfai.r 3
.
1 ProblemFormula iton
In t hi sstudy, I f ormulated t wo problem formulaiton sin ordert o ilmtit hi s
y d u t
.
1 Howi sGayleSander sdepictedi nt henovel?
.
2 W hydoe sGayleSandersr egardhe rlfiea sunfari?
4 .
1 Beneftis fo theStudy t
s ri f e h
T , t hi sstudy can bea guideilnefor et h teachers in ifnding outt he
c it s ir e t c a r a h
c s fo Gayle Sanders .The teacher swould be able to explain the
r e t c a r a h
c isitcso fGayleSander sb irelfy.
e h
T second ,thi sstudy can be used by other students .The student scan
e h t d n a t s r e d n u y li s a
e Mummy’ sWtiness story and take a lesson from ti s mora l ,
y ll u f e p o H . s e u l a
v atferr eadingt hi spape,rt hey canalso appreciateothe rltierary
k r o w s.
d ri h t e h
T , since the study i s discussing approximately abou t human
l a e d d n a r e p a p s i h t d a e r s a h o h w r e d a e r e h t , y ti l a t n e
m t wtih t he menta ldisorde r
s e v l e s m e h t e g a r u o c n e d l u o
c clealry thei ndicaiton o fhuman menta ldisorde rand
s i h t h g u o r h T . ti f o s m o t p m y s e h t s e t a c i d n i d l u o
c study, t hereade rcouldadvance
s e v l e s m e h
t aboutt hephenomenon .Finally,hopefully ythe couldappreciateothe r
k r o w y r a r e ti
l s .
t s a l e h
T , et h study can be used by et h future researchers .Hopefully t his
e r g n it r o p p u s s a d e s u e b n a c y d u t
s ference swhich can be a help fo rthem in
. y d u t s r i e h t g n it e l p m o
c Thi sstudy can guidet hemi n understanding t hestorya nd
s m e l b o r p e h
5 .
1 Deifni itono fTerms s m r e t y n a m e r a e r e h
T whichareusedi nt hi spape,rt heyare;
1 . 5 .
1 Unfairn ess s
i h
T study usedt heword “unfariness” .According t oMeier( 2009) ,unfai r
s n o it i d n o c t n e t s i s r e p f o m r e t n i s r o s s e rt S . r o s s e rt s a s a d e d r a g e r e b n a c t n e m t a e rt
s a l e v e l c i n o r h c a n o t n e m t s u j d a l a c i g o l o h c y s p t c e f f a , s t n e v e y li a d e v it a g e n d n a
e c n a t s n i r o F . l e v e l y li a d a n o s a l l e
w ,endu irngsrtesso rilkeexpeirenceo fworking
. n o i s s e r p e d d n a y t e i x n a o t d e t a l e r e r a n o it a n i m ir c s i d d n a g n i y ll u b e c a l p
r e f fi d n i r u c c o n a c n o it c e j e r l a n o s r e p r e t n
I en tstiuaiton o f socia lcontex t fo r
, e c n a t s n
i rejeciton by roman itc pa trner ,bullying a tschool ,and exclusion from
e c a l p g n i k r o w e h t t a t n e m t a e rt r i a f n u r o b u l c t r o p
s .( p 643).
d e t a l e r s i y d u t s s i h t n i s s e n ri a f n
U to one o fthe character sin Mummy’ s s
s e n ti
W nove lwho f ace sdfiifcul t itmesi n he rwholel fiefo rexample, wtinessing s
t n e v e c it a m u a
rt whenshei sfouryear sold ,wtinessingherf athe rkill she rmothe r
s t e g e h s , s e d i s e B . y li p p a h d o o h d li h c r e h l e e f d l u o h s e h s h c i h w n i n i a p e h t d n a
r e h e k a m s n o it c e j e r e s o h T . y t e i c o s e h t d n a y li m a f n w o r e h m o r f s n o it c e j e r e m o s
. d r a w r e tf a d e s s e r p e d
2 . 5 .
1 World n
I RandomHouseWebster’ scollegedicitonary ,wo lrdare”( 1)t heeatrho r , t n a ti b a h n i s ti h ti w , ti f o t r a p e h t r o h tr a e e h t ) 2 ( “ ” ,t e n a l p a s a d e r e d i s n o c e b o l g
, e s r e v i n u , s t s i x e t a h t g n i h t y r e v e ) 3 ( “ ” , d o ir e p r a l u c it r a p a g n ir u d c t e , s ri a f f a
” . m s o c o r c a m
r o w e h
.r e h r o f y r a c s d n a d i p u t s e b o t n r u t h c i h w
3 . 5 .
1 Violence c c
A ordingt o Ch irsite(2012), “violencei scommonlydeifneda sal earned
v a h e
b io r in which one o rmore person intenitonally threatens o rattemp t to
s n o s r e p r o n o s r e p r e h t o n a n o p u m r a h l a c i s y h
p ”( p.1168) .Violencei sanacitono f
e s u y ll a n o it n e t n i t I . ti f o s e g a t n a v d a e h t e v e i h c a o t e l p o e p g n it a d i m it n
i s the
n o s r e p l a u t c a r o d e n e t a e r h t , r e w o p r o e c r o f l a c i s y h
p , and ha sa resul to finjury
e d n e v
e ath .In addiiton ,Monahan (1981 )adds some prediciton o fviolence :the
e h t s i t s ri
f lack o f suppor t from immediate famliy members , the history o f
, y li m a f e h t g n o m a e c n e l o i
v theviolen tbehavio rpatternamongpeer ,st heabsence
, t n e m y o l p m e y d a e t s f
o theavaliablitiyo f“wliilng”vicitm ,s da n theavaliab litiyo f
l a u d i v i d n i y b e c n e l o i v f o e c n e l a v e r p d n a s n o p a e
w .( )p 8 . 1
s i l e v o n s i h t n i e c n e l o i v d r o w e h
T closely related t o Gayle’sl fiebecause
e h h ti w d e t a l e r s i tI . e s u o h r e h n i ti s e s s e n ti w s y a w l a e h
s rfather ,Tom Sanders ,
g n i s u b a e h t s e o d s y a w l a d n a h t a p o h c y s p s r e f f u s o h
w toward he rand he rmothe r
. y ll a b r e v d n a y ll a c i s y h
p Violencebecomes theessenita lpatri n t hi sstudybecause
d e t a l e r s i
6 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
e h t f o g n i z y l a n a o t d e t a l e r e r a h c i h w s e ir o e h t e h t s s u c s i d l li w r e t p a h c s i h T
e r a e r e h T . l e v o
n two patrs i n t hi schapter ,namely t he review o frelated t heo ire s .
k r o w e m a r f l a c it e r o e h t d n a
1 .
2 Reviewo fRelatedTheo ry
r e w s n a o t s n a e m a s a d e s u e b n a c t a h t s e ir o e h t e m o s s t n e s e r p y d u t s s i h T
e h t e r a s e ir o e h t e s e h T . y d u t s e h t f o s m e l b o r p e h
t character , theory o f
n o it a z ir e t c a r a h
c ,theo ires fo psychopath ,theory o fpathologica llying ,theory o f y
r o e h t , y tr e v o p l a n o it o m
e o frepression ,theory o fPTSD ,theory o ffea rand y r o e h t d n a h c a o r p p a l a c it ir c f o y r o e h t , r e d r o s i d y t e i x n a f o y r o e h t , s e ir r o
w o f
.s i s y l a n a c it a m e h t
1 . 1 .
2 Character
s m a r b A o t g n i d r o c c
A (2005), thecharacter s arethepeoplepresented i na it
a r r a n r o c it a m a r
d vework ,who are i nterpreted by t he reade ra sbeing endowed y a s y e h t t a h w n i d e s s e r p x e e r a t a h t s e it il a u q l a n o it i s o p s i d d n a l a r o m h ti
w - the
e u g o l a i
d - and wha tthey do - the aciton (p ).2 . Therefore ,the character sare ti
d n a y r o t s e h t n i t n e m e l e t n a tr o p m
i alwaysi nrtoducest hei rcharacterst o givea .
n o it p ir c s e d
s y a w o w
t .Thef risti scharacte rdesignate theindividual swhoappeari nt hestory . r
e t c a r a h c s i d n o c e s e h
T srefer to the mixture o finterests ,emoitons ,and mora l .
s l a u d i v i d n i e s e h t f o h c a e p u s e k a m t a h t s e l p i c n ir
p Thecharacter sgivea ce train n i n o it o m e r i e h t w o h s y e h t e s u a c e b y r o t s e h t n i e c n a t s m u c ri c r o n o it a u ti
s i t (p.
) 7 1 .
In addiiton ,according to Holman and Harmon (1986) ,characte ri sa e
h t s e d u l c n i t a h t m r e t d e t a c il p m o
c idea o fthe mora lconsttiuiton o fthe human f o e c n e s e r p e h t f o n o it o n r e l p m i s d n a , s s e n t h g ir p u l a r o m f o e c n e s e r p , y ti l a n o s r e p
n a r o t r o s e n o f o s g n i e b n a m u h e b o t m e e s t a h t tr a n i s e r u t a e r
c other .( )p 8 . 1
5 8 9 1 ( s m a r b A o t g n i d r o c c
A ,)t herearet wot ype so fcharacters .Thef risti s a lfa tcharacte rwhichbulidsaround“asinglei deao rqualtiy”.I tdoe sno tundergo
s i t s a l e h T . y r o t s e h t n i h t w o r g r o e g n a h c l a it n a t s b u
s aroundcharacte rwhichha sa n
o it o m e , t n e m a r e p m e t n i y ti x e l p m o
c , and o tfen porrtayeda scon rtadictoryperson .
p ( )2 . 4
2 . 1 .
2 Characteriza iton s
m a r b
A (2005 )de ifne sccharacters as theperson r epresentedi nadramaitc p
s a r e d a e r e h t y b d e t e r p r e t n i e r a h c i h w , k r o w e v it a r r a n r
o ossessing .
g u o h t , h c e e p s , n o it c a e h t y b s i n o s r e p e h t o h w g n it a e r c s i fl e s ti n o it a z ir e t c a r a h
C h t
n o it p ir c s e d r
o . There aret wo ways t o convey t hei nformaiton abou ta character . s
i t s ri f e h
T expilci tcharacteirzaiton ,which mean sthe author ltierally tell sthe r
e d a e
r abou twha tacharacteri s ilke. I tcanbef rom narrato ro ranothe rcharacte r m
i h r e t c a r a h c e h t y b r
o sefl .Thesecondi si mpilci tcharacte irzaiton ,which mean s r
e d a e r e h
n o it c a r e t n
i to othe r characters and also othe r character’ s opinion abou t the fl
e s ti r e t c a r a h
c .( )p 5 . 6 3
. 1 .
2 Psychopath o t g n i d r o c c
A Blai rand Mtiche l(2005 ,) psychopathy i san emoitona l e m e rt x e f o s y a l p s i d d e t a e p e r f o k s ir t a n o s r e p e h t t u p n a c h c i h w r e d r o s i d
c o s it n
a ia lbehavior .Thi sanitsocia lbehavio rcani nvolver eacitveaggressionbuti t s i h c i h w r e d r o s i d o s l a s i t i . n i e u q i n u s i y h t a p o h c y s p t a h t e t o n o t t n a tr o p m i s i
d e t a i c o s s
a wtih elevated level so finsrtumenta laggression .Psychopathy i salso w
r e d r o s i d l a t n e
m hichurgenltyneed sanunderstanding( p .17.)
"GaconoandMeloy andt hei rcolleague su itilzedt hePCL-R( Hare ,1991 ) r i e h t s a s e c i d n I h c a h c s r o R t c e l e s d n a e r u s a e m t n e d n e p e d n i n a s a
r e h t o d n a s h t a p o h c y s p g n o m a g n it a it n e r e f fi d n i s e l b a ir a v t n e d n e p e d
t n
a isocia lpersonaltiy disordered offender s(ASPD ;Ameircan Psychiat irc d n a e r a H f o k r o w e h t h ti w d e g r e v n o c s g n i d n if r i e h T . ) 7 8 9 1 , n o it a i c o s s A
; 4 8 9 1 , n o s r e h P c M & e r a H ; 0 7 9 1 , 6 6 9 1 , 5 6 9 1 , e r a H ( s e u g a e ll o c s i h
s ) 9 8 9 1 , e r a H & t r a H ; 9 8 9 1 , n a it s k a H & , e r a H , r u p r a
H uggesitng tha t
& , y o l e M , o n o c a G ( c it s i s s i c r a n e r o m e r e w s D P S A c i h t a p o h c y s p
) 1 9 9 1 , y o l e M & o n o c a G ( d e h c a t e d e r o m d n a , s u o i x n a s s e l ,) 0 9 9 1 , n e v a e H
, n a m f f u H ( " s D P S A c i h t a p o h c y s p n o n n a h
t 2000 ,p .502)
y n a m e r a e r e h t t a h t e d u l c n o c n a c e w , e v o b a n o it a ti c e h t m o r
F indicaiton s
r o
f apersonwhosuffer spsychopath .Theyarenarcissisitc,l es sanxious, andmore .
d e h c a t e d
o t s t s il l a n o it i d d a y n a m e r a e r e h
T catego irze a persona spsychopath .Hare s c it s ir e t c a r a h c l a n o it i d d a r u o f e r a e r e h t t a h t s n o it n e m ) 0 7 9 1 , ” t s il k c e h C “
( o f a
e r a y e h T . h t a p o h c y s p s r e f f u s o h w n o s r e
p pathologica l lying , manipulaitve , ,
y h t a p m e k c a l , y tr e v o p l a n o it o m
e da n fali sto accep tresponsiblitiy fo rhi sown r
o i v a h e b
) 6 0 0 2 ( y o C c
s e B . s r e h t o e n i m r e d n
u ide ,s t hi saciton i spurposed by t heactort o beneif thimsefl s
a , e r o f e r e h T .t n e v e t a h w e m o s n
i a manipulator ,h e can be safe wheneve rthe d
e r e n r o c t n e v
e him.I nothe rhand ,themanipulato rwantst hevicitmt ofollowhis e
m a
g ( 2- )pp. 3 . n
I orde rto have the speciifc indicaiton ,I use the ilst so fa person who s i s r e d n a S m o T l a e r e h t o h w d n if n a c e w , y r o e h t s i h t h g u o r h T . h t a p o h c y s p s r e f f u s
e h t n
i Mummy’ sWtiness nove land a sthe aspec tfrom Gayle Sanders ’unfai r .
d lr o w
4 . 1 .
2 Pathologica lLying t
g n i d r o c c
A o Dike( 2007) ,pathologicall yingi san aciton which purpose s t
if e n e b o
t one’ ssefl in vairou sways .The common purpose i sgetitng wha the t
n a
w s wtihou tconsideirng others ’feeilng .Dike add stha tpathologica llying i s w
o n k o d y e h t t a h t e s n e s e h t n i e s r o
w whatt hey havedone, they stli ldo ti .There s
s a s ti a rt n o m m o c y n a m e r
a ociated wtih pathologica llying .The fris t i sthe excessivel yingt hati seasyt overfiya sunrtue .Thesecondi st hel ie saret oldt ha t
r a il e h t o t l u f m r a h e b y a m d n a t if e n e b o n g n ir
b . The th rid i sthe behavio ri s s
e c n e u q e s n o c r o f d r a g e r o n h ti w n i a g a d n a n i a g a d e t a e p e
r . The las t i s the
pathologica lilar so tfencanno tseemt o t ellt he rtuthf rom ile sand mayconrtadic t d
e n o it s e u q n e h w s e v l e s m e h
t (p .5)
5 . 1 .
2 Emo itona lPoverty g
n i d r o c c
A toCrow( 1958) ,emoitona lpovetryo remoitona ldeifciencyi sa e
t a t
m o s r e v e w o h , s e it l u c if fi d y n
a e other scanno tdea lwtih thei remoiton (p .61) . ,
e r o f e r e h
T those who canno tstand alone to survive on thei rown emoitona l .
e r u s s e r
p These emoitona lpressure smay irse many reaciton stha tcan endange r .s
r e h t
o These reaciton sare going wtih you rfeeilngs ,attacking others ,shutitng .
e v it c e p s r e p g n i s o l d n a , g n i n i a l p m o c , n w o d
6 . 1 .
2 AnxietyDisorders n
o s n i b o
R and Whetshell. (1988 )de ifnetha tpeoplewtih anxiety disorders g
n i n if e d l a rt n e c e n o e r a h
s characteirsitc ,such as unreasonable ,o tfen paralyzing , u
o i x n
a s o rfearful .They feel t hreatened, i neffecitve ,unhappy ,and i nsecure b y a h
t d lr o
w a tseem sdangerou sand hostlie (p .118). There are two majo rtype so f ;
e r a y e h t ,s r e d r o s i d y t e i x n a
1 . 6 . 1 .
2 GenerailzedAnxietyDsiorder
According to Robinson a tal .(2004 ,) generailzed anxiety disorde ri sa g
n o
l -lasitng anxiety tha ti sno tfocused on any paritcula robjec to rstiuaiton . h
ti w e l p o e
P anxiety disorderf ee lafraid ofsomething ,bu tareunablet o aritculate t
e r f y e h T . r a e f c if i c e p s e h
t ove rsomething constanlty and have a hard itme s
e ir r o w r i e h t g n il l o rt n o
c .( p 119).
2 . 6 . 1 .
2 PanicDisorder
p t a h t s e t a t s ) 0 0 0 2 ( n a m f f u
H anic disorde r a re more rtoubilng than n e d d u s s r e f f u s n o s r e p e h t , r e d r o s i d c i n a p n I . r e d r o s i d y t e i x n a d e z il a r e n e
g a nd
r p p a e s n e t n i f o s k c a tt a f e ir
b ehensiont ha tcause rtembilng and shaking ,dizziness , d
n
7 . 1 .
2 Pos tTrauma itcStres sDisorder
c it a m u a rt a r e tf a s p o l e v e d y t e i x n a , ) D S T P ( r e d r o s i d s s e rt s c it a m u a rt t s o P n I
r o , t a b m o c r a w , r e t s a s i d n e d d u s , e p a r s a h c u s , t n e v
e even being a bystande rto
e c n e l o i
v .Accordingt oPasser( 2001,) t herearef ou rmajor ssymptom scommonly n
a s i h t n i r u c c
o xiety .The fris,t the person expeirence ssevere symptom so f e
h t , a m u a rt e h t e r o f e b t n e s e r p t o n e r e w t a h t s s e rt s i d d n a , l a s u o r a , y t e i x n
a vicitm s
r r u c e r a m u a rt e h t s e v il e
r en lty i n lfashback ,dreams ,and fantasy .Thesecond, the s
t a h t il u m it s s d i o v a d n a d lr o w e h t o t b m u n s e m o c e b n o s r e
p erveasr eminder so f
n o s r e p , t s a l e h T . a m u a rt e h
t expeirencesi ntensesurvivo rguitli ni nstance swhere h
t
o er swerekilledandt hei ndividua lwass omehows pared .( p 539). 0
0 0 2 ( n a m f f u
H )also adds some indicaitons o fperson who suffers pos t r
e d r o s i d s s e rt s c it a m u a
rt in whicht hesymptomsi ncludet hef eeilng oft erro rand r
r u c e r d n a a m u a rt e h t g n ir u d s s e n s s e l p l e
h en t lfashback ,nightmare sand may c it a m u a rt t s o p r e f f u s o h w e l p o e p , e s a c s i h t n I . t n e v e e h t r e tf a s r a e y r o f e u n it n o c
d e h s i n a b e b t o n n a c t i d n a k c a b h s a lf e h t y b d e b r u t s i d e b l li w r e d r o s i d s s e rt s
e r r o c d n a e m it g n o l a s d e e n s m o t p m y s e s o h t g n i h s i n a B . r e v e r o
f c t heailng
t n e m t a e
rt .( p 539).
e r e h T . D S T P e h t r e f f u s e l p o e p e k a m h c i h w s e s u a c y n a m s w o h s y r o e h t e h T
t a b m o c r a w , s r e t s a s i d n e d d u s , s e p a r e r
a s ,o rvicitms o fviolence .In thi spoint , l a n o it o m e e v it p a d a l a m t n e r r u c e r e v a h s m o t p m y s e s e h t d e r e f f u s o h w e l p o e p
e
r acitons ucha s lfashback. r
a
l a u x e s r o y ll a c i s y h p n e e b , s e d a r m o c d n a s d n e ir f t s o l , e i d s r e h t o n e e s , d e k c a tt
a ly
m it c i v e h t n e e b e s i w r e h t o r o , g n ir e f f u s r o h t a e d s s a m o t d e s o p x e n e e b , d e tl u a s s a
. D S T P h ti w g n i p o c n i s y a w y n a m e r a e r e h t , e r o f e r e h T . e c n e l o i v f o s s e n ti w e h t r o
l p m o c t o n o d s m o t p m y s e h t , e r e
H etelydisappearf romt heperson .Howevert here s
y a w y n a m e r
a in copingt hePTSDwhich areablet o help t hepersoni n moving s
i
h lfiebettert hanbefore. f
e h
T risti sl earningaboutt he rtaumaandPTSD .Thesurvivor sareablet o o
t g n i n e p p a h s i t a h w w o n
k them so thatt hey can observet herii nnerselve sand d
li u
b themoitvaitont osurviveand srtuggleincopingt hePTSDand rtauma. The second i stalking to famliy docto rabou t rtauma and PTSD .Here ,the docto r
e h t fi D S T P d n a a m u a rt f o n o it a c i d n i e h t e s a e r c e d o t w o h s w o n
k veteran s do no t
. o d o t w o h w o n
k The thrid i scalilng a counselor .Someitme sPTSD symptom s n
a n e s r o
w dordinaryeffo tr sa tcopingdono tseemt oworkwell .Theveteranmay a l l a c d n a t u o h c a e r o t t n a tr o p m i s i t i , s e m it e s e h t t A . d e s s e r p e d r o l u f r a e f l e e f
o r a s g n i h t n r u t n a r e t e v e h t p l e h n a c o h w , r o l e s n u o
c u nd.
r e tf
A the rtaumaitcevents, somechlidrenwli lno tdevelop any symptom s fo rsevera lweek so reven months .Someitmes , ti wli lappea rby the itme the
n e p p a h t n e v e c it a m u a
rt . I twli lcon itnueyear sa tfert heevent sandt henightmare s e
h t n e h w e m o c s y a w l
a y wan tto sleep .Othe rsymptom scan be seen from thei r t
a
e -patternchanging. , n o it i d d a n
I Diagnositc and Staitsitca lManua lIV-Tex tRevsiion (APA , e
n i n s e n if e d ) 0 0 0
2 symptoms .The fris ti sre-expeirencing the even tthrough u
o g n it c a r o , s k c a b h s a lf , s m a e r
b m u n y ll a n o it o m e
“ ” .The th rid i sisolaitng behavior so ravoiding famliy and d
n e ir
f s .The fou trh i sthe poo rconcenrtaiton , rirtiablitiy o rregressive behavior . m
e h t s i h tf if e h
T ood swing so rfeeilng sof ange rand fear .The sixth i sthe change sin sleep pattern ,dfiifcutly falilng o rstaying asleep ,sleeping too much
e c n a b r u t s i d p e e l s r o / d n a s e r a m t h g i n g n i c n e ir e p x e d n
a .Theseventh i sFeeilng o f
h t e g n a h c o t e l b a n u g n i e b r o t n e v e e h t g n i v i v r u s t u o b a t li u
g eeven to rpreventt he
r e t s a s i
d .The eighth i sFeeilng a sense o fdoom abou tthe future .The las ti s s
t n e v e e h t f o s r e d n i m e r d n a f o e c n a d i o v a e n it u o
R .
8 . 1 .
2 FearandWorry g n i d r o c c
A toCrow (1958 ,)f ea randworryi saf eeilngwhens omeonef eel s d
i a r f
a ofs omething .Hef eelsi nsecurewtiht hes tiuaitono rcondiitonaroundt hem . a
r a e f o t s d n e t d li h c e h
T stiuaiton t hatt hreaten shi ssafety o rsecurtiy. Thechlid, t
u o n i e c n e ir e p x e s s e l d n a n o it a n i g a m i t a e r g a s a h o h
w -going wtih t hei rfirends ,
s a
h asensiitv tiyo fimagingt hestiuaiton,f ori nstance ;ghosts .Hewilli magine the g
i b , e c a f e l b ir r o h e h t h ti w t s o h
g -round-red eyes ,scared and deep voice and s
e r a c s s y a w l
a human .Hence, i twli lbulid t hef ear i n h ismenta land producet he il
u m it s r a e
f (p .84). a m i e r o m e h
T ginaitve t he ch lid i sand t he l es sexpe irence he hasi n out -r
e e p h ti w s e it i v it c a s y a l p g n i o
g -group ,st hemores ensiitvehei st opossible r
a e
f -producing sitmuil .Darkness ,unusua lsound ,and simlia rstiuaiton s o
it a n i g a m i s i h e t a l u m it s o s y a m s n o it i d n o c d n
a n t ha thebecomes l ost i n r e h t o d n a , s t s o h g , s r e b b o r , s n il b o g b o h y b d e l p o e p d lr o w l a t n e m
d a e r d t n a t s n o c n i e b y a m e H . m i h o t m r a h r o l i v e f o s t n e g a ” l a r u t a n r e p u s “
l a n o s r e p f o r o , t n e d i c c a n a f o , s d n e ir f r o s t n e r a p d e v o l e b a f o s s o l e h t f o
(. s s e n e v it c e f f e n
i Crow ,2005 :85) n
o s n i b o
R a ta.l (2004 )alsoaddsf u trheri nformaiton abou tthes s ign when s
s e rt s t e g n e r d li h c e h
s n o it a t s e fi n a
m which i ncludesillness( rea lori magined) ,head andstomachaches , e
r
f quen t u irnaiton , triedness , los s o f weigh , ache s and pains , and profuse g
n it a e w
s .Emoitona lreacitons which includes crying ,sensiitvtiy ,stammeirng , n e d d u s , d e lt r a t s y li s a e , g n il g g i g s s e c x e , y ti li b a ti r ri , s e s n o p s e r ” r e g g ir t r i a h “
e g , n o i s s e r p x e f o s e g n a h
c nera lunrest ,and work habtis which includes poo ro f , g n it a e h c , n o it a z i n a g r o s i d , e c n e s b a t n e u q e r f , g n i m a e r d y a d , g n il d o o d , n o it a t n e s e r p
, k s a t n o g n i y a t s t o n , s s a l c n i g n i p e e l
s andlacko fconcen rtaiton(p .28) 9
. 1 .
2 Repression
R “ , ) 9 9 9 1 ( l l a H o t g n i d r o c c
A epression i sa cathexi so fthe id ,ego ,o r n i f l e s ti g n ir e t s i g e r m o r f d e t n e v e r p e b y a m y t e i x n a s e c u d o r p h c i h w o g e r e p u s
it n a n a y b d e s o p p o g n i e b y b s s e n s u o i c s n o
c -cathexis” (p .85) .Here ,the people s
y a w l a s n o i s s e r p e r e s e h t e v a h o h
w defend the pain which they had. However, s
i e r e h t f I . n o it a ti m il a s i e r e h
t aproblemwhich hu trst heperson ,hewli lexplode a
e r e h T . e d i s n i e h t m o r f n e d r u b e ri t n e e h
t re two kind so frepression ,namely ; .
r e p o r p n o i s s e r p e r d n a n o i s s e r p e r l a m ir p
p e h
T irma lrepression mean stha tbarirer sare responsible fo rkeeping a e v a h s n o i s s e r p e r e s e h T . y l s u o i c s n o c n u y lt n e n a m r e p d i f o s t n e t n o c e h t f o t r a p e g r a l
. n o it a u ti s l u f n i a p h ti w e c n e ir e p x e l a i c a r f o t l u s e r a s a n o s r e p e h t o t n i tl i u b n e e b
r e h
T epression prope rmean sa tfer-pressure .Thi srepression occur sbecause o f l
a t u r
b aciton . tIi nvolvest hephysicdeirvaitve sfrom t he dfifered representaitve s d
o o g r
0 1 . 1 .
2 Cri itca lApproach
n e e w t e b e g d ir b a s e m o c e b e r u t a r e ti l o t h c a o r p p a l a c it ir c
A thewrtie rand
r e d a e r e h t t a h t e r u s e k a m o t r e d a e r e h
t s canunderstando fti snature,f unciton ,and s
a , e r o f e r e h T . s e u l a v e v it i s o
p Rohrberge rand Woods(1973 )have said in thei r e b f o e r u t a n e h t s e i d u t s t a h t s c it e h t s e d e il p p a d e v l o v n i s i c it ir c a t a h t k o o
b auty .
, e d i s t r a n i e u l a v c it e h t s e n a s a h k r o w y r a r e ti
L a nd ther esponsei scalled estheitc .
e s n o p s e
r In studyingapieceofl tierary work ,wehavet o usec iritca lapproache s ,
s e h c a o r p p a l a c it ir c e h t o t d e t a l e R . e r u t a r e ti l o
t therearemany waysi nevaluaitng r
e d a e r e h t y b d e s u e b n a c h c i h w k r o w y r a r e ti l
a s .Theyarethef ormails tapproach , l
a r u tl u c o i c o s e h t , h c a o r p p a l a c i h p a r g o i b e h
t -history approach, the mythopoeic h
c a o r p p a l a c i g o l o h c y s p e h t d n a , h c a o r p p
a (p .3).
s i h c a o r p p a t s il a m r o f e h
T anapproachwhichexamine sonlyt hei deaoft he a
s a , e r o f e r e h T . e c e i p y r a r e ti
l et h reader ,we have to examine ti svalue wtihou t f o t n e m p o l e v e d e h t r o e r n e g e h t , e fi l s ’ r o h t u a e h t f o s t c a f e h t o t n o it n e tt a g n i y a p
, e r n e g e h
t andthel tieraryhistoryo rothers ourcest hatr elatedt ot hework .
r o g n i v r e s b o y b k r o w y r a r e ti l e h t s e n i m a x e h c a o r p p a l a c i h p a r g o i b e h T
k c a b s ’ r o h t u a e h t g n i w o n
k ground to ifnd the idea so fhis w iritng .The readers r
o h t u a e h t e h t w o n k t s u
m ’ spersonall fietoge tabette runderstandingt ohiswork a
c e
b use someitme sthe autho rwrtie sthe work based on h is lfie expeirence so r g
n il e e
f s.
l a r u tl u c o i c o s e h
T -histo irca lapproach i san approach in ifnding the idea n
i r o h t u a e h t f o d n u o r g k c a b l a c ir o t s i h d n a , e r u tl u c , l a i c o s e h t n o d e s a
b wiritng the
k r o w y r a r e ti
. d e t a e r c s a w k r o w a h c i h w n i u e il i m
f o n r e tt a p t n e r r u c e r y ll a s r e v i n u e h t h ti w s l a e d h c a o r p p a c i e o p o h t y m e h T
t h g u o h t n a m u
h s .Thisi sconsideredt o ifndexpressioni nther elatedl tierarywo . rk s
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 an approach which involve s the y r a r e ti l e h t n i n r e tt a p r o i v a h e b e h t e z y l a n a d n a t u o d n if o t s e ir o e h t s ’ y g o l o h c y s p
. k r o w
o t h c a o r p p a l a c i g o l o h c y s p e s u I y d u t s s i h t n i , e r o f e r e h
T solvet heproblem s
y d u t s s i h t f
o . Through thi s approach , I can analyze the nove l from the .
e d i s l a c i g o l o h c y s p
1 1 . 1 .
2 Thema itcAnalysis
g n i n a e m r e p e e d e h t t u o d n if o t s i s i s y l a n a c it a m e h t f o e s u e h
T o f the
e g a t n a v d a e h T . s r e d n a S e l y a G y b n e tt ir w s a h h c i h w s t n e v
e o fusingt hi smethodi s
e m e s a e o
t in ifndingt hedataandt hedeepe rmeaningoft hes tory . r
o c c
A dingt oBraunandClarke( 2006 ,)t hemeaningoft hemaitcanalysisi s o t d o o g s i s i s y l a n a e h T . c it y l a n a e v it a ti l a u q n i d e d u l c n i s i h c i h w s i s y l a n a n a
g n i z y l a n a , g n i y fi t n e d
i , and reporitng t het heme soft he subjec to robjectt hrough a
t a
d (p .79). I thelpsther esearche rinorganizingand descirbi ngthedatai ndetali . li
a t e d e h t n i n a h t e r o m e b n a c t i , r e v e w o
H e d way and vairou sinterpretaiton .
d a e t s n i
t e h
T heme i simpo tran tto be revealed in thi sanalysi sbecause i ti sthe n e e b s a h h c i h w a t a d e h t g n i z y l a n a h g u o r h t n o it a t e r p r e t n i n a m u h f o t l u s e r
g n i h t e m o s s e r u t p a c e m e h t a “ , ) 6 0 0 2 ( e k r a l C d n a n u a r B o t g n i d r o c c A . d e r u t p a c
s s t n e s e r p e r d n a n o it s e u q h c r a e s e r e h t o t n o it a l e r n i a t a d e h t t u o b a t n a tr o p m
” t e s a t a d e h t n i h ti w g n i n a e m r o s e s n o p s e r d e n r e tt a p f o l e v e
l (p .82) .The t heme
s ’t c e j b u s e h t f o t l u s e r e h t s e m o c e b s i s y l a n a e h t m o r f d e r u t p a c n e e b s a h h c i h w
. s e s n o p s e r
a c it a m e h t e h t f o p e t s e h
T nalysis i sprepared before .Hence, i n captu irng m
e h t e h
t eoft hedatawli lbeeasywtihtheexistenceoft heneededinsrtuments t;i .
d e r u t c u rt s e m o c e b g n ir u t p a c e h t s e k a
m
s e s a h p x i s e r a e r e h t t a h t n o it n e m e k r a l C d n a n u a r B , e r o f e r e h
T in conducitng
n e g , a t a d e h t h ti w r a il i m a f g n i m o c e b e r a y e h T . s i s y l a n a c it a m e h
t eraitng iniita l
e h t g n i m a n d n a g n i n if e d , s e m e h t e h t g n i w e i v e r , s e m e h t r o f g n i h c r a e s , s e d o c
.t r o p e r e h t g n i c u d o r p d n a , s e m e h t
t s e t e h t , s i s y l a n a s i h t h g u o r h t , e r o m r e h tr u
F used to measure the rea l
o r h t n o it a v it o
m ugh the event sand thei rsaying i sThemaitc Appercepiton Tes t T
A T
( ) .Themoitvaiton should beunconscious;thereforethereshouldbeat estt o .s
e v it o m r o g n i n a e m t c a x e e h t w a r d
2 .
2 Theoreitca lFramework e h t e v l o s o t r e d r o n
I problem formulaiton sin thi sstudy , Iappiled the .
h c a o r p p a l a c i g o l o h c y s
p In analyzing the character , I app iled the theory o f t
e g o t d e s u s a w t I . n o it a z ir e t c a r a h c d n a r e t c a r a h
c adeepe runderstandingo fGayle e
h s w o h d n a s i r e d n a
S si depictedi nt heMummy’ sWtinessnove.l I , e fi l r e h n i s n e p p a h h c i h w d lr o w r i a f n u e h t g n i z y l a n a n
I appiled some
t s ri F . ” d lr o W r i a f n U “ s ’ e l y a G o t d e t a l e r e r e w h c i h w s e ir o e h
t ly , Iappiled the
n a e v a h h c i h w , s e it il a n o s r e p s r e d n a S m o T h ti w h c t a m o t h t a p o h c y s p f o y r o e h t
. h t a p o h c y s p o t n o it a c i d n
w d n
a orry ,and pos trtaumaitcsrtes sdisorde rinorder ot revealGayle’ smentaltiy . s ’ e l y a G m o r f n o it p ir c s e d a e v a h o t y r o e h t n o i s s e r p e r e h t d e il p p a I , d r a w r e tf A
g n i n a e m r e p e e d e h t e z y l a n a o t , e r o m r e h tr u F . r e h t o
m the pas t rtaumaitc event s
r e h t r u h h c i h
w , Ichose the theory of themaitc analysi sto ge tthe rea lGayle’ s .
9 1
3 R E T P A H C
Y G O L O D O H T E M
a h c s i h
T pte r provide sthree patrs . They are the objec t o f the study ,
h ti w s l a e d y d u t s e h t f o t c e j b o e h T . y d u t s e h t f o d o h t e m d n a y d u t s e h t f o h c a o r p p a
l e v o n e h t f o n o it p ir c s e d l a c i s y h p e h
t Mummy’ sWtines sbyGayleSander sandalso
s i tr a p d n o c e s e h T . y d u t s s i h t f o s u c o f e h
t theapproach oft hestudyt ha t Iuset o
s i t s a l e h T . l e v o n s i h t g n i z y l a n a n i h c a o r p p a e h t n i a l p x
e themethodoft hes tudyt o
. y d u t s e h t f o g n i z y l a n a e h t e b ir c s e d
1 .
3 Objec toft heStudy y d u t s s i h t f o t c e j b o e h
T i sabiographica lnove lby awrtie rnamed Gayle
d e lt it n e s i l e v o n e h T . s r e d n a
S Mummy’ sWtines spubilshedi n 2007 by Hodde r&
l e v o n e h T . n i a ti r B t a e r G n i , e n il d a e H r e d d o H f o n o i s i v i d a , d t L n o t h g u o t S
l e r s a w l e v o n s i h T . s r e t p a h c 0 2 n i s e g a p 7 9 2 f o s t s i s n o
c easeda sa rtadepaperback
. e n il d a e H r e d d o H y b 7 0 0 2 , y l u J n i
s s e n ti W s ’ y m m u
M i sa nove lwhich t ell su sabout t hel fie ,especially t he
s e c n e ir e p x e g n i w o r r a
h o f Gayle Sanders .He rchlidhood i sexrtemely dfiferen t
. r e h d n u o r a n e r d li h c r e h t o h ti
w Un ilke Gayle ,the othe rchlidren can fee lthe
o it c e f f
a nandwarmthf romt hei rparents .Shecannotf eelt hewarmthandaffeciton
s y a w l a r e h t a f r e H . y li m a f r a e l c u n r e h m o r
f commtis violence to he rand he r
e c n e l o i v s i H . r e h t o
r e h t o m r e h f o r e d r u m e h t s s e n ti w o t s a h e h s n e h w s n e p p a h t n e m o m e l b ir r e t t s o m
e n o
d byherf ather .
Thi snove li san interesitng nove ltalking abou tharrowing story o fa
m e h t l a e v e r o t d e t s e r e t n i s a w I . y ti l a t u r b y b d e r e tt u h s h c i h w d o o h d li h
c ain
d e t s e r e t n i s a w I , d n a h r e h t o n I . e fi l r e h n i n i a p s r e f f u s o h w l e v o n e h t n i r e t c a r a h c
.s s e n ri a f n u s a e fi l r e h s d r a g e r e h s y h w e z y l a n a o t
2 .
3 Approachoft heStudy
e h t f o e n o , h c a o r p p a l a c i g o l o h c y s p e h t s i y d u t s s i h t n i d e s u h c a o r p p a e h T
s e h c a o r p p a e v
if proposed by Rohberge r and Woods (2000 , pp.6-15) . Thi s
o h w y fi t n e d i o t h c a o r p p a e h t d e s u I . y g o l o h c y s p n a m u h n o s e s u c o f h c a o r p p a
n o it c a r e h g n i d n if y b s i s r e d n a S e l y a
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.s t n e v e l l a n o it a v it o m
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T wo kind so fsource stha t Iused. They were p irmary and
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t , e li h w n a e
M he secondary source s were some book s concerning the
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