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C A R T S B
A ... i..v K
A R T S B
A ... ii....v S
T N E M E G D E L W O N K C
A ... xi S
T N E T N O C F O E L B A
T ... ix S
E C I D N E P P A F O T S I
L ... vx i E
G A P N O I T A C I D E
D ...xv
N O I T C U D O R T N I I R E T P A H C
.A Backgroundoft heStudy ... 1 .
BProblemFormulaiton... 3 .... .
CObjecitve soft heStudy ... 3 .
DBenefti soft heStudy ... 3 .... .
EDeifniitono fTerms ... 4
R E T P A H
C I IREVIEWOFRELATEDLITERATURE s
e ir o e h T d e t a l e R f o w e i v e R .
A ... 6 e
r u t a r e ti l f o y r o e h T .
1 ... 6
ii x
6 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. h c a o r p p A f o y r o e h T . a
n o it a z ir e t c a r a h c d n a r e t c a r a h C f o y r o e h T .
b ... 7
.
2Theoryo fMoitvaiton ... 9 k
r o w e m a r F l a c it e r o e h T .
B ... 31
R E T P A H
C I IIMETHODOLOGY y d u t S e h t f o t c e j b O .
A ... 5....1 y
d u t S e h t f o h c a o r p p A .
B ... 61 y
d u t S e h t f o d o h t e M .
C ... 6..1
R E T P A H
C I VANALYSIS e
h T .
A Descirp itono fAdam’ sCharacter s ... 8....1 n
o it p ir c s e D l a c i s y h P .
1 ... 81 y
ti l a n o s r e P .
2 Descirpiton ... 02 tr
a m S .
a ... 02 d
r a w o C .
b ... 22 tr
e v o rt n I .
c ... 3....2 y
l e n o L .
d ... 42 e
l b a t s n U .
e ... 52 d
e n i m r e t e d n U .
f ... 62 y ti t n e d I l a n o s r e P s i H d n i F o t e l g g u rt S o t s n o it a v it o M s ’ m a d A . B
9 2 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . n o it a v it o M t n e m e v e i h c A . 1
3 3 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . n o it a v it o M e v it a il if f A . 2
ii i x V
R E T P A H
C CONCLUSION
.
A Conclusions... 93 .
B Suggesitons ... 14 1. Suggesitonsf o rFutureResearchers ... 14 2. Suggesitonsf o rTeachingLearningAcitvtiy ... 24 S
E C N E R E F E
R ... 44 S
E C I D N E P P
A ... 64
v i x
S E C I D N E P P A F O T S I L
Page
1 x i d n e p p
A :Summaryo fMapoft heI nvisibleWo lrd...……... 4 6 2
x i d n e p p
A :TheBiographyo fTashAw...………. … 8.... 4 3
x i d n e p p
A :LessonPlano fTeachingBasicReadingI ...……... 5 0 4
x i d n e p p
A :TeachingMateiral………. … ... .. … 2.5 5
x i d n e p p
A :ReadingText………... 54
v x
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. y a w y n a t s e n o h e B
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. y a w y n a d o o g o D
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C 1
N O I T C U D O R T N I
f e h T . s tr a p e v if f o s t s i s n o c r e t p a h c s i h
T ris tpatri st hebackground oft hi s e
s o h c r e ti r w e h t y h w n o s a e r e h t s n i a l p x e t r a p s i h T . y d u t
s Map ofI nvisibleWorld
. d e z y l a n a e b o t w A h s a T y
b The second par ti sthe problem formulaiton o fthe e b o t g n i o g e r a t a h t m e l b o r p e h t f o n o it a l u m r o f e h t s e d u l c n i t r a p s i h T . y d u t s
. d e s s u c s i
d There are two problem formulaiton s presented in analyzi ng the T
.l e v o
n he thrid par ti sthe research objecitve so fthe study .I tconsist so fthe .
d e s s u c s i d e b d l u o h s y d u t s s i h t y h w s e v it c e j b
o The fou trh pa tri st hebenefti so f s
ti f e n e b e h t s n i a l p x e r e ti r w e h T . y d u t s e h
t o fdoing t hi sstudy for t he reader so f .
y d u t s s i h
t The las tpar ti sthe de ifniiton o fterms .The wrtie rexplain ssome e
r a t a h t s m r e t t n a tr o p m
i employedint hi sstudy .Thepurposeo fdeifningt het erm s .
g n i d n a t s r e d n u s i m d n a n o it p e c n o c s i m d i o v a o t s i
.
A Backgroundoft heStudy
o e p e m o
S ple beileve tha tfrom reading ltierary work s ilke novel ,they .
d i d l e v o n e h t n i s r e t c a r a h c e h t t a h w e c n e ir e p x
e Hudson 1( 9 )60 ha s stated,
“ eLti rature i sthe expression o flfie through the medium o flanguage .I tcan be , t h g u o h t , e l p o e p , e fi l l a e r t u o b a s n i a t n o c t i e c n i s l a it n e s s e g n i h t e m o s s a d e d r a g e r
d n
a thei rfeeilng about l fie.” .( 0p 1 .) Thu ,s ltierature can besaid a saporrtai to f .
e fi l n a m u
h The porrtaya lo fhuman lfie i sdepicted in vairou stype so fltierary .l
e v o n s a h c u s s k r o w
2
n
I TashAw’ sMapoft heI nvisibleworld, t het ermmoitvaiton i sexplained s
i h d n if d n a e fi l t s a p s i h r e b m e m e r o t m a d A f o e l g g u rt s e h t y
b fosterfathe rwhoi s
y b d e t s e r r
a Indonesian f ort hecolonialr eason. Adam i san orphan boy .Hehas a e
m a n r e h t o r
b s Johan .Johan leaves him because he i s adopted by Malaysian s
n o s r e
p .Adamcannotr emembe rhi sbrother .Hei s rtyingt or emembe rhi sbrothe r – hi spas tlfie .Thi si s shown a sa moitvaiton fo rAdam to ifnd hi slfie .Then ,
m a d
A i sadopted by Kalr .Het ires hi sbestt o adap twtih hi snew l fie .When he g
e
b ins to love Kalr ,he has to lose Kar lwho i s arrested by Indonesian because l
r a
K i s a Dutch .Thus ,a tthi smoment ,he i smoitvated to ifnd hi sfoste rfathe r h
t e h e s u a c e
b inkstha tKar lhas igvenhimal fiet ha theneve rhas before. r
e ti r w e h t , y d u t s s i h t n
I intends to discus sthe mo itvaiton o fAdam to s
i h d n if o t e l g g u rt
s personali denttiy .Ther easonwhyt hewrtie rselectsthi snove l l
e v o n s i h t e s u a c e b s
i revealsthemoitvaiton andt hesrtuggleoft hemaincharacte r a
g a t a h t g n it t e s e h t d n a t c il f n o c , n o it a u ti s e h t h g u o r h t y lr a e l
c ins t the main
. e u q i n u o s l a s i d e t n e s e r p s i y r o t s e h t y a w e h T .r e t c a r a h
c The autho rof t henove l
t a h t o s t o l p c it s it r a d n a e g a u g n a l l a c it e o p g n i s u y r o t s e h t d e t n e s e r
p the reade r
.t i t e r p r e t n i d l u o h
s Thewrtieri salso i nterested i n t hi snove lbecauseo f ti sstory s
t n e s e r p e r h c i h
w humanlfie .Themoitvaitono fAdamr e lfect sou rmoitvaitona sa .
e v a h o t e v r e s e d d n a t n a w e w t a h w e v e i h c a o t r e d a e r
h t , e v o b a s n o s a e r e h t n o d e s a
B e wrtie ri sreally interested i n discussi ng l
a r e ti r w e h t , s n o s a e r e h t m o r F . l e v o n s i h
t so formulated two research quesitons h
c i h
w a rerelatedt ot hemoitvaiton o fAdami n ifndinghi spersonali denttiy a san .
y o b n a h p r o
3
.
B ProblemFormula iton
e h t m o r
F backgroundabove,t h ewrtierf ormulatest hef o llowingquesitons: .
1 Howi sAdam’ scharacte rporrtayedi nTashAw’sMapo ft h Ie nvi isbleW do lr ? .
2 Wha tmoitvatesAdamtos rtugglefo rhiss efl-identtiyass eeninTashAw’ s d
l r o W e l b is i v n I e h T f o p a
M ?
.
C Objecitvesoft heStudy
e h t t u o d n if o t s i y d u t s s i h t f o e v it c e j b o l a r e n e g e h
T characte rand
g n i d n if n i m a d A f o n o it a v it o
m hi ssefli denttiy .Thef ocu soft hi sstudyi st omake s a t n a w d n a d e e n e w t a h w g n i v e i h c a t u o b a s i n o it a v it o m t a h t e z il a e r s r e d a e r e h t
n i n e e
s T ashA w’sMapoft heI nvisibleWorld.
.
D Beneftisoft heStudy
h g u o r h
T thi sstudy ,the wrtie rintend sto explain abou tthe character so f f
o r e t c a r a h c n i a m e h t s i o h w m a d
A T ash Aw’s Map of t he InvisibleW dorl . The s i h g n i d n if n i e n o l a e l g g u rt s o t m a d A f o n o it a v it o m e h t t u o b a s n i a l p x e o s l a r e ti r w
y d u t s s i h T . w e i v f o t n i o p l a c i g o l o h c y s p e h t m o r f y ti t n e d i l a n o s r e
p ha s two
s i h t , y ti s r e v i n U a m r a h D a t a n a S f o s t n e d u t s y ll a i c e p s e , s r e d a e r e h t r o F . s e g a t n a v d a
d l u o w y d u t
s give some informaiton abou tthe interpretaiton and analysi so fthe s
’ w A h s a T n i e l g g u rt s o t m a d A f o n o it a v it o
m Map o fTheI nvisibleWo lrdthrough e
B . w e i v f o t n i o p l a c i g o l o h c y s p e h
t sides , thi s study wli l help the readers z
y l a n a n
i ing ltierary work sso t hati twli lhelp t hereader swho wantt o conduc ta y
d u t
s o nmoitvaitono fas rtuggle.
4
.
E De ifniitono fTerms
w o n k o t t n a tr o p m i e r a t a h t s n o it i n if e d e m o s e r a e r e
H so tha tthere i sno
. g n i d n a t s r e d n u s i m d n a n o it p e c n o c s i m
.
1 Mo itva iton
e t a t s ) 9 9 9 1 ( t r e g g
E s tha tmoitvaiton i s t he proces swhich encourage sand tr
e g g E o t g n i d r o c c A . ) 2 . p ( r o i v a h e b s e d i u
g , mo itvaiton co uld be seen through g
n i k s a y b r o r o i v a h e b f o g n i g n a h c e h t ,r o i v a h e
b thepersonsabou twhatt heyneed o
d o t t n a w d n
a (p.3) .Thu ,sint hi sstudy thet ermmo itvaiton r eferst ot heproces s a
r u o c n e h c i h
w ge sandguidest hebehavio ro fAdam .Adamkep taskingt ohimsel f .
d e t n a w d n a d e d e e n e h t a h w t u o b a
.
2 Struggle
n i ) 9 8 9 1 ( r e t s b e W o t g n i d r o c c
A Webste r Encyclopedic Unab irdged e
g a u g n a L h s il g n E f o y r a n o it c i
D ,srtuggle mean sat ask o ragoa lrequiirng much .
) 0 1 4 1 . p ( e v e i h c a o t r o h s il p m o c a o t tr o ff
e Adamexpe irenced dfiifcul t itmei nhi s n
a h p r o e h t n i s a w e h n e h w r e h t o r b s i h y b t f e l s a w e H . e fi
l age .Then , he had t o
l u c if fi d e s e h t g n i c a f n I . r e h t a f r e t s o f s i h e s o
l ites ,he t ired hi sbest t o solve t hese s n i a l p x e m e l b o r p s i h t e v l o s o t d r a h y r e v g n i y rt n i tr o ff e s i H . e fi l s i h f o s m e l b o r p
. h c r a e s e r s i h t n i e l g g u rt s m r e t e h t
.
3 PersonalI denttiy
s e t a t s ) 0 1 0 2 ( n o s l O . T c ir
E in hi saritcle, p“ ersonalidenttiy i swha tmake s u
o
y uniquea sani ndividua landd fiferentf romothers .O r tii st heway you seeo r . e fi l r u o y e r u t c u rt s t a h t s n o it c i v n o c d n a s e u l a v f o k r o w t e n e h t r o , fl e s r u o y e n if e d
a s i y ti t n e d i l a u d i v i d n i s i h
T property(ors e to fproperites.)” Adamquesitonsabout
5
fl e s m i
h ,hi spas tlfie and wha tkind o flfie he want sto have .The se to fthese .
y ti t n e d i l a n o s r e p s ’ m a d A o t s r e f e r s n o it s e u q
6 2 R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
r e t p a h c s i h t f o t r a p t s ri f e h T . s tr a p n i a m o w t f o s t s i s n o c r e t p a h c s i h T
l a c it e r o e h t n i d e t a r o b a l e h c i h w , y d u t s e h t o t d e t a l e r s e ir o e h t e h t s e s s u c s i
d review .
e h t s n i a l p x e h c i h w k r o w e m a r f l a c it e r o e h t s i r e t p a h c s i h t f o t r a p d n o c e s e h T
. m e l b o r p e h t g n i v l o s n i y r o e h t e h t f o n o it u b ir t n o c e h t d n a y r o e h t e h t f o e l a n o it a r
.
A Reviewo fRelatedTheories e
r a e r e h
T some theo ire stha tthe wrtie ruse sin analyzing thi sresearch . . h c r a e s e r s i h t g n it c u d n o c r o f n o it a m r o f n i e l b a u l a v r e ti r w e h t e v i g s e ir o e h t e s e h T
s e ir o e h t e h
T tha tthe wrtie ruse sare theory o fcharacte rand characteirzaiton , .
n o it a v it o m f o y r o e h t d n a , h c a o r p p a l a c it ir c f o y r o e h t
.
1 Theoryo fApproach
) 1 7 9 1 ( s d o o W d n a r e g r e b r h o R o t g n i d r o c c
A , thereare ifveapproachest ha t , h c a o r p p a t s il a m r o f e r a y e h T . k r o w y r a r e ti l a e z y l a n a o t d e s u y ll a u s u e r a
a r g o i
b phica lapproach ,sociocutlural-histo irca lapproach ,mythopoeic approach , l
a c i g o l o h c y s p d n
a approach( para.11) .Themosts utiableapproachf ort hiss tudyi s n i a m e h t f o n o it a v it o m e h t n o s e s u c o f y d u t s s i h t e s u a c e b , h c a o r p p a l a c i g o l o h c y s p
. y ti t n e d i fl e s s i h d n if o t e n o l a e l g g u rt s o t l e v o n e h t n i r e t c a r a h c
g n il li W d n a , n a m s e e R , n a g r o M , r o b a L , n ir e u G , 5 0 0 2 n
I ham haveconcluded t ha t
n it a c o l f o r e tt a m e h t s i h c a o r p p a l a c i g o l o h c y s
p g and demonsrtaitng ce train
c e
r u rren tpattern .s
7 n i a tr e c e t a rt s n o m e d d n a e t a c o l o t tr o f f e e h t s e v l o v n i l a c i g o l o h c y s p e h t , … o s w a r d t i , h c a o r p p a c i e o p o h t y m e h t e k il n U . s n r e tt a p t n e r r u c e
r nadfiferen t
e g d e l w o n k f o y d o
b – mos to tfenont ha tofferedbySigmundFreudandhi s ) 3 1 . p ( s r e w o ll o f n a m u h f o n o it a r o l p x e e h t m o r f s e m o c h c a o r p p a l a c i g o l o h c y s p , n o i n i p o r i e h t n I . d n i m f o g n ir p s ll e w e h t s a w t a h t a e r a s i h t s a w t i t a h t n o i s u l c n o c e h t o t
… man’ s
t h g u o h t s i h f o y ti x e l p m o c d n a n o it a e r c r o f y ti c a p a c s i h , n o it a n i g a m i h c ir e h t t a h t d n a , r o i v a h e b d n
a contents o fthi sregion o fthe mind found .) 4 1 . p ( s n o it c a d n a , s t h g u o h t ,s d r o w c il o b m y s n i n o i s s e r p x e ) 1 7 9 1 ( s d o o W d n a r e g r e b r h o R o t g n i d r o c c
A , psychologica lapproach i sused to y ti l a n o s r e p n a m u h e z y l a n
a .The human personaltiy developed from infancy . e c n e c s e l o d a l it n u d o o h d li h c h g u o r h t .
2 Theorie so fCharacterandCharacteriza iton d e lt it n e k o o b a n i s e t a t s ) 9 9 9 1 ( s m a r b
A AGlossaryo fLtieraryTermstha t : e r a s r e t c a r a h c , k r o w e v it a r r a n r o c it a m a r d a n i d e t n e s e r p e r s n o s r e
P which arei nterpreted
d n a , l a u t c e ll e t n i , l a r o m r a l u c it r a p h ti w d e w o d n e g n i e b s a s r e d a e r e h t y b r i e h t d n a y a s n o s r e p e h t t a h w m o r f s e c n e r e f n i y b s e it il a u q l a n o it o m e s y a w e v it c n it s i
d o fsaying i t– dialogue- and from what t hey do – aciton . ) 3 3 . p ( d n u o r d n a r e t c a r a h c t a lf y l e m a n s e ir o g e t a c o w t o t n i r e t c a r a h c s e d i v i d r e t s r o F x e l p m o c a e v a h t o n s e o d t I .r e t c a r a h c s u o n o t o n o m e h t s i r e t c a r a h c t a l F . r e t c a r a h c r e t c a r a h c d n u o r e li h W . s li a t e d g n i z il a u d i v i d n i h c u m t u o h ti w d n a r e t c a r a h
c i smore
n a h t x e l p m o
c fla tcharacter .I tha sindividuailzing detali sand usually more ilke 9 4 . p p ( y r o t s e h t h g u o r h t s p o l e v e d r e t c a r a h c e h T . r e t c a r a h c e fi l l a e
r - )5 5
e m o s s d e e n r e ti r w e h t , m a d A f o r e t c a r a h c e h t t u o b a r e p e e d w o n k o T e h o t d e z ir e t c a r a h c s i r e t c a r a h c a w o h s e ir o e h
t lp in analyzing thi sresearch .
8
n i y h p r u M o t g n i d r o c c
A Understanding Unseen (1972) t here are nine wayst ha t .l
e v o n e h t n i r e t c a r a h c e h t f o n o it a z ir e t c a r a h c e h t l a e v e r o t e s u n a c e w
.
a Persona ldescrip iton
h t o l c d n a e c n a r a e p p a s ’ n o s r e p a e b ir c s e d n a c r o h t u a e h
T es( p .161 .)
.
b Characterass eenbyanother
e h t h g u o r h t m i h e b ir c s e d n a c r o h t u a e h t y lt c e ri d r e t c a r a h c a g n i b ir c s e d f o d a e t s n I
.) 2 6 1 . p ( r e h t o n a f o s n o i n i p o d n a s e y e
.
c Speech
e h t n i s n o s r e p e h t f o e n o f o r e t c a r a h c e h t o t n i t h g i s n i n a s u e v i g n a c r o h t u a e h T
o o
b kt hroughwhatt hepersons ays( p .164 .) .
d Pastl fie
e v i g n a c r o h t u a e h t e fi l t s a p s ’ n o s r e p a t u o b a g n i h t e m o s n r a e l r e d a e r e h t g n it t e l y B
.) 6 6 1 . p ( r e t c a r a h c s ’ n o s r e p a e p a h s o t d e p l e h e v a h t a h t s t n e v e o t e u l c a s u
.
e Conversa itono fothers o
s l a n a c r o h t u a e h
T giveu scluest oaperson’ scharactert hrought heconversaiton .)
7 6 1 . p ( m i h t u o b a y a s y e h t s g n i h t e h t d n a e l p o e p r e h t o f o
.f Reaciton
w o h w o n k s u g n it t e l y b r e t c a r a h c s ’ n o s r e p a o t e u l c a s u e v i g o s l a n a c r o h t u a e h T
a s n o it a u ti s s u o ir a v o t s t c a e r n o s r e p t a h
t ndevents( p .168 .)
.
g Direc tcomments
) 0 7 1 . p ( y lt c e ri d r e t c a r a h c s ’ n o s r e p a n o t n e m m o c r o e b ir c s e d n a c r o h t u a e h
T .
9
.
h Thought
t u o b a g n i k n i h t s i n o s r e p a t a h w f o e g d e l w o n k t c e ri d s u e v i g n a c r o h t u a e h T
.) 1 7 1 . p (
.i Mannerism
s ’ n o s r e p a e b ir c s e d n a c r o h t u a e h
T manne irsm ,hab ti ,si diosyncrasies ,which may .)
3 7 1 . p ( r e t c a r a h c s i h t u o b a g n i h t e m o s s u l l e t o s l a
.
3 Theoryo fMo itva iton
d e lt it n e k o o b e h t n i ) 9 7 9 1 ( i rt e P o t g n i d r o c c
A Moitvaiton :Theory and
h c r a e s e
R ,moitvaitoni st hebasicconcep tofs omeone’s behavio .r
r o n o g n it c a s e c r o f e h t e b ir c s e d e w n e h w e s u e w t p e c n o c e h t s i n o it a v it o M
f o t p e c n o c e h T . r o i v a h e b t c e ri d d n a e t a it i n i o t m s i n a g r o n a n i h ti w
f o y ti s n e t n i e h t n i s e c n e r e f fi d n i a l p x e o t d e s u o s l a s i n o it a v it o
m behavior .
r o i v a h e b e s n e t n i e r o
M sareconsidered to be t her esul to fhigher l evel so f o t n o it a v it o m f o t p e c n o c e h t e s u n e tf o e w , y ll a n o it i d d A . n o it a v it o m
) 4 . p ( r o i v a h e b f o n o it c e ri d e h t e t a c i d n i
t a h t t u o d e t n i o p o s l a e v a h s t s ir o e h t e m o s t a h t s e t a t s o s l a i rt e
P humanaresocially
. d e t a v it o
m They interac t wtih other sand thi sinteraciton both generate sand e k a m o t d e s u s i t a h t t p e c n o c y r o t a n a l p x e n a s i , n e h t , n o it a v it o M . r o i v a h e b s t c e ri d
s r o i v a h e b e h t t u o e s n e s
a theyobserve( p.4 .) C
t r e b o
R .beck (1978 )de ifnes the meaning o fmoitvaiton in hi sbook d
e lt it n
e Motiva itont heo ire sandprinciplesa s:
f o s t n a n i m r e t e d y r a r o p m e t n o c e h t h ti w d e n r e c n o c y l d a o r b s i n o it a v it o M
, ) n o it c e ri d ( e c i o h
c persistence ,and vigo ro fgoa l– driected behavior . n
e s o h c s i e n o , e l b i s s o p y ll a u q e e r a s r o i v a h e b e r o m r o o w t n e h
W and t he
e m o s l it n u r o g i v s s e l r o e r o m h ti w r o i v a h e b s i h t n i t s i s r e p m s i n a g r o
e r o m s e m o c e b l a o g r e h t o e m o s r o d e v e i h c a r e h ti e s i l a o g d e t a p i c it n a
.) 4 2 . p ( t n a n i m o d
0 1
s e it i v it c a n i a tr e c e k a m t a h t s r o t c a f o t s r e f e r n o it a v it o m c i s n ir t n i m r e t e h T
f o d n a n i g n i d r a w e
r them .Almos tanything could potenitally be intirnsically .)
4 4 1 . p ( s l a u d i v i d n i e m o s r o f g n it a v it o m
) 4 0 0 2 ( n a m r o
G states thatmoitvaiton i s concerned wtih goal- idrected o
i v a h e
b r .Goal-driectedbehavio rpushe sust oward scetrainf orm so fbehavio rand .)
2 . p ( s r e h t o t o
n He also state stha tmoitvaiton deal swtih the cause so fpeople’ s .)
7 . p ( o d e w t a h t y a w e h t n i e v a h e b e w y h w n i a l p x e o t s t p m e tt a t i ,r o i v a h e b
9 1 ( y a r r u
M 64 )elaborates the deifniiton of a moitve and moitvaiton .He s
e t a t
s tha ta moitve i san interna lfacto rtha tarouses ,driects ,and integrate sa )
7 . p ( r o i v a h e b s ’ n o s r e
p .
, r o i v a h e b e c n e u lf n i o s l a t a h t s r o t c a f r e h t o m o r f d e h s i u g n it s i d s i n o it a v it o M
s a h c u
s thepas texpeirenceoft heperson ,hi sphysica lcapabiilites ,andt he w
n i n o it a u ti s l a t n e m n o ri v n
e hich he ifnd shimsefl ,atlhough these othe r )
7 . p ( n o it a v it o m e c n e u lf n i y a m s r o t c a f
a s e d u l c n i o s l a n o it a v it o m t a h t d d a s t s i g o l o h c y s p e m o
S consciou sdesire fo r
a d e ll a c s e m it e m o s s i s i h T . g n i h t e m o
s want .Adesrieo rwanti sr elatedt ot hegoa l .)
8 . p ( s e v it o m f o n o it c n u f g n it c e l e s
n i ) 5 8 9 1 ( d n a ll e l C c M o t g n i d r o c c
A Human Mo itvaiton ,there are fou r s
m e t s y s e v it o m f o s d n i
k .They areachievemen tmoitve ,powe rmoitve, afifilaitve e
v it o
m and avoidancemoitve.I n t hisr esearch, t hewrtie ronly explains aboutt he r o f s e ir o e h t e l b a ti u s t s o m e h t e r a e s o h t e s u a c e b e v it o m e v it a il if f a d n a t n e m e v e i h c a
h c r a e s e r e h t g n i z y l a n
a .
1 1
.
a Theachievemen tmo itve o v n i e b d l u o h s t a h
W lved in the achievemen tmoitve i sdoing something r e tt e b g n i h t e m o s g n i o d f o n o it c a f s it a s c i s n ir t n i e h t r o f , e k a s n w o s ti r o f r e tt e b
. e v e i h c a o t d e e n g n o rt s a h ti w e l p o e p f o c it s ir e t c a r a h c e e r h t e r a e r e h T . ) 8 2 2 . p (
)
1 Persona lperformancef orresponsiblitiy n
i h g i h s t c e j b u
S n Achievemen twould prefe rbeing personally responsiblefo ra l e e f y e h t d l u o c s n o it i d n o c h c u s r e d n u y l n o e s u a c e b , tl u s e r e c n a m r o f r e p
.) 6 4 2 . p ( r e tt e b g n i h t e m o s g n i o d m o r f n o it c a f s it a s
)
2 Needf orperformancef eedback n
i h g i h s t c e j b u
S n Achievemen tshouldprefe rworkingi nstiuaitonwheret heyge t .)
7 4 2 . p ( g n i o d e r a y e h t ll e w w o h n o k c a b d e e f
)
3 Innova itveness n i h g i h s t c e j b u
S n Achievemen tshouldbemore ilkely t o seek outi nformaiton t o )
9 4 2 . p ( s g n i h t g n i o d f o s y a w r e tt e b d n if
.
b Theafifila itvemo itves d
r o w e h
T lovei scommonly used to descirbe vairou stype so faf ifilaitve . ) 5 3 3 . p ( d e e n e v o l e h t y f s it a s o t t n a tr o p m i s i t i t a h t s e e r g a e n o y r e v e d n a , s e it
. n o it a il li f a r o f d e e n g n o rt s h ti w e l p o e p f o s c it s ir e t c a r a h c e v if e r a e r e h T
)
1 Performingbe tterwhenafifila itvei ncen itve sarepresent
s l a u d i v i d n
I w tih a srtong afifilaitve moitve wli lperform bette ron task s d e tf i h s s i n o it a u ti s e h t n i e v it n e c n i e h t f i t n e t n o c e v it a il if f a e v l o v n i t o n o d t a h t
8 4 3 . p ( n o it a il if f a o t t n e m e v e i h c a m o r
f .)
2 1
)
2 Maintainingi nterpersona lnetworks n
i h g i h s t c e j b u s e c n i
S n Afifilaitonl earn socialr elaitonshipmorequickly ,are h ti w e u g o l a i d e r o m n i e g a g n e d n a , s t c e j b o r e h t o o t n a h t s e c a f o t e v it i s n e s e r o m
s n o it c e n n o c r i e h t g n i n i a t n i a m f o s n g i s w o h s o s l a o t d e t c e p x e e b t h g i m y e h t ,s r e h t o
.) 2 5 3 . p ( e l p o e p r e h t o o t
)
3 Coopera iton ,conformtiy ,andconfilct n
i h g i h s l a u d i v i d n
I n Afifilaiton ,paritculalry males ,beilevet ha tgoodwill i s s
m e l b o r p n a m u h g n i v l o s n i n o s a e r n a h t t n a tr o p m i e r o
m (p .354 .)
)
4 Manageria lbehavior n i h g i h s t c e j b u
S n Afifilaitont endnott os ucceedi nmanagement( p .355 .) )
5 Fearo frejeciton n i h g i h s t c e j b u
S n Afifilaiton are anxiou sabou tthei rrelaiton swtih others , r
a e
f disapproval ,and spend itme seeking reassurance from others ,which make s .)
6 5 3 . p ( r a l u p o p n u m e h t
e m e s a b a y l e m a n s e v it o m l a i c o s f o t s il e h t d e s o p o r p s a h ) 4 6 9 1 ( y a r r u
M nt ,
, n o it a il if f a , t n e m e v e i h c
a aggression , autonomy , counteraciton , defendance , , r e d r o , e c n a r u tr u n , e c n a d i o v a n i , e c n a d i o v a m r a h , n o it i b i h x e , e c n a n i m o d , e c n e r e f e d
c n e it n e s , n o it c e j e r , y a l
p e ,sex ,succorance ,and understanding .In thi scase ,the .) 9 9 . p ( e v it o m e v it a il if f a d n a t n e m e v e i h c a n o y l n o e t a r o b a l e o t s d n e t n i r e ti r w
.
a Achievemen tmo itva iton y
a r r u
M (1964) state stha tindividual swtih high achievemen tmoitvaiton .
s k s a t ll a d n a y n a n o r e tt e b o d y ll a c it a m o t u a l li
w H -igh achieving peoplet end t o
e v a
h s -eflcon ifdence ,to ilke individua lresponsib litiy ,and to prefe r concrete
3 1
r i e h t f o s tl u s e r e h t f o e g d e l w o n
k work .Healsostatest hatt hereare t hreespeci ifc t n e m e v e i h c a r o f e ri s e d a f o n o i s s e r p x e e h t s a h c u s , t n e m e v e i h c a f o s t n e n o p m o c
l a t n e m u rt s n i y ti v it c a f o n o it p ir c s e d e h t ,) ” r o t c o d a e b o t s t n a w e H “ , e c n a t s n i r o f (
s s e c c u s r o
f (“Hewli l rty hi sbest”) ,ort heanitcipaiton ofr eaching hi sgoa l ( “He )
” s u o m a f e b l l’ e h n e h w y a d e h t f o g n i k n i h t s
i (pp .99-101 .)
.
b Af ifila itvemo itva iton y
a r r u
M (1964) state safifilaiton moitvaiton refer sto a desrie to be wtih n e e b s a h e v it o m n o it a il if f A . p i h s n o it a l e r y l d n e ir f d n a e t a n o it c e f f a n i e l p o e p
d e n if e
d a s a “concern in one o r more o f the character s eve r estabilshing , t
c e f f a e v it i s o p a g n ir o t s e r r o , g n i n i a t n i a
m ive relaitonship wtih anothe rperson . , n o it c e j e r f o r a e f a , p i h s n o it a l e r y l d n e ir f a r o f e ri s e d a g n i s s e r p x e s e d u l c n i s i h T
o t s e it i v it c
a ward estabilshing a relaitonship , and the attainmen t o f a close a
h ti w e l p o e p t a h t s e t a t s o s l a e H . l a o g a s a p i h s n o it a l e
r srtong af ifilaiton moitve
v e s n o i n a p m o c l a i n e g n o c d n a s d n e ir f h ti w k r o w o t r e f e r
p en i fthe task suffer s
1 0 1 . p p ( t a h w e m o
s -104)
.
B Theoreitca lFramework n
o it c e s s i h t n
I , thewrtie relaboratest her aitonaleoft het heo ires .Thi saim s n i r e ti r w e h t p l e h d l u o c t a h t s e ir o e h t e h t t u o b a g n i d n a t s r e d n u r e p e e d a e k a m o t
e h t g n ir e w s n
a researchquesitons.Thewrtie rusest het heoryo fciritca lapproacht o f
o y r o e h t e h t d n a e r u t a r e ti
l characte rto answe rthe fris tquesiton .Theo ire so f .
n o it s e u q d n o c e s e h t r e w s n a o t d e y o l p m e e r a n o it a v it o m
4 1
o t g n i d r o c c
A Rohrberge rand Wood s(1971) ,there are ifve approache s ti r w e h t y b d e s u h c a o r p p a e h t r e v e w o h ; e r u t a r e ti l g n i y d u t s n i d e s u e b n a c h c i h
w e r
. h c a o r p p a l a c i g o l o h c y s p e h t s
i Murphy( 1972 )present sninewayst ha tareused t o .
r e t c a r a h c a f o n o it a z ir e t c a r a h c e h t l a e v e
r The wrtie r appile s the theory o f n
o it a z ir e t c a r a h
c in ordert o know t hecharacteirzaiton o fAdam .By knowing the r
e t c a r a h
c rtatiso fAdam, i twli lbeeasierf ort hewrtiert o ifndoutthemoitvaiton .
m a d A f o
d n o c e s e h t g n ir e w s n a n
I quesiton,t hewrtie rusest het heoryo fmo itvaiton . t
s ri f f o r e w s n a e h
T quesitonwli lalsobeusedi nr eveailngt hemoitvaitono fAdam c
e h t e s u a c e
b haracte ro fAdam affect sthe moitvaiton to srtuggle to ifnd hi s l
a n o s r e
p identtiy. McClelland (1985 ) elaborate s the way in measu irng the . s m e t s y s e v it o m e h t g n i d n a t s r e d n u y b d e r u s a e m s i n o it a v it o m e h T . n o it a v it o m
e v e i h c a y l e m a n s m e t s y s e v it o m r u o f e r a e r e h
T men tmoitve ,afifilaitve moitve , d n a e v it o m t n e m e v e i h c a e h t s e s u r e ti r w e h T . e v it o m r e w o p d n a , e v it o m e c n a d i o v a
ir c s e d o t e v it o m e v it a il if f a e h
t bet he moitvaiton ofAdam .These moitvesystem s ti
r w e h T . n o it a v it o m s ’ m a d A g n i b ir c s e d r o f e l b a ti u s t s o m e h t e r
a e remploys t he
. d n a ll e l C c M f o y r o e h t e h t tr o p p u s o t y a r r u M f o y r o e h t
5 1
3 R E T P A H C
Y G O L O D O H T E M
. y d u t s e h t f o t c e j b o e h t s i tr a p t s ri f e h T . s tr a p e e r h t f o s t s i s n o c r e t p a h c s i h T
s i h t n i ,l e v o n e h t t u o b a n o it a n a l p x e d n a y d u t s e h t f o t c e j b o e h t t u o b a s n i a l p x e s i h T
s ’ w A h s a T e s a
c Mapo fTheI nvisibleWorld .Thesecondpatri st heapproachoft he s i h t g n it c u d n o c r o f s e s u r e ti r w e h t t a h t h c a o r p p a e h t s n i a l p x e r e ti r w e h T . y d u t s
e h t tr a p s i h t n I . y d u t
s ps yh cologicalapproachi sused.Thet hridpatri st hemethod f
o e r u d e c o r p e h t s t s i s n o c t r a p s i h T . y d u t s e h t f
o thestudy .Thes tepst hatt hewrtie r .
y d u t s s i h t g n it c u d n o c r o f s e s u
.
A Objec toft heStudy
d e lt it n e l e v o n a s i y d u t s s i h t f o t c e j b o e h
T Map o fTheI nvisibleWorld. I t n e tt ir w s a w l e v o n s i h T . 9 0 0 2 n i e t a t s E h tr u o F y b n i a ti r B t a e r G n i d e h s il b u p s a w
A h s a T y
b wwtih343pages .Hewasborna saMalaysianand ilvesi nLondon .He y
b r e ll e t y r o t s f o r e t s a m a s a d e t a n i m o n s a
w The Time sand thi snove lwa shi s .l
e v o n d n o c e s
h T . e g a n a h p r o n a n i d e v il o h w n a h o J d n a m a d A t u o b a s ll e t l e v o n s i h
T ey
d i
d no tknow thei rparents .Johan who w as olde rthan Adam w as adopted by a Malaysian and ilve sthere .He felt guitly because he had to leave hi syoung
r e t n i a p h c t u D a y b d e t p o d a s a w m a d A , t a h t r e tf A . r e h t o r
b – Kalr .Adamwhowa s
d l u o c e m it t a h t t a g n u o y y r e
v notr emembe rhi spastl fie– theorphanageand hi s d a h e h , e s u o h s ’l r a K n i n o it a u ti s e h t h ti w t p a d a d l u o c m a d A n e h W . n a h o J r e h t o r b
6 1
n e h w r e i d l o s n a i s e n o d n I y b d e t s e r r a s a w r e h t a f e h T . r e h t a f r e t s o f s i h , lr a K e s o l o t
o it a u ti s l a i n o l o c t s o p a n i s a w a i s e n o d n
I n in which Dutch wa sthe enemy fo r d n if o t a tr a k a J o t t n e w e H . r e h t a f s i h k e e s o t g n i y rt s a w , n e h t , m a d A . n a i s e n o d n I
d n e ir f d l o s ’ r e h t a f r e t s o f s i
h – Margareth .Margareth helped Adam to ifnd hi s fi
l t s a p s i h d e ll a c e r s d n i m s i h , y b t n e w y r o t s e h t s A . r e h t a
f ei nt heorphanagewtih
e h t d n a r e h t o r b s i h d e r e b m e m e r m a d A , d lr o w e l b i s i v n i e h t f o p a m e h t e k il n a h o J
d n if o t e n o l a e l g g u rt s o t d e t a v it o m s a w m a d A , y r o t s s i h t n I . e g a n a h p r o e h t n i e fi l
s i
h idenitite swhichwerehisf athe randpastl fie .
.
B Approachoft heStudy
y o l p m e y d u t s s i h
T s psychologica l approach because the p irmary l a n o s r e p s i h d n if o t e l g g u rt s o t m a d A f o n o it a v it o m e h t s i y d u t s s i h t f o n o i s s u c s i d
s w a r d h c a o r p p a l a c i g o l o h c y s p t a h t e t a t s ) 1 7 9 1 ( s d o o W d n a r e g r e b r h o R . y ti t n e d i
h s e ir r a c h c i h w e g d e l w o n
k uman moitvaiton ,mind , imaginaiton ,though tand p
( r o i v a h e
b .13) .Thus , tii scleart hatt hemos tsutiableapproach i spsychologica l .
h c a o r p p a
.
C Methodoft heStudy
o t e r u d e c o r p e h t d e s s u c s i d r e ti r w e h t ,t r a p s i h t n
I gather the data .In t hi s d
e s u r e ti r w e h t , y d u t
s ilbrary study .Th ewrtie rgathere d thedatafrom gatheirng l
u f e s
u informaiton from t hebooks .Thei nformaiton t hatt he wrtie rhad gathered i v e r p e h t n i d e t n e s e r p s a w t a h t n o it a l u m r o f m e l b o r p e h t e z y l a n a o t d e s u s a
w ou s
. r e t p a h c
7 1
. s p e t s l a r e v e s h g u o r h t d e t c u d n o c s a w y d u t s s i h
T The fris tstep wa sthe
o s l e v o n e h t t u o b a g n i d n a t s r e d n u p e e d e h t t e g o t d e m i a s i h T . l e v o n e h t d a e r r e ti r w
t a h
t the wrtie rcould analyzeand interpret et h data .Thewrtie rread i tmore t han l
e v o n e h t d n a t s r e d n u o t r e d r o n i e c n
o well .Thesecondstepwast hewrtiert iredt o s m e l b o r p e h t f o n o it a l u m r o f e h t , e s a c s i h t n I .s n o it a l u m r o f m e l b o r p e h t e t a l u m r o f
t r e t c a r a h c n i a m e h t f o n o it a v it o m e h t o t d e t a l e r e r e
w o srtugglealonet o ifnd hi s .
y ti t n e d i l a n o s r e
p Thet hrid stepwast hewrtie rmadesomenote sandsummary so e h T . e s u o t d e t n a w r e ti r w e h t t a h t s t n i o p t a h w e z y l a n a o t y s a e e b d l u o w t i t a h t
d A s a w h c i h w r e t c a r a h c n i a m e h t f o n o it a v it o m e h t n o d e s u c o f r e ti r
w a m. The
a t a d e h T . s i s y l a n a e h t g n it r o p p u s r o f a t a d e h t d e h c r a e s r e ti r w e h t s a w p e t s h tr u o f
e w n o it a m r o f n i d n
a ret aken f r mo therelevantsource s ilket hebook .s I n t hi scase d
e s u r e ti r w e h
t psychology books to analyzemo itvaiton and srtuggleo fAdami n l
a n o s r e p s i h g n i d n
if identtiy . The if tfh step wa s the wrtie r collected the f o y r o e h t e h T . s n o it a l u m r o f m e l b o r p e h t r e w s n a o t d e ir t d n a n o it a m r o f n i
y g o l o h c y s
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