INTRODUCTION
Literature is a work
of art that is a means for writers to express feelings, thoughts, ideas, ideas
and life experiences. Saini dan Sumardjo, 1997
argue that literature is an expression of the human person in the form of
experiences, thoughts, feelings, ideas, enthusiasm and beliefs in the form of a
concrete image that evokes fascination with language tools. Through literary
works, the author uses language to provide information both in the form of
thoughts, feelings, desires and specific intentions to the reade �(Luntungan,
2013). In addition, literature served as both a source of
entertainment and a means of transacting business. Literary sentences were the
most difficult language teaching and learning tasks at the time (Rahimipour, 2021).
Learning literature
through Indonesian language subjects is one of the means to educate students
where through literary appreciation activities students are able to enjoy and
take advantage of literary works to broaden horizons, refine character,
increase knowledge and language skills �(Pendidikan, 2006). The teaching of
literature in schools also aims to make students understand and love literature
(Malinggas, Liando, Polii, & Rotty,
2020).
Indonesian is one of
the fields of study taught in schools. Indonesian language teaching must
involve efforts that can teach a variety of skills (Liando, 2020). Language and
literature learning aims to improve students' ability to speak indonesian properly and correctly, both verbally and in
writing. Therefore, indonesian language and
literature learning is directed so that students are skilled in communicating,
both oral and written.
The concept of
literature or poetry is predicated on the assumption that "literary"
and "non-literary" discourses are substantially different (Longhitano, 2014). Broadly speaking, literature is
divided into two types, namely non-imaginative literature based on the reality
of the author's life and imaginative literature based on the writer's
imagination. In the world of literature, non-imaginative literary works consist
of several forms, one of which is in the form of an autobiography.
Autobiography is a literary
work that tells about the life experiences of the author.
Autobiographical works
have long inhabited a space between history and literature, with critical
discussions concerning identity, self-expression, and self-representation
arising (Kamal, 2020).
The prevalence of autobiographical
study stems from the anthropological movement in the humanities on the one
hand, and the production of a significant number of autobiographical works on
the other (Voloshina & Demeshkina,
2015). Moreover,
the term
autobiography includes various forms of writing that tell the experience of the
author, including various subgenres such as memoirs and confessions, as well as
travel stories (Berryman, 1999, Olmeadow: 1999). Autobiography is also one of the materials
in the Indonesian language subject at the level of junior high school education
(SMP) grades 8 and 9. Students will
learn to understand the text of the autobiographical story, compile, identify,
analyze, summarize and look for meaning in the story. Autobiographies can
increase students' insight into autobiographical story texts, motivate students
and help the process of internalizing character education values to create
students who are intelligent and have character.
One of the autobiographies is the work
of Nick Vujicic in his book entitled "Life Without Limits". Nick
Vujicic has the full name of Nicholas James Vujicic who was born without arms
and legs. In this book, Nick tells his life experiences which are full of
challenges because he has a different physical condition from other people.
Nick has a physical condition known as "disabled", which is a
physical disability where he was born without arms and legs. In his childhood,
he experienced several difficulties because of his physical condition, namely:
(1) Nick is difficult to move because he does not have arms and legs, (2) Nick feels
anxious about the future because of his physical limitations, (3) Nick finds it
difficult to accept himself and difficult for his friends to accept, and (4)
Nick tried to end his life �(Vujicic, 2011).
This shows that Nick
needs encouragement that can move him to face the difficulties and challenges
he is going through. An American professor known as the father of psychology,
Abraham Harold Maslow in his book Motivation and personality, 1954 (second
edition 1970) argued that every human being has a behavior to meet his needs.
In this case, motivation acts as a source of driving and driving individual
behavior to meet needs in achieving certain goals �(Setyobroto, 1989). Based on Maslow's theory,
it can be concluded that Nick needs motivation to fulfill his life needs as
follows: (1) doing his daily activities (physiological needs), (2) feeling
secure in his future (need for security and protection), and (3) feeling loved
and received with a physical condition without arms and legs (the need to be
owned and love).
Based on the
description above, the problem formulation is as follows: how is the motivation
to live in Nick Vujicic's autobiography "Life Without Limits" ?. This
includes (1) extrinsic motivation, namely how the encouragement of both parents
and (2) intrinsic motivation, namely how to encourage himself so that he can
meet the needs of life and get through these gloomy times. This can be a source
of motivation for children who are in the same condition and also for parents
as a source of input on how to motivate children in that situation.
Motivation comes from
the word "motive" which means the driving force from within to carry
out activities to achieve goals (Sadirman: 2004).
Motive is a source of driving and driving individual behavior to meet needs in
achieving certain goals �(Setyobroto, 1989). In psychology, motive
is a stimulation, impetus or energy generator so that a certain movement or
action is interpreted through behavior so that motivation is also seen as a
mental impulse that drives and directs human behavior, including learning
behavior or everything that is done every day �(Dimyati & Mudjiono, 2009). Motivation is also the
willingness to put forth a high level of effort for goals conditioned by the
ability of that effort to meet a need. Motivation has 3 functions, namely:
boosting, driving and directing actions.
Motivation is closely
related to basic human needs as stated by an American professor, Abraham Harold
Maslow, a psychologist known as the father of psychology in his book motivation
and personality, that humans behave in an attempt to meet their needs. Maslow
classified human needs into five hierarchies of needs as follows: (1)
Physiological needs (Physiological needs). (2) the need for a sense of security
and protection (safety and security needs). (3) the need to have and love (the
need to have and love), (4) the need for appreciation (Estem
needs) and (5) the need for self-actualization (the need for
self-actualization) (Maslow, 1970).
Thus it can be concluded
that life motivation is a motive, stimulus or impulse that can move and direct
a person's behavior to meet his life needs and encourage someone to be willing
to give their best efforts in living life, especially to survive when facing
various challenges and difficulties in life. Life motivation comes from within
each person and the influence of his/ her environment
such as family and social environment. In brief, intrinsic motivation has a direct impact on learning behavior
and accomplishment, while extrinsic motivation has an indirect impact on
learning behavior and accomplishment (Tokan & Imakulata, 2019). Furthermore, motivation consists of 2 types, namely as
follows: �(Suhardi, 2013)
1. Intrinsic Motivation
Intrinsic
motivation is motivation that comes from awareness within a person in the form
of a desire to act which is caused by an internal driving factor (Prayitnno &
Elida, 1989). There are several
factors that affect intrinsic motivation, namely needs, expectations and
interests. This study does not examine intrinsic motivation as a whole and is
only limited to the need factors level 1 to 3 because these 3 things are needed
and affect Nick according to the contents of his childhood story in the
autobiographical life without limits. The explanation is as follows: (Maslow, 1970)
a)
Physiological
needs. Examining how Nick pushed himself to act to meet his physiological needs
with a physical condition without arms and legs because it is not easy to do
this in such physical conditions.
b)
Safety
and security needs. Examining how Nick pushed himself to feel safe and acted in
achieving his dreams and future with his physical limitations.
c)
Belongingness
and love needs. Examining how Nick pushed himself to accept his physical
condition and love himself for who he is and acted against rejection and
acceptance by his friends.
2. Extrinsic Motivation
Extrinsic
motivation is motivation that arises because of the influence of the outside
environment. This motivation uses triggers to get someone motivated. Extrinsic
motivation is something that is obtained through one's own observation, through
suggestions and encouragement from others. There are several factors that
influence extrinsic motivation, namely: family encouragement, social
environment and rewards. This study did not examine extrinsic motivation as a
whole but only limited to the factors of family motivation, especially parents.
To examine how the family, especially his parents, motivated Nick by
encouraging, motivating and directing Nick to act to meet his needs and through
his dark times.
METHOD
The research method
used is descriptive qualitative. Descriptive qualitative is a research
procedure with the results of a descriptive data study in the form of the
author's speech in the autobiography "Life Without Limits" with the
data collection technique used by researchers, namely the literature technique
through the process of reading and recording the findings to find the presence
of the required data. The data analysis technique in this research uses a flow
analysis model, which consists of three stages, namely data reduction, data
presentation, and drawing conclusions that are interrelated with one another.
RESULTS
AND DISCUSSION
A.
Extrinsic Motivation
Nick gets motivation
from his family, especially his parents, who encourage, motivate and direct him
to act in the face of every difficulty and challenge in his life. His parents
realize that they have a responsibility to maintain, care for and instill norms
that will shape Nick's attitude and behavior in everyday life. They choose to
accept Nick as he is and believe that God must have a plan for the son He gave
to those with physical conditions without these arms and legs. They motivate
Nick by providing encouragement in the form of sincere and constructive words
and deeds to meet his 3 needs as follows:
1) Physiological Needs
Parents have an
important role in fulfilling children's physiological needs, especially for
Nick, who does not have arms and legs. His mother as a medical worker
understands very well how to care for Nick and how to fulfill his dietary
nutrition for his growth and development. Furthermore, to help Nick in his
daily activities, his parents tried to equip him with a replacement arm and
operate on his little fingers. This they do to make it easier for Nick to meet
his physiological needs such as holding a spoon when eating and a glass when
drinking. Furthermore, helping Nick to hold a pen while writing and control a
special electric wheelchair, computer and cellphone.
His parents always
lifted his body and helped Nick to do things he couldn't do on his own. They
also reassured Nick that they would always be there and would not mind caring
for him and helping him in all circumstances. Everything they do shows that
whatever their physiological needs are, they are always trying to encourage,
move and direct him to meet these needs.
2) Safety and security needs
Both of his parents tried to make Nick feel
safe in living his life. They accept him as he is, help and treat him well so
that he feels safe and does not worry about life because of his physical
limitations. However, when he began to realize his physical limitations, this
made Nick afraid and anxious about his future. He felt that his future must be
bleak, he would never get a job, get married, let alone have children, even he
felt he would only be a burden to his family. Knowing this, his parents tried
to calm Nick by instilling religious values and encouraging him
to believe in God's plan in his life and move him to have big dreams. They
convince Nick not to let fear and anxiety limit him but to direct him to pursue
the dreams and future he wants. To support their future, they encourage Nick to
undergo a normal education in Australia so that he becomes the first child with
disabilities who can "become normal" because of undergoing the
general education system in Australia.
His parents also supported Nick by saying
constructive words every morning before he left for school. They tried to
encourage him to do his best and convince him that there was a God who would
help him. Everything his parents did shows that they were trying to help Nick
feel secure about his future by instilling religious values, encouraging him
not to let fear and anxiety limit him move him to do his best and directing him
to pursue his dreams and future which he wants.
3)
Belongingness
and Love Needs
Every people has a need to
want to be loved and to love (Maslow,
1970). Everyone wants to be accepted by themselves and have
close relationships with others. Everyone needs to be part of a family,
friendship and other social groups. Likewise with Nick, he also needs to be
accepted by himself, friends and family. However, his physical condition made
it difficult for Nick to accept himself and was difficult for his friends to
accept. But in the family, they give love, affection and genuine care for Nick.
They love Nick as he is based on the love of God. As Christian parents, they believe
that the Lord Jesus loves Nick with a physical condition without arms and legs
and he was created according to God's plan so that they accept, love, care for
and help Nick do everything to make ends meet. His parents always instilled
religious values, read the Bible and invited him to church. They also always
encourage him to accept and love himself as he is. Subsequently, his mother
directed Nick to play with his "normal" friends and helped him to
realize that he just didn't have some body parts and it didn't matter so he
could play with his friends too.
His father also encouraged Nick to believe
that his parents would always be there for him in all circumstances and that
everything would be fine. His father assures Nick that good things await him.
His mother encouraged Nick to understand that they believe God will one day
show His best plans for Nick. Therefore, Nick trusted his parents and endured
the hopes and encouragement of both parents before he was able to push himself
to take action in living his life. In addition, Nick also gets support from his
two younger siblings and cousins who accept him as he is.
Everything his parents did shows that they
accepted, loved and gave Nick genuine affection and care based on the belief
that God loved Nick and created him according to God's plan. Being loved by his
family made him begin to realize that God really loves him as told by his
parents. This is what made Nick begin to learn to accept and love himself. Her
family gives her sincere love and affection to meet her need to be loved and
owned.
B. Intrinsic Motivation
This motivation comes from Nick's inner
awareness in the form of a desire to act which is caused by an internal driving
factor. The awareness that drives, moves and directs Nick to behave in meeting
his life's needs. Nick realized there was genuine love and affection for him
from his family as a gift from God. Nick learned to accept that God loves him
because that's how he feels through his family. From this comes the impetus
that moves Nick to start facing the difficulties and challenges of his life. So
that Nick began to be moved to act in meeting his needs. The explanation is as
follows:
1)
Physicological Needs
When Nick entered his
teens, there was an inner urge to be more independent and take care of himself.
Nick realizes that in his daily life he is very dependent on his family even to
do small things. Nick felt he didn't want to be a burden to his family,
especially his siblings. He realized that in order to survive he could not rely
on others forever. In the future, he also wants to get married, have children
and be responsible for his family. So that there arises an impulse from within
him that moves him to learn to be independent and take care of himself. In the
early stages, Nick learned how to bathe and dress himself. Nick shows progress
by using his small feet, nose and chin to perform several other activities.
This makes him very
happy and more confident to try to do other things to meet his physiological
needs. Thus, it can be concluded that those with physical limitations really
need encouragement from their parents or those closest to them in their daily
activities, but they can also learn to take care of themselves even though it
takes time and process but the results show that they can also live
independently in their daily activities. meet physiological needs.
2)
Safety and
Security Needs
Nick's success
in learning to be independent makes him more motivated and confident to believe
that his life will be better and there is hope that there will be a better
future according to God's plan as his parents always conveyed. Furthermore, a
lot of encouragement from both parents in the form of religious values
and positive words began to encourage Nick to be stronger in
facing every challenge and difficulty. In the end, there came a urge from
within him to believe in God's love and plan for his life. Nick increasingly
believes in God's presence and puts his future in God's hands. Nick believes
that God's design always brings peace and a hopeful future, so Nick begins to
feel calm because he realizes that only God can bring a better future for him.
Furthermore, Nick continued his education and successfully completed his
education at the tertiary level by obtaining 2 bachelor's degrees, namely in accounting
and financial planning at the University of Griffith Australia.
This shows that parental encouragement in the
form of religious values is very important for children. When Nick is anxious
about an unseen future from those values there is an intrinsic urge to feel
secure. Furthermore, the encouragement of parents to undergo normal education
is also very helpful for him in developing himself and achieving a better
future. So that now he already has a job and career like people in general.
Nick is also married and has 4 children.
3)
Belongingness
and Love Needs
In
the family, Nick always gets the urge to love and accept himself because they
believe that God accepts and loves him for who he is. His parents accept, love
and treat him with genuine affection. Within the family he also learned a lot
about religious values and how to behave in everyday life.
Finally, there was an urge from within him to learn about God's love, God's
plan, to learn to be independent and to leave his future in God's hands. Over
the years Nick has learned to understand and accept himself. In the end, when
he was 15 years old Nick heard a life story that was very influential in his
life, which is one of the stories in the Bible about a man who was blind from
birth. Through this story, Nick discovered the truth that this man was born
blind not because of his sin or the sins of his parents but because God's works
must be revealed in him. From this story Nick learns to see himself as not a
burden, he has the power to live his life and he is not punished by his
physical condition but is specially created to make God's work manifest in him.
This gives Nick happiness, peace and strength that moves him to love and accept
that he was born without arms and legs. Nick also found in the Bible that every
person is created with a powerful and extraordinary which encourages him to
accept that he is the same as his friends created by God in a mighty and
extraordinary way according to God's plan. Nick also realizes that he is a
child of God who is precious to God just like other people who have arms and
legs and lead him to love himself as he is.
This encourages Nick to accept his
imperfections without arms and legs and forgive his mistakes because he
realized God already loves, accepts and forgives him as he is. Furthermore,
Nick believes that he has blessings in the form of gifts, talents, knowledge
and love that can be shared with others. Therefore, at the age of 15 he decided
to align life with God's plan, asking forgiveness and asking God to light his
way in order to find God's plan. This is the turning point for Nick where he
really accepts himself and encourages himself to focus on God's plan for his
life.
Furthermore, at the age of 16, there was an
inner urge to approach his friends by speaking at a meeting and telling him
what he had experienced. Nick tells his life story to let them know that he
shares the same feelings, sadness, and fear as them. He wanted to show that
even without arms and legs he was still the same human being as those with feelings,
needs and dreams. The experience that day paid off as Nick began to be accepted
by his friends and received invitations as a speaker in student groups, youth
groups and so on. Nick finally realized that even though he didn't have arms
and legs he had a lot to share with others.
Nick increasingly understands that he was born
without arms and legs in order to help people who have the same physical
condition. Nick was enlightened that no matter how difficult it is to live
without arms and legs, his life still has meaning that can be donated. Nick
believes that everyone present in this world is equipped with a purpose just
like in his life, he doesn't have arms and legs but he has a mouth to speak
with and a heart that wants to reach out to other people. In conclusion, Nick
realizes that his life story encourages, moves and directs him to understand
God's love and plan so that he can become a blessing for others. Nick, who
initially could not motivate himself, finally can motivate others who are
losing hope, empathize with their suffering and extend help to those in need.
Nick wants to share his life experiences with
people both with the same physical condition as him and those who are
"normal" to help them understand God's love and plan, help them find
hope in the midst of a wave of tough trials and motivate them to be stronger,
stronger steadfast and more empowered in fulfilling their daily needs. Thus,
Nick is increasingly developing himself and focusing on becoming a speaker,
motivator and evangelist. In 2005 he founded an organization called life
without limbs which aims to provide moral and material assistance to people
with physical limitations. Furthermore, in 2007, he founded a company engaged
in the motivational speaking field called Attitude is Altitude. With this
company he started his career as a professional motivator. She motivates and
inspires people both in Australia and in other countries. In the following
years, he has been busy traveling the world to become a motivator in schools,
societies, organizations and on various platforms even at international events.
CONCLUSION
Life motivation
includes extrinsic motivation from parents and intrinsic motivation from
oneself, which plays an essential role as a driving force for Nick to fulfill
his life's needs, as a driving force to survive, and as a direction in passing
any challenges and difficulties due to his physical condition. Life motivation
encourages, moves, and directs Nick to go through gloomy times and makes him
stronger and empowered to live life and able to act to meet his physiological
needs (doing daily activities), the need for security and protection (feeling
secure in his future) and needs belonging and love (feeling loved and
accepted).
� REFERENCES
Berryman,
C. (1999). Critical mirrors: Theories of autobiography. Mosaic: A Journal
for the Interdisciplinary Study of Literature, 71�84. Google Scholar
Dimyati, & Mudjiono. (2009). Belajar dan Pembelajaran.
Jakarta: Rineka Cipta.
Kamal, H. (2020).
Trends in Autobiography Theory and Writing Nurty w teorii i piśmiennictwie
autobiograficznym. Google Scholar
Liando,
M. R. (2020). Penerapan Model Pembelajaran Picture And Picture Untuk
Meningkatkan Hasil Belajar Bahasa Indonesia Pada Siswa Kelas IV SD Berea
Tondano. EDU PRIMARY JOURNAL, 1(3), 8. Google Scholar
Longhitano, S. (2014). Communicating the
ineffable. A pragmatic account of literariness. Procedia-Social and Behavioral Sciences, 158, 187-193. Scopus
Luntungan,
G. (2013). Tindak Tutur Langsung Tidak Literal Pada Keluarga Batih Yang
Berbahasa Melayu Manado. Jurnal Pendidikan Bahasa Dan Sastra, 13(2),
118�128. Google Scholar
Malinggas,
F., Liando, M., Polii, I. J., & Rotty, V. N. J. (2020). Improving the
Ability to Appreciate Short Stories through a Student-Centered Learning
Approach for Class X Students of SMK Negeri 1 Touluaan. Asia Pacific Journal
of Management and Education (APJME), 3(3), 25�31. Google Scholar
Maslow,
A. H. (1970). Motivation and personality. New York: Harp and Row.
Oldmeadow,
K. (1999). The translucence of the eternal. Sacred Web, 2, 11�31. Google Scholar
Pendidikan, B. N. (2006). Panduan Penyusunan Kurikulum
Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah. Jakarta:
Badan Nasional Standar Pendidikan.
Prayitnno, & Elida. (1989). Motivasi dalam Belajar dan
Berprestasi. Jakarta: Departemen Pendidikan dan Kebudayaan Direktorat
Jenderal Pendidikan Tinggi. Google Scholar
Rahimipour, S. (2021). The Survey of the Advantages of Literature
Genres in TEFL. Research in English Language Pedagogy, 9(Special
Issue of NTLL Conference), 161�174. Google Scholar
Saini,
K. M., & Sumardjo, J. (1986). Apresiasi Kesusastraan. Jakarta: Gramedia,
14. Google Scholar
Setyobroto, S. (1989). Psikologi Olahraga. Jakarta: PT
Anem Kosong.
Suhardi. (2013). The Science Of Motivation Kitab Motivasi.
Jakarta: PT. Elex Media Komputindu.
Tokan, M., K., & Imakakulata, M., M. (2019). The
effect of motivation and learning on student achievement. South Africa Journal of Education, 39(1). Google Scholar
Voloshina, S. V.,
& Demeshkina, T. A. (2015). The autobiographical
story as a means of modeling global events. Procedia-Social
and Behavioral Sciences, 200,
563-568. Scopus
Vujicic,
Nicholas. 2011. Life Without Limits.
Jakarta : PT Gramedia Pustaka
Utama
Life Motivation in Autobiography of Nick Vujicic Life
Without Limits Literary Learning Perspective