DISCUSSING WESTERN NORMS AND VALUES FROM THOSE OF

EASTERN ONES AS REFLECTED IN THE LIFE OF

HOLDEN CAULFIELD, THE MAIN CHARACTER OF

J.D. SALINGER’S THE CATCHER IN THE RYE

A Thesis Presented as Partial Fulfillment of the Requirement To Obtain the Sarjana Pendidikan Degree in English Education

By: Name : FX Wisnu Prabawa St. Number : 99 1214 139

ENGLISH EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY JOGJAKARTA 2008

The More We Live - Let Go a song by YES

You and I can change the world; The more we live, the more we learn, the more we know. From this moment on we share the world; The more we give, the more we love, the more we grow. The spirit of imagination can lead us through the dark; The more we see, the more we try, the more we show. The evidence of our confusion, life has left its mark; The more we fear, the more we lie, the more we hide.

As we walk into tomorrow (turning away from the path we know) Holding the future with our hands (we carry the weight of the world we go) Its up to you and I, we hold the key; we hold the answers.

All our thoughts of doubt and fear are leaving one by one The more we live, the more we learn, the more we know. For each of us the road is clear and life has just begun; The more we give, the more we love, the more we grow. Its time to reach the goals we've set for ourselves; The more we fear, the more we lie, the more we hide. All we need is just to believe in ourselves; We face the truth; we see it clear, with no disguise.

Cast away our doubt and sorrow (turning away from the past we know) The universe at our command (conserving the fate of the world we grow) Together you and I, we hold the key to all the answers.

Let go...Let go…Let go…Let go…Let go

iv What things so ever ye desire, when ye pray believe that ye receive them, and ye shall have them. (Mark 11:24)

Finally, brethren, whatever things are true, whatever things are honest, whatever things are just, whatever things are pure, whatever things are of good report; if there be any virtue, and if there be any praise, think on these things. (Philippians 4:8)

But he who, with strong body serving mind, Gives up his power to worthy work, Not seeking gain, Arjuna! Such an one Is honourable. Do thine alloted task! (The Bhagavad Gita)

With love and prayer, I dedicate this thesis to You

v

LEMBAR PERYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : FX. Wisnu Prabawa Nomor Mahasiswa : 99 1214 139 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

DISCUSSING WESTERN NORMS AND VALUES FROM THOSE OF EASTERN ONES AS REFLECTED IN THE LIFE OF HOLDEN CAULFIELD, THE MAIN CHARACTER OF J.D. SALINGER’S THE CATCHER IN THE RYE beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal : 21 April 2008

Yang menyatakan

(FX Wisnu Prabawa) ACKNOWLEDGEMENTS

First of all, I would like to express my gratitude to The Light Without Heat and The Son, for sending me His Loving Spirit so that I have flourishing energy to accomplish my thesis. It is because of His grace so that I may see His countenance of

Love through the countenances of beautiful, kind, and inspiring people around me.

Actually, it brings delights during my thesis completion.

Then, I wish to express my deepest gratitude to my major sponsor, Dr. A.

Herujiyanto, M. A., Ph. D., and my co-sponsor Ag. Hardi Prasetyo, S. Pd., M. A. for their willingness to spend their energy, time, feelings, and ideas to read and correct my thesis. I am so grateful for their support, patience, advices, and love so that not only accomplishment of my thesis I may get but also more fruits of life I may taste.

I would like to thank all PBI lecturers for their roles in improving vast aspects of my life. They have shared with me a lot of their life so that I can feel assured about handling the incoming tasks in the future. I feel need to send my thanks to the staff of PBI Secretariat who have help me patiently and attentively in dealing with administration affairs and to the librarians in Sanata Dharma University for their smile and support during the exhausting nights in the library.

I would like to send my love and gratitude to my beloved Bapak and Ibu, for giving me their limitless love, sincere prayers, and freedom in life. And, trying to be

vii honest, I also thank them for the financial support given. I also need to send my gratitude to my sister, specifically for her attention and strengthening complaints.

A must-person I need to address my gratitude to is Hadi Darmawi. My deep thanks and respect go for him since I always get immediate supports and attention at the very critical moments. Gladly, I also express my gratitude to all of my PBI friends, especially Daniel, Thomas, Guntur, Sutopo Martinus, Lola, Vian,

Martha, Anas, Nunuk, and Hening.

I do appreciate for having special kind of love and warm friendship from some guys. They are R. In Nugroho, G. Heliarko, A. Setyawan, T.B. Gandhi,

John Nugroho, Abertus Nugroho, and A. Herwanto. Special thanks also go to some people who have enriched my life; Priyo Jatmiko, Bertus, Sahat, Stevanie,

Maria Eva, Vincent, Mas Aprie, Katarina Restu Ning Tyas, Anastasia Ratna,

Margaretha Indriani, Mathilda Eivalig, Stella Vania, Ajeng, Mas Yuli, Pak

Tarmuji, Pantoro’s family and Legowo’s family.

Last but not least, I would thank You and everybody. May You be blessed with everything Your heart desires.

FX. Wisnu Prabawa

viii TABLE OF CONTENT

Page TITLE PAGE………………………………………………………………………….i PAGE OF APPROVAL……………………………………………………………....ii PAGE OF BOARD OF EXAMINERS ……………………………………………...iii PAGE OF DEDICATION……………………………………………………………iv STATEMENT OF WORK’S ORIGINALITY……………………………………….vi ACKNOWLEDGEMENTS…………………………………………………………vii TABLE OF CONTENTS…………………………………………………………….ix ABSTRACT………………………………………………………………………....xii ABSTRAK…………………………………………………………………………...xiii

CHAPTER 1: INTRODUCTION 1.1 Background of the Study………………………………………………………….1 1.2 Aim of the Study…………………………..………………………………………4 1.3 Problem Formulation……………………………………..……………………….4 1.4 Definition of Terms……………………………………………………………….5 1.5 Benefit of the Study……………………………………………………………….6

CHAPTER 2: THEORETICAL FRAMEWORK 2.1. Theoretical Review………………………….……………………………………7 2.1.1. Theory of Character and Characterization.……………..………………………7 2.1.2. Theory of Characterization……………..………………………………………9 2.1.3. Theory of Psychoanalysis……..………………………………………………10 2.1.3.1. The Conscious and The Unconscious………………….……………………11 2.1.3.2. The Id, The Ego, and The Superego…………………………..…..……….11 2.1.3.3. The Life Instinct and the Death Instinct…….…………...………………….14 2.1.3.4. The Ego Defense Mechanisms………………………...……………...……15

ix 2.1.4. The Theory of American Norms and Values………..………………….…….21 2.1.5. The Theory of Post-Colonialism……………………………………………..23 2.1.6. The Theory of Katresnanism………………...……………………………….25 2.1.6.1. The Origin and the Nature of Theory of Katresnanism…….………………25 2.1.6.2. The Development of the Theory of Katresnanism…………….……………27 2.1.6.3. The Principles of the Theory of Katresnanism…………………...... ………28 2.1.6.4. The Focus and Goal of the Theory of Katresnanism…………….….…….. 30 2.2. Criticism …………………………………..………………………..…………. 31 2.3. Context of the Novel…………………………………………………..………. 33

CHAPTER 3: METHODOLOGY 3.1 Subject Matter…………………………….……..……………………………….36 3.2 Approaches……….…………………….…..……………………………………37 3.3 Procedures………………………..….………………………………………….. 38 3.4 Sources…………………………..……………………………………………… 39

CHAPTER 4: ANALYSIS 4.1 Holden’s Personality.………………….…...…………………………………… 41 4.2. Psyche of Holden Personality………..….…...………………………………… 45 4.2.1. The Id…………….……………….………………………………………...…45 4.2.2. The Ego………….……………….…………………………………………...47 4.2.3. The Superego…………………………………………………………………49 4.2.4. The Ego Defense Mechanism of Holden………..……………………...……53 4.3. Exercise of Western Norms and Values in Holden’s Life..……….……………55 4.4. Exercise of the Eastern Norms and Values in Holden’s Life…..………………58

CHAPTER 5: CONCLUSION AND SUGGESTION 5.1. Conlusion………………………………………………………………………..62 5.2. Suggestion ………………………………………………………………………63

x 5.2.1. Suggestion for the Future Researchers.……………………………………….63 5.2.2. Suggestion for Teaching and Learning Activities…………………………….64 a. Implementation of Teaching vocabulary using chapter 12

of The Catcher in The Rye for the 3rd year Senior High School

Students………………………………………………………...... 64

b. Implementation of teaching Speaking IV using a

situational conflict faced by Holden Caulfield

found in The Catcher in The Rye for the Fourth Semester

Students of English Language Study Program……………………….…. 65

BIBLIOGRPHY………………………………………………………….….…..... 67

APPENDICES:

Appendix 1: Synopsis of The Catcher In The Rye………………………….……….68

Appendix 2: Biography of J.D. Salinger………………………….…………………81

Appendix 3: Katresnan Criticism: The Nature and Who Does It…………….……..82

Appendix 4: The Implementation of Teaching vocabulary using chapter 12 of The Catcher in The Rye for the 3rd year of Senior High School Students………………………………………………………………...96 Appendix 5: The Implementation of teaching Speaking IV using a situational conflict faced by Holden Caulfield in The Catcher in The Rye for the Fourth Semester Students of English Language Study Program……………………………………………………………...…99

xi ABSTRACT

FX. Wisnu Prabawa (2008). Discussing Western Norms And Values From Those Of Eastern Ones As Reflected In The Life Of Holden Caulfield; The Main Character Of J.D. Salinger’s The Catcher In The Rye. Yogyakarta: English Education Study Program, Departement of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

This thesis discusses The Catcher in The Rye, a novel written by J.D Salinger. There are three problems that become the basis of discussion in this thesis. The first discussion deals with Holden Caulfield’s personality. The second discussion is concerned with how the Western norms and values are reflected in Holden’s life. The last discussion is focused on how the Eastern norms and values are reflected in Holden’s life. The method applied in this study is library research. I collected the information to support the analysis from the novel itself, criticism of the work and other sources related to the novel. I used some theories to analyze the novel. They are Theory of Character and Characterization; Psychoanalysis Theory; Theory of American norms and values; and Post-Colonialism Theory, in this case, Katresnanism Theory. The first two theories are used to analyze Holden Caulfield’s personality, while Post-colonialism and the American norm and values are used to discuss the norms and values exercised by the East and West as reflected in the novel. After conducting the analysis, I got three findings. First, Holden Caulfield is cynical, deceitful, irresponsible, emotional and temperamental, and stagnant. Psychologically, Holden Caulfield is carried by the notion of the so-called companionship, affection, lack of commonly accepted action, physical health deterioration, generosity, and future orientation. Second, the reflected Western norms and values in the life of Holden are directness, openness and honesty, personal control over the environment, action and work orientation, equality, and privacy. The last finding shows that some reflected Eastern norms and values in the life of Holden are cita wicita wicitra, sithik edhing, mrantasi, andhom slamet, and nalar. Finally, besides writing some suggestions for the future researchers, I also suggest to use the novel as the materials to teach vocabulary in Senior High School and Speaking IV in English Education Study Program.

xii ABSTRAK

FX. Wisnu Prabawa (2008). Discussing Western Norms and Values from those of Eastern Ones as reflected in the life of Holden Caulfield; Main Character of J.D. Salinger’s The Catcher In The Rye. Yogyakarta: Program Studi Bahasa Inggris, Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sanata Dharma.

Skripsi ini membahas sebuah novel karya J.D Salinger. yaitu The Catcher in The Rye. Ada tiga permasalahan yang menjadi pokok bahasan dalam skripsi ini. Bahasan pertama mengenai kepribadian Holden. Bahasan kedua mengenai norma dan nilai Kebaratan yang tercermin dalam kehidupan Holden. Dan bahasan terakhir mengenai bagaimana norma dan nilai Ketimuran tercermin di dalam kehidupan Holden. Metode yang saya gunakan adalah studi pustaka. Saya mengumpulkan informasi-informasi yang dibutuhkan dari novel ini sendiri, kritik terhadap novel tersebut, dan sumber-sumber lain yang berhubungan dengan novel itu sendiri. Saya menggunakan beberapa teori untuk menganalisa novel tersebut. Di antaranya adalah Teori Tokoh dan Penokohan, Teori Psikoanalisis, Teori Norma dan Nilai Amerika, dan Teori Poskolonialisme, dalam hal ini, Teori Katresnanisme. Dua teori yang pertama digunakan untuk membahas kepribadian Holden, sedangkan Teori Norma dan Nilai Amerika dan Teori Poskolonialisme digunakan untuk membahas norma dan nilai Kebaratan dan Ketimuran sebagaimana yang tercermin di dalam novel tersebut. Setelah mengadakan analisa, saya mendapatkan tiga temuan. Pertama, Holden Caulfield adalah pribadi yang sinis, pendusta, tidak bertanggung-jawab, emosional dan temepramental, dan stagnan. Secara psikologis, Holden Caulfield terpengaruh pandangan oleh apa yang biasa disebut sebagai pertemanan, afeksi, kurangnya penerimaan terhadap tindakan-tindakannya, penurunan kesehatan fisiknya, kemurah-hatian, dan orientasi masa depan. Kedua, nilai dan norma Kebaratan yang tercermin dalam kehidupan Holden Caulfield adalah keterus-terangan, keterbukaan dan kejujuran, kontrol pribadi terhadap lingkungan, orientasi kerja dan tindakan, persamaan derajat, dan privasi. Temuan terakhir menunjukkan beberapa norma dan nilai Ketimuran yang tercermin dari kehidupan Holden adalah cita wicita wicitra, sithik edhing, mrantasi, andhom slamet, and nalar. Akhirnya, di samping mencantumkan beberapa saran bagi peneliti selanjutnya, saya juga menyarankan penggunaan novel ini sebagai materi untuk mengajar Vocabulary di SMA dan Speaking IV di Program Studi Pendidikan Bahasa Inggris.

xiii 1

CHAPTER 1

INTRODUCTION

1.1. Background of the Study

Human being’s life is like a wheel, which is always rolling. It implies changes in life. It is hard to be predicted exactly what it will be. It is a kind of God’s grand design. Although the destination and the route are not very clearly seen, those who are wise will know at least the direction where the wheel of their life goes.

According to Erikson in his book Abnormal Psychology, a New Look, human being must pass each stage in life wheel sequentially (1964: 12). Moreover, if a human being fails at one of the stages he/she also seems to fail to progress through any of the higher stages. The process of the stages is variation of each individual and it attacks the childhood and social classes (Marshal P. Duke and Stephen Nowicki, Jr.

1986: 493).

As the Javanese say that everything in life has its own pance’an or stepping stone; things that come before the other new, humans are granted with free-will.

They have their own choices which are decided based on their respective mentality and consciousness. Nevertheless, most people do not realize what and why they are doing and what for their action actually means and its effects toward themselves and others. Sometimes they do not realize that their will controls them. It’s supposed to be they who control their will, not the other way around. People then tend to find themselves lonely although they are along with the crowd. They become isolated, arrogant and sometimes they underestimate people and condition around them.

Everything seems to be wrong and incorrect to this kind of people. They have

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difficulties in accepting this condition. In this case, it is like a God’s test to human beings whether or not they can survive, and how they face the conditions.

Many literary works often present the daily events. They can be poems, novels, plays, and shorts stories. They are sources providing the audience with various sorts of situations, condition, and problems with some implicit suggestions lying beyond fragments of life depicted in the works. Therefore, it will be more beneficial if the reader can understand the content of the story very well. The reader can be more responsive and analytical on those problems, and be able to put the best solving way into action for the sake of themselves and others. The example of the problems in the daily life is a problem in facing and surviving in the changes of situation which may come at any time.

One of the many literary works is J.D Salinger’s The Catcher in the Rye. An evidence of the ability of the novel to depict a fragment of life may be the congruent life of Mark David Chapman and of John Hinckley with that of Holden Caulfield, the main character of the novel. Mark David Chapman requested John Lennon signing a copy of the novel in the morning before he shot John Lennon to death a few hours later. John Hinckley, the attempted murderer of President Ronald Reagan, admitted to meet inspiration about his action in the novel. (http: //www.crimelibrary. com/ terrorists_spies/assassins/chapman/3.html). Another fact about the success of this novel is that “Time” magazine put the novel into a list of 100 top novels published between 1923 and 2005 (http://www.ruangbaca.com/berita_buku/?action=b3Blbg=

&linkto= Mzc = &when=MjAwNTEwMjY= Seratus Novel Top versi Time). This fact is one of the reasons to conduct this study.

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The focus of the discussion then is to see east and west culture reflected in

Holden’s life. This study aims at seeing the norms and values reflected only in the three days experienced by Holden.

The publication of the novel was in the time of the fast growing American industrial economy which made the nation prosperous and entrenched social rules serving as a code of conformity for the younger generation. Due to its slang, profanity, and also its open exposure to sexual life, this novel provoked a great controversy up on the day of its release. Some critics argued that the novel was not serious literature citing its casual and informal tone as evidence (Salzberg, 1990).

The book was banned in some communities and it consequently has been thrown into the centre of debates.

Holden Caulfield, the main protagonist of the novel, experiences self- destruction over a period of day that then forces him to deal with the society’s attitude toward the human condition. Although he is merely a 16-year-old-boy, he knows how to deal with the society during his adolescence. As Engle has written in the Chicago Tribune, Holden’s attitude and action is typical of a teenager (1951: 3).

How he thinks and behaves shows that it is rare for the young boy like him to face the world with its complexities that sometimes ignores the adolescent and their thoughts. Holden Caulfield as the protagonist and also as the narrator of the story is described as the unique teenager who always feels sorry for the world which he considers as phony. He sees many incidents taking place in his roommates, his teachers, and even his parents.

This study is meant to see the attitude of Western people as reflected in the life of Holden Caulfield. The focus is dealing with Holden Caulfield personality and

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his underlying mentality. This means discussing the norms and values exercised by

Holden Caulfield in his actions. It is unavoidable that the discussion deals with east and west norms and values. In doing so, the writer need to see the personality of the main character. Besides, it is also necessary to see the underlying mentality of the character. To see a life of a person requires information about values, norms and angles to objectively observe considerations and actions taken by the main character towards situations and people he faces. It requires points of view. Therefore, I need to see his life with both point of view of Western life and that of Eastern one. This way, the possible conflicts between East and West can be prevented from taking place. This is precisely the urgency of this study to be conducted.

1.2 Aim of the Study

The aims of this study is to see the Western norms and values from those of the Eastern ones as seen in the actions exercised by Holden Caulfield, the main character of The Catcher In The Rye. The discussion deals with the norms and values reflected in the series of events taking place in his life during the three day time when he left his school for good.

1.3 Problem Formulation

To meet the above aims of the study, there are three problems that need to be formulated in this study. They are:

1. What is Holden Caulfield’s personality?

2. How are the Western norms and values reflected in Holden’s life?

3. How are the Eastern norms and values reflected in Holden’s life?

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1.4 Definition of Terms

In this study, I would give some definitions of several terms that are considered to be the keywords to avoid misinterpretation of words since one word might have more than one meaning.

Life, according to Cambridge Anvanced Learners’ Dictionary, is the period between birth and death; the experience or state of being alive. While according to

Ayn Rand, life is a process of self-sustaining and self-generated action. Life can be kept in existence only by a constant process of self-sustaining action. The goal of that action, the ultimate value which, to be kept, must be gained through its every moment, is the organism’s life (1964: 12-13).

Another term I need to define is norms and values. We often lump together values and norms as considerations which affect our actions and feelings in similar ways. However, values – such as good and bad, or even freedom and injustice – differ in important ways from norms, which tell us what we ought or ought not to do.

Further, we require a better understanding of values and norms since the relation between values and norms is still not well understood. Little is known about the link between these two logical entities (http://www.affective-sciences.org/human-values- details.html).

Norms are the general expectations of a demand character for all role incumbents of a system or subsystem while values are more generalized ideological justifications for roles and norms, and express the aspirations that allegedly inform the required activities. Norms and values are in order of increasing abstractness and applicability. They help tie collective action together. (http://faculty.babson.edu/ krollag/org_site/encyclop/role_norm_value.html).

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The term of main character refers to characters that appear more often than the other characters in the story. This character performs an important role in clarifying the theme of the novel. More discussion about main character will be presented in the next chapter.

1.5 Benefit of the Study

This study intentionally will have some benefits for me, the readers, and the literary world. I will get better understanding about character of the main character based on his thought, feeling, and actions. In a broader scope, I will have better knowledge to understand people. Besides, knowing Eastern and Western values of life will give additional points of view in seeing the life and guidance to a better way of behaving.

To the reader, this study will be another critics, reference or additional information to understand the novel for a certain intended purpose. Hopefully, the readers also have a new understanding towards the personality of the main character and both Western and Eastern views on Holden Caulfield’s life.

To literary world, this study is aimed to be one of new criticisms to novel.

Hopefully, the use of theory psychoanalysis together with the Eastern views of life will enrich and bring new paradigm in understanding life depicted in Western literary works.

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CHAPTER 2

THEORETICAL FRAMEWORK

2.1. Theoretical Review

2.1.1. Theory of Character and Characterization

The existence of character and characterization are important in literary pieces, particularly prose. An author uses its complexity and other elements to shape a story (Little, 1963: 1).

A character is very important to contribute the content of the literary works.

The author usually introduces the character by the dialogue in the player and the action of the characters. Abram in his Glossary of Literary Terms defines ‘character’ as the person in dramatic or narrative work, endowed with moral and dispositional qualities that are exposed in what they say, e.g. the dialogue, and what they do, e.g. the action. The ground character’s temperament and moral nature for his speech and action constitutes his motivation (1957: 20).

Characters can be categorized as such through the complexity of the characterization, the attention given to them by the author and by the other characters and also the personal intensity that they seem to convey. On the basis of importance, characters can be categorized into major and secondary character. The major characters are the center of the story. The secondary characters are characters that perform more limited functions. They are limited in ways that the major characters are not. They may be less sophisticated so that their responses to the experiences are less complex and interesting (Murphy, 1972: 71).

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Little states that to portray a character, the character should be considered based on the characteristic of the character which consists of the physical characteristics, the personal relationship between the character and another characters in the novel, and his mental qualities, e.g. his typical ways of thinking, feeling, and acting (1981: 93).

There are two types of character, which are defined by E.M. Forster in his

Aspect of the Novel. They are flat character and round character. A flat character built around a single idea or quality and presented without much individualizing detail. Therefore, he/she can be fairly and adequately described in a single phrase or sentence. This kind of character is called flat because we can only see on one side of the character, which is easily recognized and represented only, or mainly in one aspect. A round character is a character that is always capable in surprising the readers in a convincing way. He or she is more life like than the flat character because in a real life, people are not simply embodiments of single behaviour.

His/her temperament and motivation are more complex that they cannot describe in a single sentence.

Based on their role in the story, Ian Milligan’s The Novel in English gives two kinds of characters namely major and secondary characters (1983: 93). The major characters are those who appear more often than the other characters in the story. Usually the story focuses on those characters’ experiences. The major character performs an important role in clarifying the theme of the novel, so the reader’s expectation depends on the major character’s idea. The success of the novel lies on the performance of the major characters. The secondary characters are “as elements of the society that makes up the human context, as regular, normal points of

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reference, as foils to the major characters, as analogous to the main characters, as composite conditions of the human situation, and as symbols of aspects of the governing state of being”(1983: 100).

2.1.2. Theory of Characterization

Murphy, in the Understanding Unseen, gives methods to examine the authors’ attempts to make his characters understandable to and comes alive for his readers that are (1972: 161-173): a. Personal Description

The author describes people appearance, about the physical of the characters look likes. b. Character As Seen By Others

Instead of describing a character directly the author can describe him through the eyes and opinion of others. The readers get as it were, a reflected image. c. Speech

The author can give us an insight into the character of one of the person in the book through what the person says. Whenever a person speaks, whenever he is in conversation with another, whenever he puts forward an opinion, he is giving us some clue to his character. d. Past Life

By letting the reader learn something about a person’s past life the author can give the readers a clue to events that have helped to shape a person’s character. This can be done by the direct comment by the author, through the person’s thoughts, through his conversation or through the medium of another person.

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e. Conversation of Others

The author can also give the readers clue to a person’s character through the conversation of other people and the things they say about him. People do talk other people and the things they say often give as clue to the character of the spoken about. f. Reaction

The author also can give the readers know how that person reacts to various situation and events. g. Direct Comment

The author can describe or comment on person’s character directly. h. Thought

The author can give the readers direct knowledge of what a person is thinking about.

In this respect, he is able to do what we cannot do in real life. He can tell the readers what different people are thinking. In the novel the readers accept this. The readers then are in the privileged position; he has, as it were a secret listening device plugged into the inmost thoughts. i. Mannerism

The author can describe a person’s mannerism, habit, or idiosyncrasies which may also tell the readers something about his character.

2.1.3. Theory of Psychoanalysis

In Personality Theories, Boeree introduces the Theory of Psychoanalysis which is influenced by the conscious and the unconscious theory. Psychoanalysis indeed is a method for the investigation of mental processes inaccessible by other

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means. At the same time, psychoanalysis is also a therapeutic method for the neurotic disorders. I use this theory to discover the underlying mentality of Holden Caulfield.

2.1.3.1. The Conscious and The Unconscious

Freud didn't exactly invent the idea of the conscious and unconscious mind, but he certainly was responsible for making it popular. The conscious mind is what we are aware of at any particular moment, people’s present perceptions, memories, thoughts, fantasies, feelings. Working closely with the conscious mind is what Freud called the preconscious, what we might today call "available memory:" Anything that can easily be made conscious is the memories which we are not thinking about at the moment but can readily bring in to mind. The largest part by far is the unconscious. It includes all the things that are not easily available to awareness, including many things that have their origins there, such as our drives or instincts, and things that are put there because we can't bear to look at them, such as the memories and emotions associated with trauma.

According to Freud, the unconscious is the source of our motivations, whether they are simple desires for food or sex, neurotic compulsions, or the motives of an artist or scientist. And yet, we are often driven to deny or resist becoming conscious of these motives, and they are often available to us only in disguised form

(Boeree, 2006: 5).

2.1.3.2. The Id, The Ego, and The Superego

Freudian psychological reality begins with the special object, the organism.

The organism is special in that it acts to survive and reproduce, and it is guided

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toward those ends by its needs – hunger, thirst, the avoidance of pain, and sex. A very important part of the organism is the nervous system, which has its sensitivity to the organism's needs. At birth, that nervous system is little more than that of any other animal, an "it" or id. The nervous system, as id, translates the organism's needs into motivational forces called, in German, triebe, which has been translated as instincts or drives. Freud also called them wishes.

This translation from need to wish is called the primary process. The id works in keeping with the pleasure principle, which can be understood as a demand to take care of needs immediately. The infant, in the Freudian view, is pure, a nearly pure id. And the id is the psychic representative of biology. For the organism, there is a small portion of the mind as we discussed before, the conscious that is linked to the world through the senses. Around this little bit of consciousness, during the first year of a child's life, some of the "it" becomes "I," some of the id becomes ego. The ego relates the organism to reality by means of its consciousness, and it searches for objects to satisfy the wishes that id creates to represent the organism’s needs. This problem-solving activity is called the secondary process. The ego, unlike the id, functions according to the reality principle, which says "take care of a need as soon as an appropriate object is found." It represents reality and, to a considerable extent, reason (Boeree, 2006: 5).

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conscious ego preconscious superego

unconscious

id

Fig. 1 Psyche

However, as the ego struggles to keep the id and, ultimately, the organism happy, it meets with obstacles in the world. It occasionally meets with objects that actually assist it in attaining its goals. And it keeps a record of these obstacles and aides. In particular, it keeps track of the rewards and punishments meted out by two of the most influential objects in the world of the child – mom and dad. This record of things to avoid and strategies to take becomes the superego. It is not completed until about seven years of age. In some people, it never is completed.

There are two aspects to the superego: one is the conscience, which is an internalization of punishments and warnings. The other is called the ego ideal. It derives from rewards and positive models presented to the child. The conscience and ego ideal communicate their requirements to the ego with feelings like pride, shame, and guilt. It is as if we acquired, in childhood, a new set of needs and accompanying wishes, this time of social rather than biological origins. Unfortunately, these new wishes can easily conflict with the ones from the id. As it progresses, the superego

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represents society, and society often wants nothing better than to have the organism never satisfy the needs at all (Boeree, 2006: 6).

2.1.3.3. The Life Instinct and the Death Instinct

Freud sees all human behavior as motivated by the drives or instincts, which in turn are the neurological representations of physical needs. These instincts perpetuate the life of the individual, by motivating him or her to seek food and water, and the life of the species, by motivating him or her to have sex. The motivational energy of these life instincts, the "oomph" that powers our psyches He called it as libido, from the Latin word for "I desire." Anyway, libido has come to mean, not any old drive, but the sex drive. Later in his life, Freud begins to believe that the life instincts don’t tell the whole story. Libido is a lively thing; the pleasure principle keeps us in perpetual motion. And yet the goal of all this motion is to be still, to be satisfied, to be at peace, to have no more needs. Freud believes that "under" and

"beside" the life instincts there was a death instinct.

He begins to believe that every person has an unconscious wish to die since life can be a painful and exhausting process. There is easily, for the great majority of people in the world, more pain than pleasure in life. Death promises release from the struggle. It refers to non-existence, nothingness, the void. The day-to-day evidence of the death instinct is in the desire for peace, for example escaping from stimulation, the attraction to alcohol and narcotics, the penchant for escapist activity, such as losing oneself in books or movies, and the craving for rest and sleep. Sometimes it presents itself openly as suicide and suicidal wishes. And, Freud theorizes, sometimes people direct it out away from themselves, in the form of aggression, cruelty, murder, and destructiveness (Boeree, 2006: 7).

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2.1.3.4. The Ego Defense Mechanisms

The ego deals with the demands of reality, the id, and the superego as best as it can. But when the anxiety becomes overwhelming, the ego must defend itself. It does so by unconsciously blocking the impulses or distorting them into a more acceptable, less threatening form. The techniques are called the ego defense mechanisms, and Freud, his daughter, Anna, and other disciples have discovered quite a few. They are as follows (Boeree, 2006: 7-12): a. Denial

Denial involves blocking external events from awareness. If some situation is just too much to handle, the person just refuses to experience it. As we might imagine, this is a primitive and dangerous defense. No one disregards reality and gets away with it for long. It can operate by itself or, more commonly, in combination with other, more subtle mechanisms that support it. Examples of this mechanism are little kids sort of glazing over when confronted by things they'd rather not be confronted by, people who are fainted at autopsies, people deny the reality of the death of a loved one, and students fail to pick up their test results. Anna Freud also mentions denial in fantasy: This is when children, in their imaginations, transform an "evil" father into a loving teddy bear, or a helpless child into a powerful superhero. b. Repression

Anna Freud also calls it as "motivated forgetting," It is just that not being able to recall a threatening situation, person, or event. This, too, is dangerous, and is a part of most other defenses. The Freudian understanding of this phobia is pretty simple: people repress a traumatic event – the shed incident – but they are seeing the object

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aroused the anxiety of the event without arousing their memory. For example an alcoholic who can't remember his suicide attempt tends to claim he must have

"blacked out", or someone who almost drowns as a child but can't remember the event even when people try to remind him has this fear of open water. Usually, it is the irrational fears we call as phobias that derive from repression of traumas. c. Asceticism

Asceticism or the renunciation of needs, is one of most people haven't heard of. It has become relevant again today with the emergence of the disorder called anorexia. Preadolescents, when they feel threatened by their emerging sexual desires, may unconsciously try to protect themselves by denying, not only their sexual desires, but all desires. They get involved in some kind of ascetic (monk-like) lifestyle wherein they renounce their interest in what other people enjoy. Girls often develop a great deal of interest in attaining an excessively and artificially thin standard of beauty. In Freudian theory, girls’ denial of their need for food is actually a cover for their denial of their sexual development. Anna Freud also discusses a milder version of this called restriction of ego. Here, a person loses interest in some aspects of life and focuses it elsewhere, in order to avoid facing reality. A young girl who is rejected by the object of her affections may turn away from feminine things and becomes a "sex-less intellectual," or a boy who is afraid that he may be humiliated on the football team may unaccountably become deeply interested in poetry. d. Isolation

Isolation, sometimes it is called as intellectualization, involves stripping the emotion from a difficult memory or threatening impulse. A person may, in a very

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cavalier manner, acknowledge that they had been abused as a child, or may show a purely intellectual curiosity in their newly discovered sexual orientation. Something that should be a big deal is treated as if it were not. In emergency situations, many people find them completely calm and collected until the emergency is over, at which point they fall to pieces. Something tells them that, during the emergency, they can't afford to fall apart. It is common to find someone totally immersed in the social obligations surrounding the death of a loved one. Doctors and nurses must learn to separate their natural reactions to blood, wounds, needles, and scalpels, and treat the patient, temporarily, as something less than a warm, wonderful human being with friends and family. Adolescents often go through a stage where they are obsessed with horror movies, perhaps to come to grips with their own fears. Nothing demonstrates isolation more clearly than a theater full of people laughing hysterically while someone is shown being dismembered. e. Displacement

Displacement is the redirection of an impulse onto a substitute target.

Someone who hates his or her mother may repress that hatred, but direct it instead towards, say, women in general. Someone who has not had the chance to love someone may substitute cats or dogs for human beings. Someone who is frustrated by his or her superiors may go home and kick the dog or beat up a family member. f. Turning against the Self

It is a very special form of displacement, where the person becomes their own substitute target. It is normally used in reference to hatred, anger, and aggression, rather than more positive impulses, and it is the Freudian explanation for many of our

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feelings of inferiority, guilt, and depression. People refuse to acknowledge the idea that depression is often the result of the anger. g. Projection

Anna Freud also called it as displacement outward. It is almost the complete opposite of turning against the self. It involves the tendency to see one’s own unacceptable desires in other people. In other words, the desires are still there, but they're not his or her desires anymore. One of this is a husband, a good and faithful one, finds himself terribly attracted to the charming and flirtatious lady next door.

But rather than acknowledge his own hardly abnormal lusts, he becomes increasingly jealous of his wife, constantly worried about her faithfulness, and so on. Another one is when a woman finds herself having vaguely sexual feelings about her girlfriends.

Instead of acknowledging those feelings as quite normal, she becomes increasingly concerned with the presence of lesbians in her community. h. Altruistic Surrender

It is a form of projection that at first glance looks like its opposite. Here, the person attempts to fulfill his or her own needs vicariously, through other people. A common example of this is a friend who, while not seeking any relationship himself, is constantly pushing other people into them, and is particularly curious as the relationship is progressing. The extreme example of altruistic surrender is the person who lives their whole life for and through another. i. Reaction Formation

It is which Anna Freud called "believing the opposite". It changes an unacceptable impulse into its opposite. So a child, angry at his or her mother, may become overly concerned with her and rather dramatically shower her with affection.

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Someone who can't accept a homosexual impulse may claim to despise homosexuals.

Perhaps the most common and clearest example is found in children between seven and eleven or so. Most boys will tell others in no uncertain terms how disgusting girls are, and girls will tell others with equal vigor how gross boys are. Adults, however, can tell quite easily what their true feelings are. j. Undoing

It involves "magical" gestures or rituals that are meant to cancel out unpleasant thoughts or feelings after they've already occurred. In "normal" people, the undoing is, of course, more conscious, and we might engage in an act of atonement for some behavior, or formally ask for forgiveness. But in some people, the act of atonement isn't conscious at all. Consider the alcoholic father who, after a year of verbal and perhaps physical abuse, puts on the best and biggest Christmas ever for his kids. When the season is over, and the kids haven't quite been fooled by his magical gesture, he returns to his bartender with complaints about how ungrateful his family is, and how they drive him to drink. k. Introjection

It is sometimes called as identification, involves taking into your own personality characteristics of someone else, because doing so solves some emotional difficulty. For example, a child who is left alone frequently, may in some way try to become "mom" in order to lessen his or her fears sometimes they are caught telling their dolls or animals not to be afraid. The older child or teenager may imitate his or her favorite star, musician, or sports hero in an effort to establish an identity.

Identification is very important to Freudian theory as the mechanism by which we develop our superegos.

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l. Identification with the Aggressor

It is a version of introjections that focuses on the adoption, not of general or positive traits, but of negative or feared traits. If one is afraid of someone, one can partially conquer that fear by becoming more like them. For example girls who are growing up with a particularly moody cat, could often be seen meowing, hissing, spitting, and arching their backs as an effort to keep that cat from springing out of a closet or dark corner and trying to bite their ankles. m. Regression

It is a movement back in psychological time when one is faced with stress to the last time in life when one felt safe and secure. One who is troubled or frightened often may become more childish or primitive. A child may begin to suck their thumb again or wet the bed when they need to spend some time in the hospital. Teenagers may giggle uncontrollably when introduced into a social situation involving the opposite sex. A freshman college student may need to bring an old toy from home or an older man, after spending twenty years at a company and now finding himself laid off, may retire to his recliner and become childishly dependent on his wife. n. Rationalization

It is the cognitive distortion of "the facts" to make an event or an impulse less threatening. People do it often enough on a fairly conscious level when they provide ourselves with excuses. But for many people, with sensitive egos, making excuses comes so easy that they never are truly aware of it. In other words, many of they are quite prepared to believe their lies. A useful way of understanding the defenses is to see them as a combination of denial or repression with various kinds of rationalizations. All defenses are lies, even if one is not conscious of making them.

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But that doesn't make them less dangerous – in fact it makes them more so. After a while, the ego can no longer take care of the id's demands, or pay attention to the superego. The anxieties come rushing back, and one breaks down. o. Sublimation

Freud himself suggests that there is one positive defense, which he calls sublimation. It is the transforming of an unacceptable impulse, whether it be sex, anger, fear, or so, into a socially acceptable, even productive form. So someone with a great deal of hostility may become a hunter, a butcher, a football player, or a mercenary. Someone suffering from a great deal of anxiety in a confusing world may become an organizer, a businessperson, or a scientist. Someone with powerful sexual desires may become an artist, a photographer, or a novelist, and so on. For Freud, in fact, all positive, creative activities are sublimations, and predominantly are of the sex drive.

2.1.4. Theory of American Norms and Values

Adelman and Levine, explain the mainstream American values. I use this theory as a tool to see Holden life from the perspective of American norms and values. They are (1993: 11-15): a. Personal Control over the Environment

Americans believe that people can alter nature, and to large extent, can determine the direction of their lives. They believe that they have the power to control their life. b. Change

Change is healthy according to Americans. People stagnate if they don't make enough changes.

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c. Control Over Time

Americans believe that time flies. People are pressured and constrained by time because they are trying to control it. People shouldn't waste or kill time. They must rush to get things done. They must follow their schedules to be productive. d. Self-help

People can and should try to improve their own lives. Many middle and upper-class

Americans have the beliefs that people can "pull themselves up by their own bootstraps". Meaning to say is that they must help themselves. e. Future Orientation

Americans believe that they should look to the future and not to the past. They disagree that American should live for their ancestors. f. Action and Work Orientation

In America, work often defines people. Their individual identities respectively come from what they do. They should focus on their work, achievements, and accomplishments. g. Informality

First name usage, casual clothes, and the lack of formal ritual are typical in American life. h. Directness, Openness, and Honesty

Americans believe that honesty is the best policy. People should express themselves openly. It is not considered good to "beat around the bush" i. Materialism

Americans have tendency to be more concerned with material than with spiritual or intellectual goals. Material is important.

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Adelman and Levine further explain the core norms and values of American life (1993: 15-16). They say that Americans want and value privacy. Privacy doesn't mean isolation or loneliness. American may feel the need to give people their privacy or to have their own privacy. In some American homes, parents and children do not enter each other's rooms without first knocking. This emphasis on privacy exists because individuals feel that their needs must be respected.

Another American value is the ideal of equality. Americans like to present an image that everyone is equal. Many Americans choose not to be overly polite and formal with a person of a higher status. Instead, many Americans would rather think of the boss as an equal. In other words, the American tendency is to minimize status differences rather than to emphasize them.

Another American value is future orientation. Americans, on the whole, look to the future rather than the past. Tradition and ritual, reminders of the past, play a small part in most Americans' daily lives. There is instead a focus on progress and change in their lives. This also related to the American belief in personal control over one's environment, and the emphasis on doing and acting.

2.1.5. The Theory of Post-Colonialism

According to Ashcroft, the idea of ‘post-colonial’ theory emerges from the inability of European theory to deal adequately with the complexities and varied cultural provenance of post colonial-writing. European theories themselves emerge from particular cultural traditions which are hidden by false notions of ‘the universal’. Theories of style and genre, assumptions about the universal features of language, epistemologies and value systems are all radically questioned by the

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practices of post-colonial writing. Post-Colonial theory has proceeded from the need to address these different practices. Indigenous theories have developed to accommodate the differences within the various cultural traditions as well as the desire to describe in a comparative way the features shared across those traditions

(1989: 11).

Philips, in Ashcroft’s Empire Writes Back, says that Nineteenth-century imperial expansion, the culmination of outward and dominating thrust of Europeans into the world beyond Europe, was underpinned in complex ways by the assumptions that the political and monocenterism of the colonial enterprise was a natural result of the philosophical traditions of the European world and the privilege of representation of its systems. In the first instance, this produced practices of cultural disapproval, characterized by one post-colonial critic as ‘cultural inferiority’ (1958). Then, the coming out of identifiable indigenous theories in reaction to this formed an important element in the development of specific national and regional consciousnesses (1989:

12).

The alienating process which initially served to downgrade the post-colonial world to the margin turned upon itself and acted to push that world through a kind of mental barrier into a position from which all experience could be viewed as uncentred, pluralistic, and multifarious. Marginality thus became an unprecedented source of creative energy. The movement towards decentring and pluralism has always been present in the history of European thought and has reached its latest development in post-structuralism (1989: 12).

Brian, in his article Post-Colonial Literature: Problems with the Term, says that it is also important to understand that not all post-colonial scholars are literary

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scholars. Post-Colonial theory is applied to political science, to history, and to other related fields. People who call themselves post-colonial scholars generally see themselves as part of a large movement to expose and struggle against the influence of large, rich nations, mostly European and the U.S., on poorer nations which are mostly in the southern hemisphere (http://www.wsu.edu:8080/~brians/post-colonial/ problemwithterm.htm).

Based on the above explanation, then, I need one comparative theory which represents the theory of Post-Colonialism. Therefore, I use an indigenous theory that is the theory of Katresnanism.

2.1.6. The Theory of Katresnanism

2.1.6.1. The Origin and the Nature of Katresnanism Theory

In his paper, Katresnan Criticism: The Nature and Who Does It, Herujiyanto says that theory of Katresnanism is an ingenuous Javanese theory by nature. Based on the meaning, it is the positive thinking wise and thus promotes positive thinking: this would emerge through practice, either by doing the research or embracing it through the deeds done in daily world situation. To promote positive thinking or to use Katresnanism theory is, then, for us to regard that it is an opportunity for us to introduce ourselves who we really are. Using Katresnanism theory we may explain our true-self (Herujiyanto, 2004: 7).

Theory of Katresnanism (divine love) is a term which refers to the result of an inductive work functioning as a reminder and invitation (eling-kelingan) of one’s true self (jati diri) and one’s existence which was granted due to katresnan

(divine love) as soon as one was born. It also functions as a practical way of regarding and looking at numerous life situations by using positive thinking.

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Positive thinking produces a better understanding of things including that of one’s own, so that one may be able to see that “giving means receiving”. Having a positive thinking is thus having an attitude of katresnanism. Since katresnanism is an action of know-how, it may be referred to as katresnanism approach; and because it involves analysis on one’s work, it can also be called a form of critical theory. Due to the nature of components and principles used-which are mostly derived from

Javanese philosophy—it is often referred to as philosophical analysis (Herujiyanto,

2004: 4).

Katresnanism as a school of thought is also meant to enquire into one’s work

(including that of one’s own): thinking about the work involving the questions "why the work is done as it is, why the doer is the way that he or she is. As a school of thought, katresnanism is following the natural working forces of the unity of mind and heart, common sense (rational, logic) and conscience (ethics, morals, passion), you within me. When the unity is taking place, the so-called corpus is also being formed as energy. This kind of energy is represented in the form of the so-called aos katresnanism or principles of katresnanism. It embraces thought which are having the energy of positive thinking (Herujiyanto, 2004: 4).

Up to now, 33 aos (principles) have been discussed. The fact that theory of

Katresnanism is an open ended may be seen through the words positive thinking and through an invitation to anybody to develop by, among others, proposing for adding more aos. These aos or principles or rather characteristics may also be called the components of the katresnanism (Herujiyanto, 2004: 4).

The result of applying katresnanism would show how a systematic investigation is used to positively see one’s behavior and the reasons for it. The goal

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is to enlighten and to achieve a better understanding of one’s work by finding out the covert or deeper meaning of it so that the door is always opened to all possible angles of development. Theory of Katresnanism (divine Love) may, thus, be seen through the following figure.

those who offer katresnan = those who receive katresnan

giving receiving

Katresnan (pious divine love)

The Real Truth: Aos Katresnanism

fig.2. Katresnanism System

2.1.6.2. The Development of the Theory of Katresnanism

Katresnanism enquiries begin with an objective based on positive thinking. It is to enlighten as well as to develop professional knowledge by supporting what one has already known and understood, generating new knowledge and the like mention in aos katresnan. The objective to enlighten as well as to develop professional knowledge suggests a social intent; that it is done for the benefit of others including his or her own. Enlightening one’s work or whatever it is would be closely related to the existing situation. Our readiness to be self-critical is the katresnan energy spreading naturally towards people around us and, therefore, enlightening them

(Herujiyanto, 2004: 8).

The methodology of Katresnanism theory means to be the vanguard and pioneer of accountability that is the true professional practice may be seen through, among others, and showing our responsible attitudes and behaviors. Giving a clear

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and justified account of our work and practice continuously and regularly is representing one of aos katresnanism namely, banyu sinaring: becoming a model of learning is an invitation for learning (Herujiyanto, 2004: 8).

2.1.6.3. The Principles of the Theory of Katresnanism

Theory of Katresnanism itself embraces the action principles as mentioned in aos katresnanism as follows (Herujiyanto, 2004: 10):

1. It celebrates feelings of learning (andhap ashor).

2. It shows the concern and care for others (andhom slamet).

3. It reasons that quandary or predicament may also be there due to the goal

(angon mangsa).

4. It intends appreciating others (atur panuwun).

5. It calls to become a model of learning (banyu sinaring).

6. It promotes working for the sake of the best for others (binerkahan).

7. It requires changing practice in the light of appraisal and versatile (cancut

taliwondo).

8. It celebrates doing honestly and truthfully (citra wicita wicitra).

9. It promotes applying calculated steps (duga praduga).

10. It celebrates holding a peace and happy ending (yatna yuwana).

11. It promotes welcoming and wishing good luck others ( kasugengan).

12. It highlights believing in the long run (kraton ndalem).

13. It promotes gratitude due to any situation granted (lothong kemayang).

14. It involves explaning and identifying the purpose in the sense of

beneficial mission and objective (migunani).

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15. It urges trying it out presenting reliable deeds (mrantasi).

16. It promotes maintaining the fact that no body would like to lose their face

(mulat sarira).

17. It highlights nurturing logical deeds (nalar).

18. It invites holding commitment (ngugemi).

19. It promotes creating pleasure and enjoyment (nyamleng).

20. It celebrating promoting others respectfully (nyumangga).

21. It promotes creating harmony (rukun).

22. It celebrates creating an energy and spirit of so-called united mind and heart, you and me (samanunggal).

23. It promotes having a win-win attitude (sithik edhing).

24. It promotes doing the best one can and full-heartedly the nature to take its course (sumeleh).

25. It promotes creating peaceful end-overt and covert (tentrem).

26. It celebrates acting sincerely (tulus).

27. It believes in reality of faithfulness, loyalty, and following, the system agreed (tuhu).

28. It celebrates the acts of tolerance (teposeliro).

29. It celebrates an open-ended spirit to be able to accept the end result due to understanding one’s limitation (sumarah).

30. It promotes producing an enthralling act and end (mranani).

31. It celebrates imagining a peacefull, encouraging possible solution to the predicament appearing due to the goal (mbombong-mbimbing).

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32. It promotes having thing matched and fitted; not less, not too much either,

just right (pas).

33. It celebrates producing one-true family atmosphere: caring and forgiving

(nyedulur mulur).

The practice of Katresnanism theory is to give a response to why enquiring into, say, a work and to gather data to show the process. The very data are treated as evidence that they may be categorized as or at least in the direction of the expectation, namely, aos katresnanism.

2.1.6.4. The Focus and the Goal of the Theory of Katresnanism

The focus of this theory is the application of positive thinking. It is believed, however, that the attitude is for the overt and covert meanings and values. They are seen through applying aos katresnan.

The energy driving for the action is holding the commitment due to live more fully in the direction of the goal such for the benefit of others including his or her own. Theory of Katresnanism with its aos celebrates doing peacefully for the better.

It is the representation of the awareness of the reasons underpinning the commitment for the benefit of others (Herujiyanto, 2004: 8).

This awareness may also be portrayed through the intention realized through the endeavour of showing the enlightening practice for the sake of others. It is the sign of ngugemi, an aos of katresnanism, which is accepting the responsibility of one’s own deed or work. The increasing number of people who do this may contribute to the formation of a better society. By promoting that each of us do for someone else (including himself or herself), everybody would undoubtedly be

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happier and, therefore, on the right track to the so-called world with good social order (Herujiyanto, 2004: 9).

2.2. Criticism

Analyzing The Catcher in the Rye to understand the life and personality of

Holden will need to review some existing critics. These critics will be a set of supportive material which give the writer additional information about the novel.

It is obviously that The Catcher in the Rye is about a teenager who tries to conform to society. The writer sees miss-match of behaving in the actions of Holden

Caulfield who does many things which indicate his adultery but he is actually a teenager. Holden Caulfield is truly adolescence, a transition ages between teenager and adult. It is clear that the main character doesn’t have a sharp distinction of how a teenager behaves and how an adult behaves. A further discussion about how life values of the West and that of the East can be used to observe this distinction will be elaborated in chapter 4.

As stated by one of many critics, Peter J. Seng in his brief article, The Fallen

Idol: The Immature Worlds of Holden Caulfield, says that Holden is an immature person because of his failure to encounter with his social environment. His failure is caused by his inability to accept the world as it is. This is Holden’s inability to compromise rather than his selflessness that is Holden’s sources of dignity (1961:

89).

In other article, Case History of all of Us, Ernest Jones states that the novel is due to Holden’s inability to connect with others. As matter of fact, feeling alienation from parents, friends, and society comes up followed by another fault conception or

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misconception such as hatred; hatred of movie, night club, social, and intellectual pretension. Besides hatred, physical disgust has followed this alienation feeling such as disgust of pimple, sex, and old man picking his nose art all equally cause for nausea (1951). It is also described in the story of the novel that Holden often reveals such a kind of social background. Frequently he thought about his social community which is full of phoniness. Further, James E. Muller said that it is not Holden who has the problem, but the society itself which has the sickness. Simply, Holden wants to blame the society but not himself. Holden is sickened by his experience with phoniness which is rooted in the economic and social arrangement of capitalism.

(1977: 65). Different with the earlier critics which give negative judgment on

Holden, the later one give positive judgment on the main character. Alfred Kazin says that Holden is a good and critical boy who has pure idea about his social environment. Deeper he says that Holden is consciously clever since Holden’s ability in discriminating between good and bad are more subtle from of exhibitionism and cuteness. For Holden ‘the real thing’ is recognized by a slight imperfection rather than by its perfection and is thereby authentically human. (1961).

Another positive judgment comes from Harrison Smith in Saturday Review of Literature which states that Holden still has a good, moral tendency. He lives in a society which is ugly, evil, and phony. Furthermore, it is said that Holden’s acute responsiveness to beauty and innocence of children in whom he saw reflected his own lost childhood. The environment then must be blamed and Holden is just a victim of his ugly and evil environment (1951: 3).

From the above critics, it is clear that Holden as the main character of The

Catcher in the Rye, can be seen in multi-interpretative way. In other words, he has

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various good and bad side of personality. One may says that Holden is immature and disorder person but the other one may also say that Holden has pure and good moral tendency. Although dualistic it may be, still, Holden is an adolescent who is in transition mode between the ages of teenager and of adult who tries to keep his life going in a better and more acceptable way. His way of life then need to be discussed further later in chapter 4 by using the Western and Eastern life values.

2.3. Context of the Novel

It is important to put this study on the novel in a context since any approach can be applied on the novel as well as many interpretations and theories. Setting up context of the novel at the very beginning will limit the scope of the study. Meaning to say that context will help me to focus on the answers of the formulated problems without spending extra energy and discussion on subject matter which are not necessary in finding the answer of the formulated problems.

It is stated above that this novel is about a teenager or adolescent who acts like an adult. And I aims to discuss the way of life which is belongs to Holden

Caulfield. Since actions he takes seems to be wrong and unacceptable by other characters in the story, his way of life need to be re-observed, evaluated and readjusted according to Western life values. As a part of the Western society,

Holden’s life can be seen as a subset of the whole Western life-system which is influenced by the environment in the system. The context of this novel is then there is a picture, a small one about a life of a teenager that describes the Western life in the life of the main character. Thus, seeing the Western life through the life of

Holden with point of view of Eastern life then become the core of this study.

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Western norms and values will be represented by that of American while Eastern one will be represented by that of Javanese, Katresnanism. To make clear the context, discussion on both Western and Eastern adolescents will make a significant contribution.

Talking about Javanese adolescent in general will be a talking about adolescent of a peasant society. A formal celebration of adolescence for Javanese boys is considered to be his sunatan or circumcision ceremony which is performed between the ages of ten and fourteen. While for girls, adolescence comes with her first menstruation which is received without special note or ritual. Adolescent boys form a youth group who often go out together, work as agricultural laborers, run errands for other people, and also to have some fun.

Javanese parents indeed tend to teach their children a pessimistic view about life, where hardship and misfortune are constantly present. Early in their lives, they are taught always to feel concern over the hardships of life, and to be in a continuous state of eling and prehatin (forever feeling concern). Javanese teach their children deliberately when to feel isin (shame), a very significant concept in measuring attitudes in social relations (Koencoroningrat, 1977: 122).

Being manut (obedient), keeping good relations with others, helping as much as possible, sharing with neighbors, trying to understand others, and placing oneself in the situation of others (tepaselira) are generally concerned as ideal human virtues.

Children are therefore constantly taught to approximate these ideals.

(Koencoroningrat, 1977: 122).

When an adolescent grows into an adult, he is expected to be equipped with the norms and values which will enable him to operate successfully in the adult

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world. Based on the observation of Hildred Geertz, male adolescent remains constantly dependent on his parents, even after his marriage. This is because of early learning by mothers who leaving a little opportunity for developing initiative and independence for their children (1961: 120). Even though, according to

Koencoroningrat, a male adolescents still has ample opportunity to develop his own initiative in the independence of the umbar gangs outside his house (1977: 121).

According to Havinghurst in Hurlock’s Developmental Psychology, there several development tasks describing things should do by American adolescent by nature. They are reaching new and more mature relationship with both their male and female peers, reaching social role based on their gender, accepting their physical condition and using their body effectively, expecting and achieving responsibility in their social behaviors, preparing economic carrier, achieving sets of norms and of ethics, and preparing marriage and family. While for American early-adults, some developmental tasks they should do by nature are getting their carrier started, choosing their mate, learning to live with their fiancée, raising a child, house holding, taking responsibility as citizens, and gathering with enjoyable social groups (1951:

10).

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CHAPTER 3

METHODOLOGY

This chapter concerns with the methodology I apply in analyzing the novel. It consists of four parts. They are subject matter, approaches, sources and procedures.

Subject matter deals with the novel as my object of study. Approaches concern with approaches I apply to analyze the novel. Sources present the sources of my data. And the last is procedures which concerns with the steps I apply in analyzing the novel.

3.1 Subject Matter

The novel to be analyzed is The Catcher in the Rye written by Jerome David

Salinger, an American novelist and short-story writer, born in New York City. This novel was written in the late of 1940 up to early 1950s in New York and published on Monday, July 16, 1951; parts of the novels appeared as short stories in Collier’s,

December 1945, and in the New Yorker, December 1946. It was published by Little,

Brown and Company. The novel contains 26 chapters and 220 pages.

This novel tells about three-day adventure of Holden, the main character, before Christmas holiday. Holden Caulfield, a teenager growing up in 1950s New

York, has been expelled from school for his poor achievement. As an attempt dealing with this, he leaves school earlier from of a term, and goes to New York to take a self-designed vacation before returning to his parent’s wrath because of his expulsion. The book describes Holden’s thoughts and activities over these few days, which he describes as a developing nervous breakdown, unexplained depression, impulsive spending, and erratic behavior. However, during his psychological battle,

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life continues on around Holden as it always had. The entire novel was written in the first person point of view of Holden Caulfield. The majority of the story is full with

Holden’s thoughts. For three days, he is wandering to an uncertain aim. He just wants to spend his time in order to avoid his parents knowing that he was kicked out.

The story ends after he gets his home. He refuses to tell what happen after he gets home and how he gets sick.

After reading this novel, I realize certain points to be conveyed. One of the topics is about personality of tragic figure which represented by how the main character encounters with his society and culture. I present and discuss the topic in chapter 4.

3.2. Approaches

There are several approaches used in analyzing the related literary work. In revealing the personality of main character, I use two approaches. The first one is analyzing character using psychological approach. Psychological approach is an appropriate tool to analyze the novel. Psychology examines human with their motivation, emotions, personality, learning, memory, and thinking. Psychology studies human behavior that can be seen, demonstrated and measured. In this case, psychology is interested in what people do and why they do it (Husband, 1940: 3-5)

Leary (1976: 57) states that psychological approach applies principles of modern psychology to characters or situations within a work of literature or to person who wrote that work. I use the psychoanalysis theory by Sigmund Freud since I deal with the psychology of the main character.

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As the element of a literary works, I also describe the personality of the character by using Murphy’s theory. Murphy said that characters can be understandable by personal description of the author, character, speech, past life, conversation of others, reaction, thought, and mannerism. Since Salinger presents

Holden in the first-person point of view, I analyze the personality by character’s speeches, conversations, reactions, and thoughts.

As an attempt in understanding the Western life of Holden, I use theory of

American life norms and values. I also use Katresnanism theory, a post-colonial one, to see the life of the main character. The Katresnanism theory is an Eastern theory about knowing how-to-do in life. I apply the theory to analyze the life of Holden.

3.3 Procedures

To put all the analysis on the novel in to a good study, I need to do the study in a systematic procedure. This procedure requires some steps to be done through out the completion of this study. There are five steps that I take. The first step is reading the novel at least three times. This step will give a view to understand about the general plot and to decide what aspect of the novel to analyze. The decision then lies in the problem formulation and in limited scope of study. It is sure that during the conducting the study, I need to reread the novel in gathering some important information.

The second is reading books and journals on theory of psychology. Reading psychology sources will help me in understanding the behaviors of the character and then putting the analysis on the main character’s personality on the right track.

Besides psychology sources, I also read some sources on American norms and values

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and Javanese norms and values. These sources will help the writer in giving a point of view to see the life of Holden as the main character in the novel.

The third is finding some important information such as about the biography of the author and some critics on the works. This information will help the writer to compare the views of other critics on the study and to give additional information which is the complement of the primary theory used in the study. This step is followed by comparing and understanding relation between the complement theories and the primary theories.

The fourth is doing the analysis on the novel which is focused on the personality of the main character and on how the East and West views can be used to understand Holden’s life. The Murphy’s theory of character and the Freud’s theory of psychoanalysis will describe the personality of Holden Caulfield. I use the theory of katresnanism and the theory of American norms and values in the analysis on

Holden’s life.

The fifth is composing a results review on findings through out the analysis and compare them to the used theories from the previous step. The comparison will lead the writer to the conclusion and to the fulfillment of the study.

3.4 Sources

The writer has both main and complementary sources in gathering data to accomplish this study. The main data of this study were taken from the story of The

Catcher in the Rye by J.D Salinger which was written in the 1951 and which took place the setting in New York in late 1940’s and early 1950’s. I use most of data from this novel to answer the problems formulated. The main sources also include theory of character and characterization, theory of psychoanalysis, theory of post-

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colonial, and theory of katresnanism. This theory is important and has its role in giving an east view to the western life described in the life of main character of the novel.

The other sources are a collection of selected critics about the novel and selected theories about the characterization and psychoanalysis. The selected critics about the novel help me to put an analysis on the novel in an appropriate context while the selected theories help me to understand the personality of the main character.

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CHAPTER 4

ANALYSIS

In this chapter, I present my analysis on the novel. This chapter consists of three sections. The first section deals with the discussion on depiction of Holden

Caulfield as the main character of the novel. The discussion covers the area of

Holden’s personality. The second deals with the discussion on how Western norms and values reflected in Holden’s life. And the third deals with the discussion on how

Eastern norms and values reflected in Holden’s life.

4.1 Holden’s Personality

My analysis requires some data or evidence from the novel to answer the three problems formulated in the previous chapter. It is sure that different selected evidence leads to different analysis and conclusion. I choose selected evidence only from the three-days of thoughts, comments, actions and incidents Holden encounters.

Discussing his thoughts, comments, actions, and incidents, I may come to some qualities in his personality.

Speeches or comments of a person may give the readers insight into the quality of the person. As the below evidence shows, Holden tends to construct negative opinion to describe his surrounding things and places.

“At Pencey (Prep.School), you either froze to death or died of the heat.” (23)

Not only toward things and places, Holden also perceives most people to be counterfeited and having self-centered motives. Along the story, he always describes people and everything attached to the people in negative tone. His judgment is poor

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and is embedded with his rooted dislike, hatred, and jealousy as it is shown in the next evidence.

“Stradlater was more of a secret slob. He always looked all right, Stradlater, but for instance, you should've seen the razor he shaved himself with. It was always rusty as hell and full of lather and hairs and crap. He never cleaned it or anything. He always looked good when he was finished fixing himself up, but he was a secret slob anyway, if you knew him the way I did.” (27)

Reading the above evidence leads me in to a quality that his description often falls into exaggeration and generalization which then leads him to mislabel people and places to certain negative qualities. Thus, I may say that Holden is cynical.

Another attempt that readers may establish to understand a character is by observing his or her actions and habits. I capture an indication that Holden is having an acute lying tendency to others. He lies selfishly and often changes his reality for certain immediate intention. As in the next evidence shows, he himself admits that he is a terrific liar.

I'm the most terrific liar you ever saw in your life. It's awful. If I'm on my way to the store to buy a magazine, even, and somebody asks me where I'm going, I'm liable to say I'm going to the opera. (16)

As it is seen in the next evidence, he lies in order to get pity and attention from Morrows’ mother by telling the false facts about his friend and his condition.

What he tells actually often the opposite of what he thinks and what he does.

"Ernest is the most popular boy at Pency Prep and would have been elected class president if had let the other boys nominate him." "It's me. I have to have this operation... It isn't very serious. I have this tiny little tumor on the brain." (58).

In reality, Holden is not going to New York to have a tumour taken out of his brain, but he is really going on a little vacation from depressing things in Pencey

Prep. His compulsive habit of lying makes him attain certain quality which leads him

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to mislabel others as phony. Indeed, he is the real phony. By discussing his habit of lying, then, I say that he is deceitful.

His academic failures in school explain another quality in Holden personality.

In his conversation with Mr. Spencer, Holden admits that Pencey Prep. is the fourth school he attends to. He flunks out four out of five subjects he takes in Pencey Prep.

Holden simply reasons that he left the previous school is not because of difficulties he had but merely because of so many phonies he met in that school (13). That conversation implies his lack of responsibility to accomplish his personal tasks.

"I left the goddam foils and stuff on the subway." I still didn't look up at him. "On the subway, for Chrissake! Ya lost them, ya mean?" (20)

By understanding his conversation with Stradlater above, I can identify that that Holden contributes towards the failure of his football team. It shows that Holden also suffers a lack of responsibility towards others. Holden actions are lousy and it makes him a slob.

"No wonder you're flunking the hell out of here," he said. "You don't do one damn thing the way you're supposed to. I mean it. Not one damn thing." (41)

Through Stradlater’s comment above, I understand that Holden is irresponsible.

Seeing how he reacts to various situations may tell the reader about his personality. A situation in the dorm shows that Holden is clinging emotionally to his possessions and the attached memories. Holden easily gets angry and tears the paper when Stradlater rejects his composition describing about Alley. The composition is supposed to be a description about a room instead of a glove. In the next scene, both

Stradlater and Holden involve in a fight.

Holden’s next statement indicates clearly that his emotion is very unstable.

Almost every time somebody gives me a present, it ends up making me sad. (52)

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Holden emotion is very fluctuating and it depends on situation he deals with.

He has a lack of emotional control as what he described himself to be ‘touchy as hell’. In a situation where Phoebe, his sister, lend him her money, Holden cries uncontrollably.

Then, all of a sudden, I started to cry. I couldn't help it. I did it so nobody could hear me, but I did it. (179)

By discussing some situations and his reactions above, it is clear that Holden is emotional and temperamental.

Others’ statements about Holden, again, may give me clue to understand

Holden’s personality. His action is immature as Ackley says to Holden “For

Chrissake, grow up” in page 22. Holden holds stability. He doesn’t want to change and makes any progress. His poor task accomplishment indicates that he has only little concerns about his future as he answers Mr. Spencer’s question.

"Do you feel absolutely no concern for your future, boy?" "Oh, I feel some concern for my future, all right. Sure. Sure, I do." I thought about it for a minute. "But not too much, I guess. Not too much, I guess." (14)

He acts so immature that he finds nothing interesting so that he feels he doesn’t want to do it. In the beginning of the story, he describes that people surrounds him, including his father, often tell him what to do and that disgusts

Holden that much.

And yet I still act sometimes like I was only about twelve….I get bored sometimes when people tell me to act my age. Sometimes I act a lot older than I am--I really do--but people never notice it. People never notice anything. (9)

Discussing Holden’s statement and others’ opinion about him makes me understand that Holden is stagnant.

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After discussing Holden’s statements, comments, situational reactions, thoughts, and conversations with others, I come to some significant qualities in

Holden’s personality. They are cynical, deceitful, irresponsible, emotional and temperamental, and stagnant.

4.2. Psyche of Holden Personality

In this section, I present my discussion about the psyche, the personality system or structure of Holden personality. I use the Freudian psychoanalysis to discuss the underlaying mentality of Holden Caulfield.

4.2.1. The id

Discussing the whishes of Holden may lead me to the id, the unconscious desires and instincts of the organism in Holden. a. Companionship

Holden is longing for companionship, friends. He needs to cast away his loneliness, desperation, depression. As this below evidence shows, it is clear that his need of friend is very acute.

I felt so lonesome, all of a sudden. I almost wished I was dead. (48)

In this next evidence, the overwhelming desire to get companion from a friend is so obvious. Holden lies selfishly in order to be accompanied by Ackley by saying that he is defending Ackley’s honour in his fight with Stradlater. In another part of the novel, Holden shows his deep tendency in lying. He starts an idea to call Jane

Galagher without considering the possible effects on her.

I started toying with the idea,… that I was her uncle. I was going to say her aunt had just got killed in a car accident and I had to speak to her immediately. It would've worked, too. The only reason I didn't do it

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was because I wasn't in the mood. If you're not in the mood, you can't do that stuff right. (63)

As the above evidence shows, the reason of Holden cancelling calling Jane is not because he concerns about the effect on Jane but because he is not in the mood. b. Admiration and Acceptance

Hatred, guilty or negative feelings that embedded in certain things indicates the unfulfilled demands, needs, and desires. This anxiety can be clearly caught by the reader as reading this below evidence. It is implied that Holden has amount of fear toward rejection.

"It's this course where each boy in class has to get up in class and make a speech. You know. Spontaneous and all. And if the boy digresses at all, you're supposed to yell 'Digression!' at him as fast as you can. It just about drove me crazy. I got an F in it." (183)

In earlier part, page 29, Holden is joking around imitating as a dancer. He says that he needs audience after describing Stradlater cynically who is having some certain quality to be labeled as ‘hot-shot’. This evidence certainly reveals some needs and wishes which Holden wants to fulfill.

"I felt sort of sorry for him when he was finished. I don't even think he knows any more when he's playing right or not. It isn't all his fault. I partly blame all those dopes that clap their heads off-they'd foul up anybody, if you gave them a chance." (84)

His hatred toward ‘hot-shots’, those who are famous and get sufficient attention, is clearly seen in the above evidence. He feels sorry for Ernie just because he manages to get applause and attention from the audience. c. Intellectuality

Holden is longing for higher intellectuality and knowledge. He admits that he is the dumbest in the family. The reality in his family -his success brother, nice and bright Allie and Phoebe, a wealthy lawyer father- creates a high standard that is hard

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for him to achieve. His reality as a failure in school makes his emotional condition even worse. This needs come to realization in Holden’s idea to call Carl Luce, a friend from his previous school. Holden discusses many things philosophical with

Carl Luce to create the sense of intellectuality in him.

He was about three years older than I was, and I didn't like him too much, but he was one of these very intellectual guys--he had the highest I.Q. of any boy at Whooton--and I thought he might want to have dinner with me somewhere and have a slightly intellectual conversation. He was very enlightening sometimes. (136) d. Affection

Weird jokes created by a person could show something invisible in a person.

What Holden often makes jokes about may show something to the readers. In this below evidence, Holden’s joke shows that he is longing for affection from his mother.

Then I started horsing around a little bit. Sometimes I horse around quite a lot, just to keep from getting bored…I kept saying, "Mother darling, why won't you give me your hand?" I was only horsing around, naturally. That stuff gives me a bang sometimes Besides, I know it annoyed hell out of old Ackley. (22)

This need also appears in his comment in the below evidence. His hatred to his mother triggers him to put hatred in his generalization about mothers.

Mothers are all slightly insane (55). e. Death

Another wish that Holden wants to fulfill is death. He eagerly wants to die since he feels that to live is such a waste. Holden doesn’t see any escape in his stormy problems he has in his life. Thus, he feels that death is one solution to his problems. In his complication of the worsen condition he has, he fantasizes some possible method of death such as getting pneumonia, self-sacrificing in atomic war, and jumping out of the window.

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Anyway, I'm sort of glad they've got the atomic bomb invented. If there's ever another war, I'm going to sit right the hell on top of it. I'll volunteer for it, I swear to God I will. (141)

4.2.2. The ego

Discussing the ego of Holden is discussing the reality of Holden, the “I’’ of

Holden. Meaning to say, discovering the ego needs discussion on how the consciousness of Holden works in relating his id to reality. Thus observing his stream of consciousness and his perception to his reality is the most possible method.

Early in the novel, Holden feels uncomfortable to uncover his personal background; his family, his appearance, and his performance. Simply, he doesn’t accept his reality. He himself rejects some parts of his life. In other words, he doesn’t possess a good self-concept. As the below evidence shows, he feels uncomfortable with his physical appearance and performance. Evidence in section 4.1. shows that

Holden gets frustrated and bored when others tell him to act his age. It is clear to the readers that Holden’s physical appearance is different compare to that of his peers.

Partly because I have a lousy vocabulary and partly because I act quite young for my age sometimes. I was sixteen then, and I'm seventeen now, and sometimes I act like I'm about thirteen. It's really ironical, because I'm six foot two and a half and I have gray hair. I really do. (9)

Holden’s physical health is not perfect as he admits that he is a heavy smoker and because of that he had tuberculosis and did some checkups. In another part of the novel, Holden feels hopeless and helpless since he broke his left hand. He feels that he will not be able to reach his ambition in life and do what he wants to do.

…and I can't make a real fist any more--not a tight one, I mean--but outside of that I don't care much. I mean I'm not going to be a goddam surgeon or a violinist or anything anyway. (39)

As comparison which one constructs triggers to self-pains, sufferings, and overwhelmed desires, differences Holden finds in compare to his siblings make him

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feels inferior since he doesn’t meet the standard in his family. He labels his siblings,

Allie and Phoebe, to be smart, nice, honest, kind and intelligent. He describes his brother as “a goddam successful writer”.

As a matter of fact, I'm the only dumb one in the family. (67)

Reading through the novel, the readers may catch why he tends to connect success with phoniness. In this below evidence, Holden suddenly relates the word of

‘grand’ to ‘phony’ when Mr. Spencer admits that his parents are grand people. In the ending part of this novel, in his conversation with Phoebe, Holden reveals his hatred towards his father who is a successful lawyer. He says in page 172 that all what lawyers do is making a lot of money, playing golf and bridge, buying cars, drinking

Martinis and look like a hot-shot.

They're grand people." "Yes, they are. They're very nice." Grand. There's a word I really hate. It's a phony. I could puke every time I hear it. (9)

Discussing the above evidences, I can describe that the reality attached to the ego, the ‘I’, of Holden is reality of differences, lacking of sources and fulfillments in a person either physically or mentally.

4.2.3. The Superego

Since superego represents society, I need a discussion on people and society around Holden to discover his superego. His society gives rewards and positive models which then take a role as his ego ideal. Manifestation of rewards can be seen in a form acceptance, applause, and praise while that of positive models can be seen in a form of idols, person he likes, or person he wants to be. His society also gives warnings and punishments which has function as conscience. Warnings take forms

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as advice and suggestion from people surrounds him while punishments takes form as rejections from his peers and teachers. a. Responsibility

Holden needs to be more responsible to be more acceptable and get reward from the society. The reward itself is acceptance from the society. Stradlater, in the above evidence in section 4.1.3, says to Holden that he should do what supposed to do and it annoys Holden. In another part of the novel, Holden receives a warning from Stradlater not to smoke in the dormitory. Holden needs to take consequences from his action as it is defined in the rules. It is congruent to what Mr. Spencer says to Holden that life is a game, it has rule to follow.

"Life is a game, boy. Life is a game that one plays according to the rules." (8)

Holden disagree with Mr. Spencer. He thinks that life only belongs to be hot shots.

When there is no hot shot, there is no game. People like him do have no game. b. Friendliness

Holden meets this ego ideal in kids. He likes and wants to have some qualities which is described in the below evidence. Those qualities are politeness and kindness.

I simply say these two qualities as friendliness.

God, I love it when a kid's nice and polite when you tighten their skate for them or something. Most kids are. They really are. I asked her if she'd care to have a hot chocolate or something with me, but she said no, thank you. She said she had to meet her friend. Kids always have to meet their friend. That kills me. (119)

That evidence is quite surprising since it seems contradictory with the following evidence. Holden feels socially obligated to say it, showing that he does care about what society tells him to do. The person whom he shakes hand with is a

Navy guy. Indeed, Holden loves friendliness but he hates the guy.

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"I'm always saying 'Glad to've met you' to somebody I'm not at all glad I met. If you want to stay alive you have to say that stuff, though" ( 87).

c. Nobility

Nobility, a high rank of status of a person, is one of Holden’s ego ideal. Deep inside his mind, Holden has some positive models, idols of his life. These idols have certain desired quality he does not have. Some of his idols are his brother, his father, and Ernie. These idols get fame, admiration, respect or dignity from society and are labelled as what Mr. Spencer says as ‘grand’ (9). This acknowledgment given by the society is translated by Holden as class of high status; nobility. Holden’s tendency to get this acknowledgment is seen in the way he is lying as seen in the below evidence.

"... I'm on my way to the store to buy a magazine, even, and somebody asks me where I'm going, I'm liable to say I'm going to the Opera" (16).

He lies in order to get an image of high class people in contrast to his reality which defines him as an ugly failure in school. At another part of the story, Holden admires James Castle, a physically weak student who is committed suicide in holding his opinion and statement against a group of stronger boy (p.170). Mr. Antolini sees this tendency in Holden very clearly as it is shown in this below evidence.

"I don't want to scare you," he said, "but I can very clearly see you dying nobly, one way or another, for some highly unworthy cause." (188) d. Generosity

Holden likes the nuns who are usually collect some money for charity. After giving ten dollars to the nuns, Holden get praise from the nuns.

“You’ve been more than generous,” she said.” You’re a very sweet boy” (112)

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In the next chapter of the novel, Holden falls in to comparison of his mother or aunt who is collecting some money for the poor and the nuns. What is pictured by Holden can be seen in the following evidence.

My aunt's pretty charitable--she does a lot of Red Cross work and all-- but she's very well-dressed and all, and when she does anything charitable she's always very well-dressed and has lipstick on and all ……The only way she could go around with a basket collecting dough would be if everybody kissed her ass for her when they made a contribution. (114)

What is implied from this is that generosity can not be separated from sincerity. Holden sees this quality in the nuns but not in his mother or his aunt. This quality later labeled by Holden to the nuns as nice which indicates the absence of individual intentions in the action contributed to others. Holden also sees these nice and kind-hearted qualities in his siblings, Phoebe and Allie. e. Future Orientation

In the previous section, I mention that one trait of Holden is stagnant. This is what later acknowledges by Phoebe, his sister, while asking him what Holden wants to be in the future, his life orientation. Until the end of his conversation with Phoebe,

Holden can not answer what he wants to be in the future.

"Stop swearing. All right, name something else. Name something you'd like to be. Like a scientist. Or a lawyer or something." (172)

His difficulties in school confuse his direction of life. He does not see any clear occupation that suitable with his ability. Another warning is also given in a form of question by Mr. Spencer to Holden in the earlier part of the novel.

"Do you feel absolutely no concern for your future, boy?" (14)

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This question is really depressing Holden. He connects that question to his reality which is the opposite to the ideal condition of people who concern about their future. Thinking the answer of that question leads Holden in to immediate anxiety.

4.2.4. The Ego Defense Mechanism of Holden.

Holden applies some ego defense mechanisms in protecting his ego. All are deceitful-based activities in fulfilling the needs of his id and the needs of his superego. I do not give any evidence showing exactly how each defense is working since I use the evidences which are appear in the previous section. Instead, I give little explanation about his behaviors in related to his ego defense mechanism. Some of them are as follows. a. Displacement

Holden need affection from his mother. In reality, he has a lack of affection from his mother and father. His fear in meeting his father and mother indicates this condition. In dealing with his anxieties, his negative emotions and hatred towards his father and mother, Holden redirect his feeling to others, mother in general. His hatred toward his father is a result of his disabilities in achieving his father standard who is a lawyer. Later on Holden also redirects his hatred to lawyers in general.

Simply, Holden hates almost everyone who has certain qualities he does not have such as the handsome Stradlater, the intelligent Carl Luce, the famous writer

D.B, the admirable piano player Ernie, the Navy guy in the bar, and his nice headmaster Mr. Haas. These people have main qualities that the society is demanding before giving a reward of acceptance. Simply, Holden feels rejected because he does not have these qualities.

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b. Regression

Holden disabilities in acting and behaving as his peers supposed to behave provide anxieties and depressions to Holden. In dealing with this kind of feeling, he often acts like kids who are two years younger supposed to behave. Later in the story, the readers see that this form of defense appears to be what he says as ‘horsing around’ or joking around. Sometimes, this regression is taking a form of denials.

Holden rejects his reality and he changes it in a different form to adjust his reality according to his desired condition. c. Projection

Holden also project his condition and feeling in other person. He tends to see some of his qualities he dislikes in other person. He tends to call others to be slob, moron, stupid, or phony. In his reality, Holden knows and realize that he has these negative qualities. He replaces his qualities in other persons to encounter his inferiority complex and to lessen the differences he has in compare to others.

Nevertheless, this desired condition only happens in his mental reality but not in his outer reality. d. Denial

Holden blocks the external events from his awareness. Sometimes this blocking involves his reaction formation. He blocks or denies the reality and tries to believe the opposite. For example, he denies that he is aggressive and likes to fight.

He tries this fact by believing and saying that he is a pacifist. In another part of the novel, he says that he hates movies and he tries to believe it but in contrast he goes to movies and imitates the character in the movie. This makes Holden a real phony.

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e. Altruistic Surrender

One goal of Holden’s life is being the catcher in the rye. All he wants to do is prevent the kids fall in to phoniness and prevents them entering the cruel adult world.

What Holden wants actually is to fulfil his desires in keeping his stagnant states in order to be able to behave like a kid. This defence is a mean or device for Holden in preventing himself from entering the adult world he fears. By being the catcher in the rye, Holden do not have to acquire certain abilities necessary to act as adult.

4.3. Exercise of Western Norms and Values in Holden’s Life

In this section, I discuss the Western norms and values exercised by Holden. I present some evidence based on his action and then I contrast it to the theory of

American norms and values from the previous chapter. a. Directness, Openness, and Honesty

Americans believe that honesty is the best policy. People should express themselves openly. It is not considered good to "beat around the bush". This is very contrast to what Holden do to almost every people he meets. In his meeting with Mr.

Spencer, he beats around the bush talking topics irrelevant to his case of flunking

History subject Mr. Spencer teaches. It is seen in the below evidence.

Well, you could see he really felt pretty lousy about flunking me. So I shot the bull for a while. I told him I was a real moron, and all that stuff. I told him how I would've done exactly the same thing if I'd been in his place, and how most people didn't appreciate how tough it is being a teacher. That kind of stuff. The old bull. (12)

Instead of talking about his difficulty in the subject, he talks about others’ opinion about his situation. Holden does not agree that honesty is the best policy. In

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the incident with Stradlater, Holden flees to Ackley room and lies to get sympathy from him.

"What the hell was the fight about, anyhow?" Ackley said, for about the fiftieth time. He certainly was a bore about that. "About you," I said. "About me, for Chrissake?" "Yeah. I was defending your goddam honor. Stradlater said you had a lousy personality. I couldn't let him get away with that stuff." That got him excited. (48)

He does the same thing to Morrow’s mother by telling her something good which does not suit with Morrow’s reality and by telling her his false intention of taking a tumour surgery. b. Personal Control over the Environment

Americans believe that people can alter nature, and to large extent, can determine the direction of their lives. They believe that they have the power to control their life. Holden does not follow this norm and value. Instead of being optimistic, Holden acts so permissive. He always tries to find companion and break his connection with others with conflicts or slight rejections. He manages to fail control himself and his relation with other in single fragment of his life as the following evidence shows.

"Would you care for a cocktail?" I asked her. I was feeling in the mood for one myself. "We can go in the club car. All right?" "Dear, are you allowed to order drinks?" she asked me…I really don't think I'd better. Thank you so much, though, dear," she said. "Anyway, the club car's most likely closed. It's quite late, you know." She was right. I'd forgotten all about what time it was. (57)

The above evidence shows that Holden can not control his action in accordance to the situation, such as time, Morrow’s mother needs, and his age which is not allowed him to drink liquor.

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c. Action and Work Orientation

In America, work often defines people. Their individual identities respectively come from what they do. They should focus on their work, achievements, and accomplishments. Discussing the exercise of this norm and value in Holden’s life leads me to conclusion that Holden does not have any orientation. In his conversation with Phoebe, he can not mention what he is going to be in the future. As students he fails 4 subjects out of 5 subjects he takes in Pencey Prep.

School. Let us say that he is a portrait of a failing student. He does not feel little sense of obligation to do what seems to be uninteresting to him. It is captured in his note on his history test paper.

DEAR MR. SPENCER. That is all I know about the Egyptians. I can't seem to get very interested in them although your lectures are very interesting. It is all right with me if you flunk me though as I am flunking everything else except English anyway. Respectfully yours, HOLDEN CAULFIELD. (12)

d. Equality

Another American value is the ideal of equality. Americans like to present an image that everyone is equal. In other words, the American tendency is to minimize status differences rather than to emphasize them. From one action of Holden, it can be seen that Holden exercise this norm and value well. As this below evidence shows

Holden feels uncomfortable seeing two nuns just having coffee and toast for breakfast.

All the two of them were eating for breakfast was toast and coffee. That depressed me. I hate it if I'm eating bacon and eggs or something and somebody else is only eating toast and coffee. (110)

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Although Holden can not differentiate and separate one’s breakfast from one’s status or class, it is clear that Holden hold this norm and value. It is possible that his feeling of being inferior makes him feel uncomfortable in dealing with this situation. e. Privacy

Americans want and value privacy. American may feel the need to give people their privacy or to have their own privacy because individuals feel that their needs must be respected. In contrast to this norms and values, Holden seems to give less consideration to other people’s privacy.

"Hello?" I said. I made my voice quite deep so that she wouldn't suspect my age or anything. I have a pretty deep voice anyway. "Hello," this woman's voice said. None too friendly, either. "Is this Miss Faith Cavendish?" "Who's this?" she said. "Who's calling me up at this crazy goddam hour?" (64)

The above evidence shows clearly that Holden does not care much about the privacy of Faith Cavendish. He does not think that the person whom he calls need to take some time for sleeping. All he thinks is that he needs companion right away and he wants to be accompanied without any great amount of delay.

4.4. Exercise of the Eastern Norms and Values in Holden’s Life

In this section, I discuss Holden’s actions using the Eastern norms and values.

In doing so, I use one theory which can be categorized as one of the post-colonialism theory. I present some evidences based on his action and then I discuss it with the aos katresnan from katresnanism theory.

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a. Cita Wicita Wicitra

Cita wicita wicitra celebrates doing honestly and truthfully regarding one’s and others’ situation and purpose. As the next evidence shows, Holden doesn’t admit that the purpose of his meeting with Mr. Spencer is to discuss the cause of his academic failure. He doesn’t tell Mr. Spencer honestly why he fails so many subjects in that school.

Well, you could see he really felt pretty lousy about flunking me. So I shot the bull for a while. I told him I was a real moron, and all that stuff. I told him how I would've done exactly the same thing if I'd been in his place, and how most people didn't appreciate how tough it is being a teacher. That kind of stuff. The old bull.(12)

As the below evidence shows, Holden lies to Ackley in purpose of getting his sympathy. Holden does not realize that the nature of human is caring. Human tends to give their attention to the one who is in need of attention in regards of his or her sufferings. Holden should tell honestly what cause his fight with Stradlater. Ackley is supposed to be able to give feedback on his problem attentively.

"What the hell was the fight about, anyhow?" Ackley said, for about the fiftieth time. He certainly was a bore about that. "About you," I said. "About me, for Chrissake?" "Yeah. I was defending your goddam honor. Stradlater said you had a lousy personality. I couldn't let him get away with that stuff." That got him excited. (48)

What is found in the above two evidences is that Holden dishonestly design his own purpose without regarding others’ immediate situation. He is not attentive to others’ situation and purpose, instead, he attract other in to his purpose and situation. b. Sithik Edhing

Sithik edhing promotes having a win-win attitude. One achieves his or her goal without bringing harmful effect to others. Simply, people in every respective situation have their own respective purpose. What is need by each person is then to understand one to another regarding their respective needs, situations, and purposes.

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"Would you care for a cocktail?" I asked her. I was feeling in the mood for one myself. "We can go in the club car. All right?" "Dear, are you allowed to order drinks?" she asked me…I really don't think I'd better. Thank you so much, though, dear," she said. "Anyway, the club car's most likely closed. It's quite late, you know." She was right. I'd forgotten all about what time it was. (57)

As the above evidence shows, Holden does not follow this aos katresnan. He behaves without a clear understanding about his situation and purpose since he does not realize that he is not allowed to drink liquor. Besides, He also behaves without a clear understanding about Morrow’s mother situation and purpose that makes her tired and need a rest. c. Mrantasi

Mrantasi is an aos katresnan which highlights reliable deeds. Responsibility of one’s task and deed is what this aos katresnan requires and demands. People who apply this aos finish their job and take their consequences related to their situation and purpose they want to achieve.

DEAR MR. SPENCER. That is all I know about the Egyptians. I can't seem to get very interested in them although your lectures are very interesting. It is all right with me if you flunk me though as I am flunking everything else except English anyway. Respectfully yours, HOLDEN CAULFIELD. (12)

As the above evidence shows, Holden is lack of responsibility. He is supposed to be aware of his condition and situation as a student. He also needs to know and to take what are the consequences of being a student. d. Andhom Slamet

Andhom slamet shows the concern and care for others. People who concern about others’ situation will give a specific caring action to others. People who apply this aos of katresnan will behave that way.

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All the two of them were eating for breakfast was toast and coffee. That depressed me. I hate it if I'm eating bacon and eggs or something and somebody else is only eating toast and coffee. (110)

Based on the above evidence, I can say that Holden is having a positive thinking about showing concern and care for others. He concerns about luxury he has in his breakfast and the simplicity the nuns have in their breakfast. Although

Holden does not show his action of andhom slamet, he concerns a lot about this difference. e. Nalar

Nalar highlights logical deeds. A person who applies this aos katresnan will think about the situation and purpose of his action. Before doing his action, a person will come in to estimation to such a set of requirements needed in carrying out an action.

"Hello?" I said. I made my voice quite deep so that she wouldn't suspect my age or anything. I have a pretty deep voice anyway. "Hello," this woman's voice said. None too friendly, either. "Is this Miss Faith Cavendish?" "Who's this?" she said. "Who's calling me up at this crazy goddam hour?" (64)

In the above evidence, Holden does not show that he holds a logical deed. He does not think about what people usually do in his society at the early of the morning.

Thus, I can say that Holden does not apply this aos katresnan very well.

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CHAPTER 5

CONCLUSION AND SUGGESTION

In this chapter, I present the conclusion and suggestions. The answers to the questions stated in the section of problem formulation are given in the Conclusion, while the suggested activities for the future researchers and for English teaching and learning process are elaborated in the Suggestion section.

5.1. Conclusion

After doing analysis on the main character of J.D. Salinger’s The Catcher in

The Rye in the previous chapter, I come to a set of conclusions. They are the personality and the underlying mentality of Holden Caulfield; the reflected exercises of Western norms and value in the life of Holden Caulfield; and the reflected exercise of Eastern norms and values in the life of Holden Caulfield.

The personality of Holden Caulfield can be drawn from his thoughts, comments of others, actions and incidents he deals with. Holden’s personality consists of five qualities. They are cynical, deceitful, unreliable, emotional and temperamental, and stagnant. Holden’s underlying mentality can be seen from his psyche—his id, ego, and superego. The Id, unconscious desires, of Holden is companionship, admiration and acceptance, intellectuality, affection, and death. The ego of Holden varies from his different physical appearances, his lack of commonly accepted actions, his physical health deterioration, up to his failures in school.

Simply, the reality of Holden is the reality of lacking qualities in many aspects of his

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life. The superego of Holden is seen from people around him. His superego includes responsibility, friendliness, nobility, generosity, and future orientation.

There are some Western norms and values reflected in the life of Holden

Caulfield. They are directness, openness and honesty, personal control over the environment, action and work orientation, equality, and privacy.

The life of Holden can be seen from Eastern norms and values using katresnanism theory. There are five aos katresnanism which are reflected in the life of Holden Caulfield. They are cita wicita wicitra, sithik edhing, mrantasi, andhom slamet, and nalar

5.2 Suggestion

In this section, I present my suggestions. There are two parts of suggestion.

The first part is intended for the future researchers and the second one is intended for

English teachers.

5.2.1. Suggestion for the Future Researchers

The Catcher in The Rye is a unique novel. The story flows smoothly, successfully drawing and maintaining the attention of the reader from the very beginning of the novel until the end of the work. It shows that J.D Salinger has an outstanding writing technique. The next researcher can analyze his writing technique by observing the plot progression, the idea flows, and the style of this novel.

The next researchers can also analyze the characters of the novel using the katresnanism theory in combination with the so-called developmental psychology.

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5.2.1. Suggestion for Teaching and Learning Activities

A novel does not only give enjoyment when the readers read the story but also may give the readers lots of wisdom and moral teaching. Besides, the story of the novel can be a good source to be developed as teaching materials.

To achieve its maximum result, the teacher can provide the students with the selected texts of the novel which are appropriate to the students’ needs including their cultural and linguistic understanding.

Using literary works to teach English, a teacher should go through the following two main steps:

1. The teacher chooses some pages from the novel which are suitable to the

students’ English competence. Firstly, the teacher has to make a clear

observation about the students’ vocabulary and secondly, the teacher

observes and then picks up some interesting topics from the novel.

2. The teacher writes the instructions and questions for the teaching and learning

activities and then distributes the selected topic-based material to the students

in the class.

Based on the above explanation, some teaching and learning activities can be suggested are as flows: a. Implementation of Teaching vocabulary using chapter 12 of The Catcher in

The Rye for the 3rd year Senior High School Students

Teaching vocabulary using the text from the novel is teaching vocabulary through context. Many have observed that teaching vocabulary through context increase the students’ vocabulary mastery at language usage level better that teaching vocabulary through memorization. There are two goals depending on the teaching

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point. The first is that the students are able to understand the meaning of the words given and the second is that the students are able to use the vocabulary correctly.

The procedures of teaching vocabulary are described as follows:

1. The teacher distributes the text which contains a certain topic to the students.

2. The teacher asks the students to read the text.

3. The teacher asks the students about difficult vocabularies they may find.

4. The teacher gives the opportunity to the students to ask the other difficult

vocabularies.

5. The teacher distributes the uncompleted different text, which has the same

topic.

6. The teacher asks the students to fill in the blanks with the appropriate

vocabularies that they have just studied.

Implementation of teaching vocabulary using The Catcher in The Rye is presented in

Appendix 4. b. Implementation of teaching Speaking IV using a situational conflict faced

by Holden Caulfield found in The Catcher in The Rye for the Fourth

Semester Students of English Language Study Program.

This implementation of teaching has two goals depending on the teaching point. The first is communicative performance and the second is the communicative competence. The teaching point of the communicative competence is to get the meaning across or to be able to communicate some referential meaning in the target language. While the teaching point of the communicative performance is to get the

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meaning across in a socially acceptable way and typically these exercise contain relevant information.

One of suggested teaching and learning activities can be carried out using the novel of The Catcher in The Rye is debate activity. Debate is a kind of communicative competence. It is a kind of stimulating speaking activities so that the students are having opportunity to express their idea and feeling actively based on logical reasons. The students also have the chance to think clearly and creatively in defending their opinion.

The procedures of its implementation are described as follows:

1. The teacher gives the students the reading text in the previous meeting.

2. The teacher asks the students to retell the story.

3. The teacher divides the class into several groups of four students. There will be

several groups as the pros, while the rest will be the cons. The teacher takes a

role as moderator.

4. The teacher gives explanation about the rules of the debate and asks the groups to

discuss their ideas.

5. Each group, the pros and the cons, express their opinion logically and creatively.

6. Moderator, the teacher, allows period for each of the groups to criticize their

opposite’s idea and respectively defend their idea.

7. The teacher stops the debate and allows each of the groups to draw a conclusion.

8. The teacher and the students review their activity.

Implementation of teaching Speaking IV through debate activity using The

Catcher in The Rye is presented in Appendix 5.

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BIBLIOGRAPHY

Abrams, M.H. A Glossary of Literary Terms, New York: Holt, Rhinehart and Winston, Inc., 1957

Adelman and Levine, Beyond Language: Cross-Cultural Communication, New Jersey: Regents/Prentice Hall, 1993.

Ashcroft, Bill, et al., The Empire Writes Back, Londen: Routledge, 1989.

Bootzin, Richard R, Gordon H. Bower, Robert B. Zajonc and Elizabet Hall. Psychology Today. An Introduction. 6th Ed. New York: Random House Inc., 1983.

Edward N. Kearny, Marry Ann Kearny, and Jo Ann Crandall, The American Way: An Introduction to American Culture, Englewood, New Jersey: Prentice-Hall Inc., 1984

Engle, Paul. Honest Tale of Distraught Adolescent, Chicago Sunday Tribune Magazine of Books, 1951.

Erikson, E.H., Abnormal Psychology, a New Look, New York: Norton, 1964.

Foster, E.M. Aspect of the Novel and Related Writing. London: Penguin Books, 1972.

Gill, Richard. Mastering English Literature, 2nd ed. London: Macmillan Press Ltd., 1985.

Hardjowijoyo, Marbangun , Adat Istiadat Jawa, Bandung: Penerbit Patma, 1980

Herujiyanto, Antonius. “Katresnan Criticism: The Nature And Who Does It”, and “English Exposure, Literary Works, And “Theory Of Katresnanism”, A paper presented in the 2nd International Seminar in Sanata Dharma University Yogyakarta 5-6 May 2003 *

Hurlock, Elizabeth B. Adolescent Development, 4th Ed. New York: McGraw-Hill Kogakusha, Ltd., 1955.

Husband, Richard Wellington, Ph.D. General Psychology. New York: Rhinehart & Company, Inc., 1940. Jones, Ernest. Case History of All of Us. Boston: Nation 173, 1951.

*A paper presented in the 2nd International Seminar in Sanata Dharma University Yogyakarta 5-6 May 2003

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Koentjaraningrat, Javanese Culture, Singapore: Oxford University Press, 1985.

Kazin, Alfred. J.D. Salinger: Everybody’s Favorite. Boston: Atlantic 208, 1961.

Leary, Lewis. American Literature, A Study and Research Guide, New York: St. Martin’s Press., 1976.

Miller, James Jr. Critical Inquiry. Chicago: The University of Chicago Press, 1977.

Murphy, M.J. Understanding Unseen: An Introduction to English Poetry and the Novel for Overseas Students. London: George Allan and Unwin Ltd., 1972.

Rand, Ayn. The Virtue of Selfishness, A New Concept of Egoism, New York: Penguin Books, 1964.

Salinger, J.D., The Catcher in The Rye, New York: Little Brown and Company, 1945.

Seng, Peter J. The Fallen Idol: the Immature Worlds of Holden Caulfield. Boston: College English, 1961.

Smith, Harrison. Saturday Review of Literature. Manhattan: Manhattan Ulyses, Junior, 1951. http://www.ruangbaca.com/berita_buku/?action=b3Blbg= &linkto= Mzc = &when=MjAwNTEwMjY= Seratus Novel Top versi Time, accessed on May 26th 2007 http: //www.crimelibrary.com / terrorists_spies/assassins/chapman/3.html, accessed on May 26th 2007 http://www.affective-sciences.org/human-values-details.html, accessed on September 14th 2007 http://faculty.babson.edu/krollag/org_site/encyclop/role_norm_value.htm, accessed on September 14th 2007 http://en.wikipedia.org/wiki/Norm# Levels_of_enforcement, accessed on September 14th 2007 http://webspace.ship.edu/cgboer/freud.html, accessed on September 14th 2007

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Appendix 1

SYNOPSIS OF THE CATCHER IN THE RYE

Holden Caulfield, the seventeen-year-old narrator and protagonist of the novel, addresses the reader directly from a mental hospital or sanitarium in southern

California. He wants to tell us about events that took place over a two-day period the previous December. Typically, he first digresses to mention his older brother, D.B., who was once a “terrific” short-story writer but now has sold out and writes scripts in nearby Hollywood. The body of the novel follows. It is a frame story, or long flashback, constructed through Holden’s memory.

Holden begins at Pencey Prep, an exclusive private school in Pennsylvania, on the Saturday afternoon of the traditional football game with school rival, Saxon

Hall. Holden misses the game. Manager of the fencing team, he managed to lose the team’s equipment on the subway that morning, resulting in the cancellation of a match in New York. He is on his way to the home of his history teacher, Mr.

Spencer, to say good-bye. Holden has been expelled and is not to return after

Christmas break, which begins Wednesday.

Spencer is a well-meaning but long-winded old man, and Holden gladly escapes to the quiet of an almost deserted dorm. Wearing his new red hunting cap, he begins to read. His reverie is temporary. First, a dorm neighbor named Ackley disturbs him. Later, Holden argues with his roommate, Stradlater, who fails to appreciate a theme that Holden has written for him about Holden’s deceased brother

Allie’s baseball glove. A womanizer, Stradlater has just returned from a date with

Holden’s old friend Jane Gallagher. The two roommates fight, Stradlater winning easily. Holden has had enough of Pencey Prep and catches a train to New York City

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where he plans to stay in a hotel until Wednesday, when his parents expect him to return home for Christmas vacation.

In route to New York, Holden meets the mother of a Pencey classmate and severely distorts the truth by telling her what a popular boy her “rat” son is. Holden’s

Manhattan hotel room faces windows of another wing of the hotel, and he observes assorted behavior by “perverts.” Holden struggles with his own sexuality. He meets three women in their thirties, tourists from Seattle, in the hotel lounge and enjoys dancing with one but ends up with only the check. Following a disappointing visit to

Ernie’s Nightclub in Greenwich Village, Holden agrees to have a prostitute, Sunny, visit his room. Holden has second thoughts, makes up an excuse, and pays the girl to leave. To his surprise, Maurice, her pimp, soon returns with her and beats up Holden for more money. He has lost two fights in one night. It is near dawn Sunday morning.

After a short sleep, Holden telephones Sally Hayes, a familiar date, and agrees to meet her that afternoon to go to a play. Meanwhile, Holden leaves the hotel, checks his luggage at Grand Central Station, and has a late breakfast. He meets two nuns, one an English teacher, with whom he discusses Romeo and Juliet. Holden looks for a special record for his 10-year-old sister, Phoebe, called “Little Shirley

Beans.” He spots a small boy singing “If a body catch a body coming through the rye,” which somehow makes Holden feel less depressed.

Sally is snobbish and “phony,” but the two watch a play featuring married

Broadway stars Alfred Lunt and Lynn Fontanne. Sally and Holden skate at Radio

City but fight when Holden tries to discuss things that really matter to him and suddenly suggests that they run off together. Holden leaves, sees the Christmas show at Radio City Music Hall, endures a movie, and gets very drunk. Throughout the

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novel, Holden has been worried about the ducks in the lagoon at Central Park. He tries to find them but only manages to break Phoebe’s recording in the process.

Exhausted physically and mentally, he heads home to see his sister.

Holden and Phoebe are close friends as well as siblings. He tells her that the one thing he’d like to be is “the catcher in the rye.” He would stand near the edge of a cliff, by a field of rye, and catch any of the playing children who, in their abandon, come close to falling off. When his parents return from a late night out, Holden, undetected, leaves the apartment and visits the home of Mr. Antolini, a favorite teacher, where he hopes to stay a few days. Startled, Holden awakes in the predawn hours to find Antolini patting Holden’s head. He quickly leaves.

Monday morning, Holden arranges to meet Phoebe for lunch. He plans to say good-bye and head west where he hopes to live as a deaf-mute. She insists on leaving with him, and he finally agrees to stay. Holden’s story ends with Phoebe riding a carrousel in the rain as Holden watches. In the final chapter, Holden is at the sanitarium in California. He doesn’t want to tell us any more. In fact, the whole story has only made him miss people, even the jerks.

As the novel opens, the narrator, Holden Caulfield, speaks directly to the reader from a mental hospital or sanitarium in southern California. He says that he will tell us (the readers) of events occurring around Christmastime of the previous year. First, however, he mentions his older brother, D.B., a writer who now works in nearby Hollywood and visits Holden nearly every weekend.

Holden’s story, in the form of a long flashback, begins around 3 p.m. on a

Saturday in December, the day of the traditional season-ending football match between his old school, Pencey Prep (in Agerstown, Pennsylvania) and rival Saxon

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Hall. Holden, a junior at Pencey, can see the field from where he stands, high atop

Thomsen Hill. He has been expelled and is on his way to say good-bye to Mr.

Spencer, his history instructor. At the end of the chapter, Holden arrives at Mr.

Spencer’s house and is let in by his teacher’s wife.

Spencer’s farewell turns into a lecture on discipline, and Holden’s mind drifts. He wonders about the ducks down at the lagoon near Central Park South in

New York City. Where do they go when the lagoon freezes in the winter? Does someone take them to a zoo? Do they fly away? He reflects on Mr. Haas, the phony headmaster at Elkton Hills, one of Holden’s previous schools. Haas was very charming to successful-looking parents, but if a boy’s mother were fat or his father poorly dressed, the headmaster snubbed them cruelly.

Holden finally manages to escape from Mr. Spencer’s lecture, claiming he needs to get to the gym to retrieve his equipment. He has second thoughts about leaving “old Spencer” but mainly wants out. Politely turning down a cup of Mrs.

Spencer’s renowned hot chocolate and promising to write, he gladly leaves

Holden returns to Pencey where he lives in the Ossenburger Memorial Wing of the new dorms, reserved for juniors and seniors. Ossenburger is an alumnus who has made a fortune in the undertaking business. Pencey named a wing of the new dormitories after him in thanks for a large donation. Ossenburger attended the first home football game earlier in the fall and bored the students, especially Holden, with a long-winded, corny, cliché-filled oration at chapel the next morning. A flatulent student named Edgar Marsalla finally countered with his own loud breaking of wind, much to Holden’s delight.

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The dorm room is empty and cozy. Holden tries on a red hunting cap, with a long bill, which he bought for a dollar in New York that morning. He relaxes with a good book, Isak Denisen’s Out of Africa, until he is interrupted by Robert Ackley who rooms next door and enters through a shower that the two rooms share. Ackley is a nuisance and ruins the mood.

Ward Stradlater, Holden’s roommate, comes in from the football game and asks to borrow Holden’s hound’s-tooth jacket as he prepares to go out for the evening. Although the dorms have showers separating rooms, the toilets and sinks are down the hall. Having nothing better to do, Holden accompanies his roommate,

Stradlater, as he prepares for a Saturday night date. Holden is first shocked and then concerned when he learns that his roommate’s date that night is Jane Gallagher, a friend of his from the summer before his sophomore year. Holden repeatedly says he should go downstairs to say hello to Jane, but he never does.

Stradlater talks Holden into writing an English theme paper for him. Holden returns to his room and is joined by Ackley, whose company Holden doesn’t mind, because listening to Ackley distracts him from thinking about Jane.

After a lackluster trip to town with Ackley and another student, Holden settles in to compose the descriptive theme paper for Stradlater. He decides to write about his brother Allie’s left-handed baseball glove. Allie died of leukemia on July

18, 1946, while the family was vacationing in Maine. Holden was 13 years old at the time, Allie two years younger. Holden finishes the essay around 10:30 p.m.

The events of the rest of the evening are a little blurred in Holden’s memory.

Stradlater returns around 11:00 or so and reads the theme paper Holden has written, while unbuttoning his shirt and stroking his chest. Stradlater is in love with himself.

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Of course, he doesn’t understand Holden’s choice of a baseball glove for a descriptive essay and condemns it. Holden grabs the paper and tears it up.

Holden becomes increasingly agitated about Stradlater’s date with Jane.

Although he can’t know exactly what happened, his roommate’s glib comments enrage him. Stradlater taunts him, and Holden misses with a wild punch. Stradlater holds him down but lets him up. Holden calls Stradlater a moron and gets a bloody nose for his trouble. Stradlater leaves. Holden decides to spend the night in Ackley’s room, can’t sleep, thinks of visiting Mal Brossard but changes his mind, and decides to “get the hell out of Pencey,” instead of waiting until Wednesday to leave. He plans to rent an inexpensive hotel room in New York City and stay there until Wednesday, when he can go home.

It is too late to get a taxi in Agerstown so Holden walks to the train station.

He lowers the earflaps on his hunting cap to protect against the cold. En route to New

York City, he is joined at Trenton by an attractive woman who turns out to be the mother of a classmate, Ernest Morrow. Holden introduces himself as Rudolf

Schmidt, actually the name of the custodian at his dorm, and invents several flattering stories about the woman’s son, “Old Ernie.” When Mrs. Morrow asks why he’s leaving school before the end of the semester, he tells her that he has to return home because he has a brain tumor and that he must have surgery.

When he arrives at New York’s Penn Station, Holden considers telephoning several people but ends up calling no one. He takes a cab to the Edmont Hotel where he observes unusual happenings from the window of his shabby room. His phone call to Miss Faith Cavendish, a young lady whose sexual reputation precedes her, ends without any plans to meet.

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Holden claims that it is still early, but it is actually quite late. However, the

Lavender Room, a lounge off the lobby of the Edmont Hotel, is still open. After providing a detailed recollection of his younger sister, Phoebe, Holden visits the

Lavender Room and meets three women, tourists from Seattle.

This short chapter is devoted almost exclusively to Holden’s recollections of

Jane Gallagher. Sitting in a “vomity-looking” chair in the lobby of the Edmont Hotel, he remembers how they met and what they did the summer before his sophomore year. He thinks he knows her “like a book.” Despite the late hour, Holden still is not tired. He decides to visit Ernie’s Nightclub in Greenwich Village.

On the way to Ernie’s, Holden discusses ducks, fish, and winter with the cab driver. At the club, Holden expresses his opinions concerning the aesthetics of performance, Ernie, the crowd in general, and a nearby couple in particular. Lillian

Simmons, a former girlfriend of D.B., pops by his table with her date, a Navy officer.

Holden declines her invitation to join them, saying he was just leaving

Holden is tired of taxis and walks the forty-one blocks back to the hotel, wearing his red hunting cap with the earflaps down, missing his pilfered gloves, and bemoaning his cowardice. The elevator man, Maurice, doubles as a pimp and offers to provide Holden with female companionship for “five bucks a throw” or fifteen dollars for the night. Holden agrees to go for “a throw” in his room, 1222, but almost immediately regrets it. The hooker calls herself Sunny; Holden tells her his name is

Jim Steele. Although they do little more than talk, because Holden is more depressed than ready to have sex, Sunny says that her fee is ten dollars. Holden pays her only five, and she leaves, calling him a “crumb-bum.”

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It is dawn on Sunday by the time that Sunny exits. Holden smokes a couple of cigarettes and reflects on his relationship with his deceased brother, Allie, as well as his feelings about religion. He is summoned by a knock on the door. Sunny has returned with Maurice and demands the rest of the ten dollars. Holden resists and is roughed up by the pimp.

Holden awakes around 10:00 Sunday morning. He phones an old girlfriend,

Sally Hayes, and makes a date to meet her at 2:00 p.m. to catch a theater matinee.

Holden checks out of the hotel and leaves his bags at a lock box in Grand Central

Station. While eating a large breakfast (orange juice, bacon and eggs, toast and coffee) at a sandwich bar, he meets two nuns who are schoolteachers from Chicago, newly assigned to a convent “way the hell uptown,” apparently near Washington

Heights. They discuss Romeo and Juliet, and Holden gives them a donation of ten dollars.

When Holden finishes his conversation with the two nuns, it is almost noon.

He has two hours until he is to meet Sally at the Biltmore Hotel so he goes for a walk toward Broadway. He wants to buy a recording, for Phoebe, of an old song called

“Little Shirley Beans.” Along the way, Holden notices an apparently underprivileged family walking home from church. The young son is walking in the street and singing.

Fortunately, the first music store that he visits has a copy of the record.

Holden tries to telephone Jane, but her mother answers so he hangs up. Still burdened with the responsibility of procuring theater tickets, he chooses a play, I

Know My Love, that he thinks Sally will like because it stars the Lunts. He decides

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to visit Central Park in hopes of finding Phoebe who often skates there on

Sundays. He almost visits the Museum of Natural History but decides not to go in.

Although he doesn’t feel like going through with the date, he catches a cab to meet

Sally at the Biltmore Hotel as planned.

Sally is ten minutes late but looks terrific in her black coat and matching beret. She is thrilled that they will get to see the Lunts and is impressed by the performance. Holden is less than thrilled, first by the performance on stage and then by Sally’s performance in the lobby. He dislikes the way she talks with an Andover student named George. After the show, they go ice skating at Radio City. Holden tries to talk with Sally about things of real importance to Holden. He asks her to run off to Massachusetts and Vermont with him. The date ends badly, and he walks out.

It is late afternoon or very early evening on Sunday. Holden telephones Carl

Luce, whom he knew during his days at the Whooton School. Carl is three years older and was his student adviser. They agree to meet for a drink at the Wicker Bar in the Seton Hotel at 10:00 p.m. With time to kill, and since he is there already, he attends a stage show and movie at Radio City Music Hall. He sees the Rockettes, the

Christmas pageant, and a war film. At the bar, Holden manages to get served, this time, even though he is underage. When Luce arrives, he reveals that he is dating an older woman, a Chinese sculptress in her late thirties who lives in Greenwich

Village. He leaves for a date after having drinks with Holden.

Holden stays at the bar and gets quite drunk. He decides to telephone Jane

Gallagher but calls Sally Hayes instead. She tells him to go home and go to bed.

Holden strikes up a conversation with the piano player. He tells Holden to go home and go to bed. Holden asks the hatcheck girl for a date. She tells him to go home and

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go to bed. Ignoring the unanimous advice, Holden heads for Central Park to look for the ducks. The search is in vain, and he manages to break Phoebe’s record in the process. Holden reflects on Allie’s funeral, which he could not attend because he was in the hospital with his broken hand (and possibly for emotional evaluation). His memory of Allie’s grave at the cemetery depresses him. Finally, he decides to sneak home and visit Phoebe in case he dies, too.

Holden wants to visit Phoebe at the family apartment, in the middle of the night, without his parents’ knowledge. Fortunately, there is a new elevator operator on duty who does not recognize him. Holden pretends to be visiting the Dicksteins who have an apartment on the same floor as his parents. Using his key to enter,

Holden sneaks to Phoebe’s room only to realize that she now is sleeping in D.B.’s room because he is away in Hollywood; she likes the huge desk and bed. Holden peruses items on her desk, by lamplight, until he wakens Phoebe. She reveals that their parents are out for the evening and will return very late. The maid is in the apartment to care for the girl. As they talk, Phoebe guesses that Holden has been expelled and concludes that their father will kill him. Upset, she hides her head under a pillow. Holden goes to the living room for cigarettes.

Phoebe continues to be terribly upset over Holden’s dismissal from Pencey

Prep. She is sure that their father will be very upset with her brother. Holden says he’ll merely be sent to a military school, if he is still around; he plans to head for

Colorado to work on a ranch. Holden tries to explain to Phoebe what a terrible place

Pencey is. He doesn’t like anything there. But she concludes that he doesn’t like anything anywhere and challenges him to name one thing that he likes. Holden tries to focus on the issue, but his mind drifts. Phoebe interrupts and repeats the challenge

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to think of one thing that Holden likes. He says he likes Allie, but Phoebe counters that Allie is dead and doesn’t count. He says he likes talking with her, but

Phoebe answers, “That isn’t anything really.” Phoebe changes the topic and asks

Holden to name something he would like to be. After some consideration, he says he would like to be the catcher in the rye and explains to her what that means to him.

On the telephone, Mr. Antolini tells Holden to come right over if he wants.

Holden returns to D.B.’s room, now inhabited by Phoebe. She has the radio on, and they dance. Holden lights a cigarette, and Phoebe explains how she can fake a fever.

Suddenly, they hear their parents entering the apartment. Holden turns out the lamp, jams out the cigarette, and hides in the closet. His mother checks on Phoebe and, smelling the cigarette, scolds her for smoking. After the mother leaves, Phoebe loans Holden her Christmas money, which makes Holden cry. He gives her his treasured red hunting cap and exits down the building’s back stairs.

It is very late when Holden arrives at the Antolinis’ “swanky” apartment on

Sutton Place. The couple hosted a party earlier in the evening, and Mr. Antolini is still drinking heavily. Mrs. Antolini (Lillian) makes coffee and goes to bed. Holden feels dizzy and has a headache. The coffee does not help Holden. Mr. Antolini ignores his coffee and fixes himself another highball. Holden discusses an Oral

Expression course, taught by Mr. Vinson at Pencey, which Holden failed. Antolini defends the instructor.

Mr. Antolini is about the same age as Holden’s brother, D.B., and usually seems like a great guy. Tonight he wants to discuss pedagogy more than Holden cares to. He also offers long-winded theories concerning Holden that the boy could do without. Holden is very tired. He has slept only two or three hours since Saturday

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morning, two days ago. It has been an exhausting weekend. He and Antolini make up the couch, and Holden falls asleep.

Suddenly, Holden is awakened. He is shocked to find Antolini sitting on the floor by the couch, patting Holden’s head. Holden becomes very upset and insists on leaving. He decides that Mr. Antolini is a pervert.

It is dawn on Monday as Holden leaves the Antolinis’ apartment. He sleeps on a bench at the waiting room in Grand Central Station until about 9 a.m. Having second thoughts about Mr. Antolini’s intentions, he wonders if he should have returned and stayed there. Walking up on Fifth Avenue, searching for an inexpensive restaurant in which to eat breakfast, he suddenly feels very anxious. Every time he steps down off the curb to cross a street, he thinks he may just keep falling and disappear. He asks his dead brother, Allie, to help him. Holden is physically and emotionally exhausted, sweating profusely despite the cold. He is near collapse.

In a final, awkward attempt to save himself, Holden decides to go “way out

West” and live as a deaf-mute so he won’t have to talk with people. Before leaving, he arranges to say good-bye to Phoebe. While he is with her, he decides to stop running and return home. In a brief final chapter, Holden concludes the story, telling us that he doesn’t know what he thinks about everything that has happened, except that he misses the people he has told us about.

Source: http://education.yahoo.com/homework_help/cliffsnotes/catcher_in_the_rye/4.html

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Appendix 2

BIOGRAPHY OF J.D. SALINGER

Jerome David Salinger was born in 1919 on New Year’s Day. Growing up in New York City, he soon learned all about the bustle of the city. His parents were Sol Salinger, a wealthy ham importer, and Miriam Salinger. Salinger attended New York public high school and was considered an average student in most subjects. Most of his teachers found him to be a shy, polite, introverted boy. Much like his character Holden who daydreams about returning to Maine’s wilderness, Salinger spent much of his time during the summer in Maine. Also much like Holden, he flunked out of the first private school he attended— McBurney. Later, he enrolled in Valley Forge Military Academy and graduated in 1936. Soon he began to write, despite his father’s efforts to teach him the business of importing. Salinger was drafted by the United States Army in 1942 where he specialized in counter-intelligence. In 1944 he stormed Normandy with the other allies during D-Day. Soon after returning from the war, Salinger began to isolate himself more and more from society. He got married in 1955 and has two children. Salinger’s continued withdrawal from society has continued and today he is virtually unknown outside of the world of literature.

Source: http://www.novelguide.com/thecatcherintherye/biography.html

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Appendix 3

KATRESNAN CRITICISM: THE NATURE AND WHO DOES IT *)

Antonius Herujiyanto Sanata Dharma University

ABSTRACT:

Looking into Freud’s assumption on human psyche, we are invited to value the so- called our ego which opposes both conscience (superego) and instincts or unconscious (id). It is understandable that such a thesis ends up with his Theory of Repression: the conscience regulates one’s own moral judgment following right or wrong, while instincts pursue some kind of pleasure (cf. Gillespie 1088).

The Freud’s assumption is one of those triggering and pressing for writing this paper. It discusses the result of the reactions to many different things including the fact that 75 per cent of the students asking me to become their undergraduate thesis adviser, decided to make use of the Freud’s Theory of Repression as their tool in looking into their primary data (novel, play, or poetry). Basically, however, this study deals with the so-called Theory of Katresnan [pious love] criticism, referring to the result of an inductive work functioning as a reminder and invitation (éling-kèlingan) of one’s true self (jati diri) in order to exercise the cipta [thought], karsa [willing], and rasa [feeling].

Instead of using the structure of human psyche, Katresnan criticism or rather Katresnanism covers the aos [cores, concepts, principles] of the so-called divine and pious love such as, among others, sithik edhing [win-win solution] and pas [just right] as well as other litany of good deeds.

In this occasion, however, it is meant for a further study feedback, or rather, a concrete and academic invitation to everybody to become part of an educative colloquium on it. The discussion is, thus, delimited to deal with “What is Katresnanism”, “Where does Katresnanism come from”, “Katresnanism and Professional Learning”, “How do I do Katresnanism”, “What is the Focus of Katresnanism”, “Katresnanism and Professional Development”, “Why Katresnanism”, “Katresnanism for a Good Social Order”, and “Who does Katresnanism.” It is presented in the spiritually form and inspiration of Jean McNiff’s action research (1995, 1997 and 2003) as well as that of Jackie Delong and Chryl Black (2001).

Keywords: psyche, pious, divine, katresnanism, aos, positive thinking

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1. Introduction

This paper is supposed to take the form of a small booklet. The earlier editions (bilingual edition—Indonesian and English, 2001) are in the forms of papers and handouts, and since then they have travelled around, appearing among others in some students papers and thesis as well as photo copies of sarasehan (Javanese conferences) in Malam Selasa Kliwonan [a Tuesday-once a selapan (35 days)- meeting].

Although there are ten equally valuable and worth discussing sections mentioned in this study, the focuses are on the nature of theory of katresnanism and who does the theory. The practice on a given literary work is also plausible. A thorough discussion of the rest may, hopefully, be presented in another occasion and in different kinds of conference.

2. What is theory of katresnanism?

Theory of katresnanism (divine love) is a term which refers to the result of an inductive work functioning as a reminder and invitation (éling-kèlingan) of one’s true self (jati diri) and one’s existence which was granted due to katresnan (divine love) as soon as one was born. It also functions as a practical way of regarding and looking at—and thus sincerely holding the commitment—things such as one’s work

(including one’s own work), numerous life situation by using positive thinking.

Positive thinking produces a better understanding of things including that of one’s own, so that one may be able to see that “giving means receiving.” In katresnanism, positive thinking is but central. To have a positive thinking is, thus, having an attitude of katresnanism.

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Since katresnanism is an action of know-how, it may be referred to as katresnanism approach; and because it involves analysis on one’s work, it can also be called a form of Critical theory. Due to the nature of the components and principles used—which are mostly derived from Javanese philosophy—it is often referred to as philosophical analysis.

Katresnanism as a school of thought is also meant to enquire into one’s work

(including that of one’s own): thinking about the work involving the questions “why the work is done as it is, why the doer is the way that he or she is.” As a school of thought, katresnanism is following the natural working forces of the unity of mind and heart, commonsense (rational, logic) and conscience (ethics, morals, passion), world and heaven, you within me. When the unity is taking place, the so-called

“corpus”[1] is also being formed as energy.

This kind of energy is represented in the form of the so-called aos katresnanism or principles of katresnanism. Admittedly, dealing with theory katresnanism is not necessarily to talk on the value of the teachings implanted within

Indonesian culture. It also embraces Ignatian, Augustinian and you name it as far as having the energy of positive thinking—aos katresnanism is but titisan

(representation) of positive thinking.

Actually Katresnanism as a school of thought was once meant to celebrate critical theory directing to help finding out the true meaning (covert) of a given literary work in cooperation with any critical theory being applied.

There are 99 aos katresnanism representing the hypothesis of this theory. Up to now, 33 aos (principles) have been discussed. The fact that theory of katresnanism is an open ended may be seen through the words positive thinking and through an

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invitation to anybody to develop by, among others, proposing for adding more aos. These aos or principles or rather characteristics may also be called the components of katresnanism.

The result of applying katresnanism would show how a systematic investigation is used to positively see one’s behaviour and the reasons for it. The goal is to enlighten and to achieve a better understanding of one’s work by finding out the covert or deeper meaning of it so that the door is always opened to all possible angles of development.

Theory of “Katresnanism” (divine Love) may, thus, be seen through the following figure:

those who offer katresnan = those who receive katresnan

giving receiving

Katresnan (pious divine love)

The Real Truth: Aos Katresnanism

Those who offer katresnan = Those who receive katresnan Katresnan [pious-divine love] love The Real Truth: Aos Katresnanism

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1. andhap asor 12. kraton ndalem 23. sithik idhing (being humble) (being spiritual) (promoting win-win) 2. adhom slamet 13. lothong kemayangan 24. sumeleh (sharing protection) (feeling lucky) (being able to accept) 3. angon mangsa 14. migunani 25. tentram (being versatile) (promoting benefit) (promoting peace) 4. atur panuwun 15. mrantasi 26. tulus (feeling gratitude) (being reliable) (being sincere) 5. banyu sinaring 16. mulat sarira 27. tuhu (becoming a purified (being considerate) (celebrating faithfulness) model) 6. binerkahan 17. nalar 28. teposeliro (being blessed) (being logical) (celebrating tolerance) 7. cancut taliwanda 18. ngugemi 29. sumarah (being prepared) (holding commitment) (trusting-surrendering) 8. citra wicita wicitra 19. nyamleng 30. mranani (meaningful over-covert) (creating enjoying) (enthralling) 9. duga prayoga 20. nyumangga 31.mbombong-mbimbing (calculated step) (promoting after you) (encouraging) 10. yatna yuwana 21. rukun 32. pas (promoting harmony) (just right) 11. kasugengan 22. samanunggal 33. nyedulur-mulur (offering goodluck) (being at the same boat) (brotherhood and absolution/ forgiveness)

Like action research, theory of katresnanisme may be considered as a strategy to help us live positively and in a way that we feel the very enlightening-peaceful way.

3. Where did Theory Katresnanism come from?

Theory katresnanism is basically introduced to establish a kind of school of thought on January 16, 2001 in Yogyakarta (Sanata Dharma University) although it began with something else due to the outcome of my masteral thesis, “Brechtian

Strategy, a Response and reaction to Empire” (1998) and my doctoral dissertation,

“Wayang and Brechtian Strategy as a Subversive Act” (2000).

As the word katresnanism suggests, it is a Javanese word. Theory of katresnanism is, thus, an eastern theory by nature. Be it called an ingenuous theory, a local one or a Javanese native theory, it has its rights to know and to be known and

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thus to sit side by side with other “theory.” It was also in 2001 that the students of the graduate program of the English Studies Program at Sanata Dharma University participated in the discussion of the very theory, especially in dealing with its possible application as an additional tool used to enquire into literary works. In the discussion it was emphasized that the theory belongs to everybody functioning as a reminder: there is nothing new under the sun but angles.

Theory of katresnanism is expected to be developed mainly by academic circles in higher education (through seminars and conferences) and those being concerned with the disadvantageous situation in many parts of the world due to war, terrorism, corruption and the like. The theory, however, is still a toddler inviting everybody to study and clarify the steps involved, including the so-called aos katresnan (principles of katresnanism) underpinning the theory of katresnanism. The invitation may cover the need for discipline enquiry, different interpretation, technical aspects, values, practices, debates, and certainly for adding other aos katresnan.

As for the meaning, it is the positive-thinking wise and thus promotes positive thinking: this would emerge through practice, either by doing the research or embracing it through the deeds done in daily world situation. The later may be exemplified when we are faced with a malign or disgracefulness and slander through a false accusation for doing something that we have not committed at all. It is a kind of the so-called character assassination. To promote positive thinking or to use katresnanism theory is, then, for us to regard that it is an opportunity for us to introduce ourselves who we really are; that we happily consider the accuser (say, the very “character assassin”) as a very curious person begging us a new knowledge or

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experience. The assumption is that the malign is due to the strong desire to know us better. Using katresnanism theory we may explain our true-self.

Through research, on the other hand, it emerges as we apply it and as we explain what we are doing and why we are doing it. This very paper is in fact the practice of katresnanism itself, trying to answer all the questions and arguments happily, knowing that they would develop or rather enlighten the theory naturally.

4. Theory of Katresnanism, Professional Learning and Development

Theory of Katresnanism is used in many professional learning contexts, both formally and informally. Katresnanism enquiries begin with an objective based on positive thinking. It is to enlighten as well as develop professional knowledge by supporting what one has already known and understood, generating new knowledge and the like mentioned in aos katresnan. The objective “to enlighten as well as develop professional knowledge” suggests—to borrow an action research term—a social intent, meaning that it is done for the benefit of others including his or her own.

Enlightening one’s work or whatever it is, you name it, would be closely related to the existing situation. Our readiness to be self-critical is the katresnan energy spreading naturally towards people around us and, therefore, enlightening them. After all “most ideas that people have were influenced by someone else, somewhere else in time and space”: a process of learning from others and reworking existing knowledge in new ways (McNiff, 2002: 7). Again, there is nothing new under the sun, but new angles.

The methodology of theory of katresnanism means to be the vanguard and pioneer of accountability: the true professional practice may be seen through, among

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others, its accountability, namely, giving good service, helping to realize what is best for others, and showing our responsible attitudes and behaviours (ibid, 7).

Giving a clear and justified account of our work and practice continuously and regularly is representing one of aos katresnanism namely, banyu sinaring: becoming a model of learning is an invitation for learning.

5. What is the Focus of Theory of Katresnanism?

The focus of theory of Katresnanism is the application of positive thinking. It is believed, however, that the attitude is for the overt and covert meanings and values. They are seen through applying aos katresnan. The energy driving for the action is holding the commitment due to live more fully in the direction of the goal such as for the benefit of others including his or her own.

6. Why Theory of Katresnanism?

Theory of katresnanism with its aos celebrates doing peacefully for the better.

This is the covert aim at holding the commitment due to live more fully in the direction of the goal such as for the benefit of others including his or her own. It is the representation of the awareness of the reasons underpinning the commitment for the benefit of others.

7. Theory of Katresnanism for a Good Social Order

The awareness of the reasons underpinning the commitment for the benefit of others may also be portrayed through the intention realized through the endeavour of showing the enlightening practice for the sake of others. It is the sign of—say, one aos of katresnanism, namely ngugemi—accepting the responsibility of one’s own deed or work. The increasing numbers of people who do this may contribute to the formation of a better society. By promoting that each of us do for someone else

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(including himself or herself), everybody would undoubtedly be happier and, therefore, on the right track to the so-called world with good social order.

8. Who does theory of katresnanism?

It is quite natural for many of us to try out new strategies until we feel to achieve what we want. The question what we are after becomes the objective centre: a successful one. The word successful, however, means many different things to each of us, but is supposed to be representing any aos katresnanism. Like an action research, theory of katresnanism embraces the action principles as mentioned in aos katresnanism as follows:

1. It celebrates feelings of needs to learn (andhap asor).

2. It shows the concern and care for others (andhom slamet).

3. It reasons that quandary or predicament may also be there due to the goal (angon

mangsa).

4. It intents appreciating others (atur panuwun).

5. It calls to become a model of learning (banyu sinaring).

6. It promotes working for the sake of best for others (binerkahan).

7. It requires changing practice in the light of the appraisal and versatile (cancut taliwondo).

8. It celebrates doing honestly and truthfully (citra wicita wicitra).

9. It promotes applying calculated steps (duga prayoga).

10. It celebrates holding a peace and happy ending (yatna yuwana).

11. It promotes welcoming and wishing good luck others (kasugengan).

12. It highlights believing in the long run (kraton nDalem).

13. It promotes gratitude due to any situation granted (lothong kemayangan).

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14. It involves explaining and identifying the purpose in the sense of beneficial mission and objective (migunani).

15. It urges trying it out—presenting reliable deeds (mrantasi).

16. It promotes maintaining the fact that no body would like to lose their face (mulat sarira).

17. It highlights nurturing logical deeds (nalar).

18. It invites holding commitment (ngugemi).

19. It promotes creating pleasure and enjoyment (nyamleng).

20. It celebrates promoting others respectfully (nyumangga).

21. It promotes creating harmony (rukun).

22. It celebrates creating an energy and spirit of the so-called united mind and heart– you and me (samanunggal).

23. It promotes having a win-win attitude (sithik edhing).

24. It promotes doing the best one can and full-heartedly inviting the nature to take its course (sumèlèh).

25. It promotes creating peaceful end-overt and covert (tentrem).

26. It celebrates acting sincerely (tulus).

27. It believes in reality of faithfulness, loyalty, and following the system agreed (tuhu).

28. It celebrates the acts of tolerance (teposliro).

29. It celebrates an open-ended spirit to be able to accept the end result due to understanding one’s limitation (sumarah).

30. It promotes producing an enthralling act and end (mranani).

31. It celebrates imagining a peaceful, encouraging possible solution to the predicament appearing due to the goal (mbombong-mbimbing).

32. It promotes having thing matched and fitted; not less, not too much either; just right (pas).

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33. It celebrates producing one-true family atmosphere: caring and forgiving (nyedulur mulur).

Final Remark

To practice theory of Katresnan criticism is to give a response to why enquiring into, say, a work and to gather data to show the process. The very data are treated as evidence that they may be categorized as or at least in the direction of the expectation, namely, aos katresnanism.

Unless producing meaningful covert, it is questionable to follow one of the attitudes of action research, “make it clear to other people how we know what we are doing.” Doing things right is not quite enough since it is supposed to doing the right things as well, simultaneously. The brief description of the action principles above suggests who theory of katresnanism does: researchers, critics, managers, teachers, students, journalists, politicians … in fact, just name it and having made use of it, they (including their professional knowledge) could be enlightened … so, potentially we all do. After all (no-room for misunderstanding) it is ours—yours and mine.

Notable Glossary:

Why “theory” and what is the meaning of theory?

Theory means explanation of the general principles of an art or science (contrasted with practice in such a way that your plan is excellent in theory. There should, thus, be a question, “Would it succeed in practice? Theory is also reasoned supposition put forward to explain facts or events such as that of Darwin’s theory of Revolution which is embedded in conjecture, not necessarily based on reasoning. It is indeed explaining the saying that he has a theory that wearing hats makes men bald.

In theory, thus, there are three things, or rather, three possibilities which could happen. Personally, I prefer to call this thought as “Katresnanism.”

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By definition (not translation), what is the meaning of katresnanism—including etymologically?

Katresnanism is the short term for “Katresnan nDalem (Pious and Divine Love)”. Etymologically, it is from the word Tresno means love, care.

It is, in fact, a term referring to the result of an inductive work functioning as a reminder and invitation (éling-kèlingan) of one’s true self (jati diri) and one’s existence which was granted due to katresnan (divine love) as soon as one was born.

The meaning of katresnanism is, then, a doctrine or practice of loving and caring (done by god) for the universe … the world, including human being. We may also consider it as a kind of an approach, a principle, a philosophy.

It may function as a practical way of regarding and looking at—and thus sincerely holding the commitment—things such as one’s work (including one’s own work), numerous life situation by using positive thinking.

Katresnanism is concerned with “how to see things” (including literary works) using aos [principles] katresnan.

Why has the word/ concept of “Katresnanism” been selected to be the mother of the very aos? Are they considered as the applications to perform Katresnanism in real life? Are the definition/ description suggested to avoid any misinterpretation? How to perform a moral “principle” would need a kind of method? Without any pretension that we may change the world, but whenever we are to exercise it, at the same time, we are also changing ourselves. Voila.

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References Herujiyanto, Antonius. 2007. “Javanese Culture: Wayang, Literary Criticism and Theory of Katresnanism,” a paper presented at “Kritika Kultura Series”, Kritika Kultura and the Department of English, Ateneo de Manila University, 31 January 2007.

Herujiyanto, Antonius. 2003. “English Exposure, Literary Works, And ‘Theory Of Katresnanism,’” a paper presented at an International Conference of “Language, Literature and World Peace.” Sanata Dharma University and Ateneo de Manila University, in Yogyakarta, 5-6 May 2003.

______. 2002. “Teaching English Using SHE Approach”, a paper presented at a one-day seminar of “Increasing the English Competence through Integrated Approaches”, PBI USD, Kanisius Deresan Yogyakarta, 12 January 2002.

Herujiyanto, Antonius. 2002. “Teaching English Literature And Theory Of Katresnanism: Enhancing Students’ English Competence.” A paper presented at 2002 English in Southeast Asia (ESEA) International Conference, Hong Kong; Hong Kong Baptist University Language Centre, 6 December - 8 December, 2002.

______. 2002. “Literature and Teaching Reading in the Secondary Education in Indonesia” A paper presented at the “In-Service and Workshop for Teachers of Tarakanita Foundation,” Yogyakarta, 25-26 March, 2002.

______. 2002. “The Significance of Teaching Literature in Enhancing Student’s English Competence.” A paper presented at an International Conference of “English Language Studies” Sanata Dharma University and Ateneo de Manila University, in Yogyakarta, 20-21 May, 2002.

______. 2002. “Makna Dan Peran Sastra Dalam Pembelajaran Bahasa” (The Meaning and Roles of Literature in Language Learning”). A paper presented at “Pertemuan Ilmiah Nasional” (Pilnas) XIII Himpunan Sarjana Kesusastraan Indonesia (HISKI) in Ahmad Dahlan University, Yogyakarta, 8 – 10 September 2002.

______. 2001. “Theory of Katresnanism.” Handouts in Literary Theory Course, KBI Graduate Studies, Sanata Dharma University Yogyakarta.

______. 2001. “Literature and Pedagogy in Gabriel Garcíia Márquez’s One Hundred Years of Solitude. A paper presented at the National Seminar, Sanata Dharma University Yogyakarta, and 24 September 2001.

______. 2001. “Teaching Asian Literature in English”, in LLT Journal, Vol. 4 No. 2 (155-173).

______. 2001. “The Universal Aspects of Learning English Literature”, in Phenomena, Vol. V, No.2 (75-87).

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______. 2001. “The Teaching Translation and Literature: A Disciplinary studies” A paper presented at the TEFLIN 2001, the 49th International Conference, 6-8 November 2001, Udayana University, Denpasar, Bali.

McNiff, Jean. 1995, 1997, 2002. Action Research for Professional Development (in jeanmniff.com accessed on 17 August 2003).

*) Another version of the paper presented in a “Panel Discussion on Theory of Katresnanism with Prof. Dr. A. Sudewo (Sanata Dharma University Yogyakarta); Prof. Dr. Suminto A. Sayuti, M. Pd. (Dean of Faculty of arts and Letters, Yogyakarta State University); Dr. G. Sindunata, SJ (“Basis” Magazine Yogyakarta), Dr. St. Sunardi (Rel & Cultural Studies, Graduate studies, Sanata Dharma University Yogyakarta); Dr. G. Budi Subanar, SJ (Graduate studies Sanata Dharma University Yogyakarta),” in Maulana Room, KBI Graduate Studies, Sanata Dharma University, 20 September 2003.

== Drs. Antonius Herujiyanto, MA, PhD who was born on January 16, 1955, has been teaching in Sanata Dharma University since 1987. Before completing his Sarjana Pendidikan Bahasa (major in English and Indonesian) at the English Department of Sanata Dharma Institute for Teachers Training in 1987, he studied at the Electrical Engineering Department, Faculty of Engineering Gadjah Mada University from 1975 to 1981. He pursued his MA in literature (English), major in Literature and Cultural Studies in Graduate School of Arts and Sciences, Ateneo de Manila University in 1998. He earned his PhD in Literature from De La Salle University in 2000.

Footnotes This very “corpus” is represented in the form of the body and soul in the sense of world and heaven ( and so I should mention manunggaling kawula-Gusti) which may be signified as the first single personal pronoun “I” and the second single personal pronoun “you.” The theory is, thus, a dialogue embracing the saying that “You are what you think–and sense–what you become.” In the process, however, being I within you (unity) is like being, for example, whatever you and me (being we) in the same boat: whatever we do and represent is in the krenteg (energy) of the so-called aos katresnanism.

99 are both numbers and symbol.

See also a figure of theory of katresnanism which is developed from this very figure by L. Bening Parwitasukci in her masteral thesis, July, 2003. With it, she contributes an aos katresnan called sumarah.

Copyright © 2001 Antonherujiyanto. All rights reserved. Republication or redistribution of this work is expressly prohibited without the prior written consent of Antonherujiyanto [[email protected]].

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Appendix 4

The Implementation of Teaching vocabulary using chapter 12 of The Catcher in The Rye for the 3rd year of Senior High School Students

Lesson Plan Subject : English,Vocabulary Level of Students : Third year of Senior High School Topic : The Pianist Time Alocation : 45 minutes

Basic Achievement Learning Sources Competency Indicators Activities Understanding -understand the The students: - reading text meanings and content of the -reading the given text from Chapter 12 usages reading passage -discuss the meaning of of The Catcher vocabularies in the -defining the the italized vocabularies in The Rye (p. given passage meaning of the -create their own 83-84) italized sentences using the vocabularies italized vocabularies -understanding -discuss the sentences the usage of the written by the students given italized vocabularies

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Even though it was so late, old Ernie's was jam-packed. Mostly with prep school jerks and college jerks. Almost every damn school in the world gets out earlier for Christmas vacation than the schools I go to. You could hardly check your coat, it was so crowded. It was pretty quiet, though, because Ernie was playing the piano. It was supposed to be something holy, for God's sake, when he sat down at the piano. Nobody's that good. About three couples, besides me, were waiting for tables, and they were all shoving and standing on tiptoes to get a look at old Ernie while he played. He had a big damn mirror in front of the piano, with this big spotlight on him, so that everybody could watch his face while he played. You couldn't see his fingers while he played--just his big old face. Big deal. I'm not too sure what the name of the song was that he was playing when I came in, but whatever it was, he was really stinking it up. He was putting all these dumb, show-offy ripples in the high notes, and a lot of other very tricky stuff that gives me a pain in the ass. You should've heard the crowd, though, when he was finished. You would've puked. They went mad. They were exactly the same morons that laugh like hyenas in the movies at stuff that isn't funny. I swear to God, if I were a piano player or an actor or something and all those dopes thought I was terrific, I'd hate it. I wouldn't even want them to clap for me. People always clap for the wrong things. If I were a piano player, I'd play it in the goddam closet. Anyway, when he was finished, and everybody was clapping their heads off, old Ernie turned around on his stool and gave this very phony, humble bow. Like as if he was a helluva humble guy, besides being a terrific piano player. It was very phony--I mean him being such a big snob and all. In a funny way, though, I felt sort of sorry for him when he was finished. I don't even think he knows any more when he's playing right or not. It isn't all his fault. I partly blame all those dopes that clap their heads off--they'd foul up anybody, if you gave them a chance. Anyway, it made me feel depressed and lousy again, and I damn near got my coat back and went back to the hotel, but it was too early and I didn't feel much like being all alone. (Taken from: The Catcher tn The Rye, 1951: 83-84)

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Exercise 1. Fill in the blanks with the italicized words from the text above. 1. Pink Floyd concert is so glamorous. People are … in the front row. 2. Bush is another … He said that he wouldn’t let someone legalize it last year. But yesterday, he legalizes it by himself. 3. This interior has … array. Your house needs a touch of a professional designer. 4. The politicians are … who live in sky-scrapping apartments. They always solve problems with new problems. 5. Jimi Hendrix always composes melodic song. Musician must have … technique to play his songs. 6. It is you who is supposed to handle the job. Do not … others. 7. After having too much meal last night, something unpleasant happened; John … all over the place. It’s awful. 8. Steve Vai is kind of guy who is always followed by…on the stage. The crowd does not need the other band members to be appeared. 9. Agnes Monica is a … She always draws attention towards her success. 10. The scarcity of the food supply had … economic balance of the country.

Exercise 2. Write down your own sentences using the italicized vocabularies from the text above. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

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Appendix 5 The Implementation of teaching Speaking IV using a situational conflict faced by Holden Caulfield in The Catcher in The Rye for the Fourth Semester Students of English Language Study Program.

Lesson Plan

Subject : Speaking IV Level of Students : Fourth Semester Students of English Language Study Program. Topic : Is it OK being Dandy on Charity? (Sincerity and Charity) Time Alocation : 2 x 50 minutes Basic Achievement Learning Sources Competency Indicators Activities Improving -expressing The students: - reading text speaking students’ -review the reading from Chapter 16 competence by opinion orally passage given in the of The Catcher expressing and and confidently previous meeting in The Rye (p. defending with logical -make groups of three 113-114) opinion with reasons in good -discuss their opinion and logical reasons English their strategy in to a given -defending their defending their opinion situation opinion orally -express and defend their and confidently opinion toward the with logical opponents’ reasons in good -draw conclusion about English their opinion -understanding and criticizing the opponent’s opinion

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SPEAKING IV ASSIGNMENT

Preparing a Debate Topic : Is it OK being Dandy on Charity? (Sincerity and Charity) Source: Chapter 16 from the novel of The Catcher in The Rye

After I had my breakfast, it was only around noon, and I wasn't meeting old Sally till two o'clock, so I started taking this long walk. I couldn't stop thinking about those two nuns. I kept thinking about that beat-up old straw basket they went around collecting money with when they weren't teaching school. I kept trying to picture my mother or somebody, or my aunt, or Sally Hayes's crazy mother, standing outside some department store and collecting dough for poor people in a beat-up old straw basket. It was hard to picture. Not so much my mother, but those other two. My aunt's pretty charitable--she does a lot of Red Cross work and all--but she's very well-dressed and all, and when she does anything charitable she's always very well-dressed and has lipstick on and all that crap. I couldn't picture her doing anything for charity if she had to wear black clothes and no lipstick while she was doing it. And old Sally Hayes's mother. Jesus Christ. The only way she could go around with a basket collecting dough would be if everybody kissed her ass for her when they made a contribution. If they just dropped their dough in her basket, then walked away without saying anything to her, ignoring her and all, she'd quit in about an hour. She'd get bored. She'd hand in her basket and then go someplace swanky for lunch. That's what I liked about those nuns. You could tell, for one thing, that they never went anywhere swanky for lunch. It made me so damn sad when I thought about it, their never going anywhere swanky for lunch or anything. I knew it wasn't too important, but it made me sad anyway. (Taken from: The Catcher in The Rye, 1951: 113-114)

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Guidance: In his escapade, Holden happen to meet two nuns who are usually moving around collecting money. He recalls his memories about his mother, his aunt, and Sally Hayes’ mother who were involved in charity action. Holden suspects that they were involved in the activities for a certain private intention.

Instruction: a. The Pros Your group will agree with the women (Holden’s mother, aunt, and Sally Hayes’ mother) who contributed themselves in the charity action. Please read the passage carefully and then you may list and state your reasoning logically and creatively to defend these women. b. The Cons Your group basically is on the Holden side. You agree with Holden. You will defend that certain behaviour described by Holden about the women (Holden’s mother, aunt, and Sally Hayes’ mother) who contributed themselves in the charity action is not acceptable. You may find necessary information to strengthen your opinion logically and creatively.

Rules: a. Please distribute the same opportunity for every member of the group to speak. b. Every group has at most five minutes to express their opinion in creative way. c. The Pros get their first turn to speak and The Cons get their second turns. d. An etiquette to take into account is “Meanwhile one is speaking; the others must listen attentively”. e. Each group should defend and criticize the opinion of the opponent in a good manner.