JINDA’S MOTIVATION TO STRUGGLE AGAINST THE LAND-RENT SYSTEM IN MINFONG HO’S RICE WITHOUT RAIN A SARJANA PENDIDIKAN THESIS

  JINDA’S MOTIVATION TO STRUGGLE AGAINST THE LAND-RENT SYSTEM

  IN MINFONG HO’S RICE WITHOUT RAIN A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Antonita Yuni Pramita

  Student Number: 071214065

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

  JINDA’S MOTIVATION TO STRUGGLE AGAINST THE LAND-RENT SYSTEM

  IN MINFONG HO’S RICE WITHOUT RAIN A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Antonita Yuni Pramita

  Student Number: 071214065

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

  

Like  the rice, we live in wait for the rain. 

In  times of drought, we wither in the fields. 

How  many of us must die of hunger, 

Before  the few of them can live in splendor? 

  

Like  the rice, like the withered rice, 

We  live in wait for the rain. 

 

Each  grain of rice is a bead of sweat. 

  

Each  bead of sweat is a drop of pain. 

What  fills the rice bowls of the rich? 

The  sweat of our brow, the blood in our veins.

  

(a Thai folk song)

I dedicate this thesis with much love to: My beloved father, Ign. Joko Supraptono, my beloved mother, Caecilia Resmini, my lovely sister and brother,

  Patricia Risdya Pratiwi and Martinus Tegar Praditya

  

STATEMENT OF WORK’S ORIGINALITY

  I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

  Yogyakarta, October 31, 2011 The Writer,

  Antonita Yuni Pramita Student Number: 071214065

  

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Antonita Yuni Pramita Nomor Mahasiswa : 071214065

  Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

  

“JINDA’S MOTIVATION TO STRUGGLE AGAINST THE LAND-RENT

SYSTEM IN MINFONG HO’S RICE WITHOUT RAIN”

  beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan data, 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 royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 31 Oktober 2011 Yang menyatakan Antonita Yuni Pramita

  

ABSTRACT

Pramita, Antonita Yuni. (2011). Jinda’s Motivation to Struggle Against the

Land-Rent System in Minfong Ho’s Rice Without Rain. Yogyakarta: English

Education Study Program, Sanata Dharma University.

  This study analyzes Jinda’s motivation as a Thai young girl who was struggling against land-rent system which brought her life into poverty as seen in Minfong Ho’s Rice Without Rain. In 1973-1976, there was a land-rent system in Thailand which Thailand farmers had to pay much higher the land they used and it made Thailand farmers worked hard to struggle against it. In this novel, Jinda as the farmer headman’s daughter, wanted to help their village out of this kind of poverty condition and with her motivation, she hoped that she could struggle against the land-rent system.

  This study aims at answering the two question problems which are, “How does Jinda, the main character of Rice Without Rain, struggle against poverty or land-rent system?” and ”What motivates Jinda to struggle against poverty or land- rent system?”.

  To answer those two problems, the researcher conducted library research. There are two sources of the research, namely primary source and secondary source. The primary source is taken from Minfong Ho’s Rice Without Rain, while the secondary source includes Maslow’ theory of motivation considering the theories of human needs by some psychologists and the relationship of motivation with the theory of emotion.

  The findings include three major parts; they are the poor condition in Maekung, Jinda’s ways to struggle against land-rent system, and Jinda’s motivation through her behavior. The first finding describes the poor condition in that village which becomes the basic factor that supports both of the two problems. The second finding describes that there are four ways that Jinda has to do in struggling against poverty and land-rent system. Those are by asking advices to student volunteers from Bangkok, spreading the information about land-rent to the other young villagers, asking for permission to help Inthorn, and joining activities related to land-reform in Bangkok. The third finding answers the second question problem. It describes the internal and the external factors that motivate Jinda to struggle for life. The internal factor is closely related to the Jinda’s needs of life and the influence of Jinda’s emotion toward her motivation. There are five needs of life proposed by Maslow, McClelland, Jose & Lena Stevens that the researcher used. They are Maslow’s needs transcendence, McClelland’s needs of power and needs of achievement, and Jose & Lena Stevens’ needs of freedom and needs of exchange. On the other hand, the external factors are Jinda’s father’s bravery, Ned’s help, a song lyric, and Jinda’s grandmother’s motto of life.

  The researcher concludes that there is motivation that supports Jinda to achieve her goal which is helping the village gets out from the problems the faced. She has done many things for it and finally, together with others she can feel the

  

ABSTRAK

Pramita, Antonita Yuni. (2011). Jinda’s Motivation to Struggle Against the

Land-Rent System in Minfong Ho’s Rice Without Rain. Yogyakarta: Program

Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

  Skripsi ini mengkaji tentang motivasi Jinda sebagai salah satu wanita muda Thailand yang berusaha untuk melawan sistem sewa tanah yang membawa kehidupan di desanya ke dalam kemiskinan yang terdapat dalam novel Rice

  

Without Rain karya Minfong Ho. Pada tahun 1973-1976, Pemerintah Thailand

  mengeluarkan aturan tentang sistem sewa tanah yang mengharuskan para petani untuk membayar mahal sewa tanah yang mereka pakai dan hal itu membuat para petani berupaya keras untuk melawan aturan tersebut. Di dalam novel ini, Jinda sebagai anak dari seorang petani sekaligus kepala desa ingin membantu desanya agar terhindar dari kemiskinan dan dengan motivasinya, dia berharap agar dia dapat membantu usaha petani untuk melawan sistem sewa tanah.

  Tujuan dari skripsi ini adalah untuk menjawab dua pertanyaan, yaitu “Bagaimana Jinda sebagai karakter utama dalam novel Minfong Ho Rice Without

  

Rain melawan sistem sewa tanah yang membawa dampak kemiskinan? dan

  “Faktor apa saja yang memotivasi Jinda dalam upaya melawan sistem sewa tanah?”.

  Peneliti menggunakan studi pustaka untuk menjawab pertanyaan tersebut. Ada dua sumber yang dipakai dalam studi ini, yaitu sumber utama dan sumber kedua. Sumber utama diambil dari novel Rice Without Rain sendiri, sedangkan sumber kedua meliputi teori motivation oleh Maslow yang dengan mempertimbangkan juga teori tentang kebutuhan hidup manusia oleh beberapa psikologis dan teori tentang hubungan motivasi dengan teori emotional.

  Hasil analisa studi ini meliputi tiga hal utama yaitu kondisi kemiskinan yang terjadi di Maekung, upaya Jinda untuk melawan sistem sewa tanah, dan faktor-faktor yang memotivasi Jinda. Hasil analisa yang pertama mendeskripsikan kondisi kemiskinan yang menjadi landasan utama untuk menjawab kedua permasalahan di atas. Hasil analisa kedua menjelaskan bahwa terdapat empat upaya yang dilakukan Jinda untuk melawan sistem sewa tanah. Upaya-upaya tersebut diantaranya dengan meminta pendapat atau opini kepada siswa sukarelawan dari Bangkok, dengan menyebarkan informasi tentang sistem sewa tanah kepada pemuda-pemudi desa lainnya, dengan meminta ijin kepada pemerintah untuk membebaskan ayahnya dari penjara, dan dengan mengikuti berbagai aktivitas yang berhubungan dengan perjuangan kepemilikan sawah di Bangkok. Hasil analisa ketiga mendeskripsikan internal dan eksternal faktor yang memotivasi Jinda dalam perjuangannya. Internal faktor erat kaitannya dengan kebutuhan hidup Jinda dan pengaruh emosinya terhadap motivasinya. Peneliti menggunakan lima teori kebutuhan hidup yang diungkapkan oleh Maslow, McClelland, Jose & Lena Stevens. Kelima kebutuhan hidup tersebut adalah kebutuhan utama yang dicetuskan oleh Maslow, kebutuhan untuk memperoleh berubah menjadi lebih baik yang keduanya dicetuskan oleh Jose & Lena Stevens. Sebaliknya, eksternal faktor yang memotivasi Jinda di antaranya keberanian ayahnya berjuang melawan sistem pemerintahan, bantuan dari Ned, lirik sebuah lagu, dan pedoman hidup neneknya.

  Peneliti menyimpulkan bahwa ada motivasi yang mendorong Jinda untuk mencapai tujuannya yaitu untuk membantu desanya keluar dari permasalahan yang mereka hadapi. Dia telah melakukan banyak upaya untuk membantu desanya tersebut sehingga pada akhirnya Jinda dan para penduduk lainnya dapat merasakan hidup yang lebih baik.

  

ACKNOWLEDGEMENTS

  I know the Lord will make a way for me. This is the way He makes for me. Everything that has been done in my life is all because of His Grace. Because of His Grace, I would like to give my best and greatest gratitude to my savior Jesus Christ and Mother Mary who are always beside me.

  Second, I would also like to convey my deepest gratitude to my sponsor,

  

Henny Herawati, S.Pd., M.Hum., for sharing a lot of knowledge about literature

  and for her patience in guiding me to finish this thesis. I really thank her for giving me supports, advices, and suggestions so that I could always be on the right track up to the end. My best gratitude would also come to Sr. Margaret

  

O’Donohue, FCJ for her willingness to be my proof reader. With her kindness

  she has checked the language I used and given some suggestions that are useful to finish this thesis. I would also like to express my best gratitude to all lecturers of

  

English Language Education Study Program, Sanata Dharma University for

  the helps, guidance, and knowledge they have shared that would be great provisions for me to be a good English teacher in the future.

  I would also like to express my never-ending honor to my beloved family: my father, Ignatius Joko Supraptono; my mother, Caecilia Resmini; my sister,

  

Patricia Risdya Pratiwi; and my brother, Martinus Tegar Praditya, for their

love, trust, support, and endless prayer. I am so blessed to be born in this family.

  My gratitude goes to Antonius Dian Fibrianto Setyawan, for his support and his greatest patience when I was so sad and gave up in the process of doing my thesis.

  My gratitude also goes to Rieta, Oda, Wichan, Bertha, Nana, Beni,

  

Duwi, and Susi for helping me in doing my thesis with their extraordinary

  support, especially to Rieta as my proofreaders. I also thank to them for bringing back my smile when I was down. I would also like to thank Rereth, Kiki, Uci,

  

Putri, and Kanya for the friendship and for sharing happiness in every wonderful

day.

  Finally, I would like to say thanks to all my friends in English Education Study Program of 2007 for studying and gaining knowledge together, especially to all my friends in “Tangled” play performance, PPL, KKN XLI 03 OYEE, and to my seniors who have helped me a lot, and to Mbak Dhanniek and Mbak

  

Tari for helping and facilitating me when I studied in PBI. Thanks to all people

  and families who have helped and supported me that I cannot mention one by one for help and support that have been given during my study.

  Antonita Yuni Pramita

  

TABLE OF CONTENTS

  Page

  TITLE PAGE…………………………………………………….. i APPROVAL PAGES…………………………………………….. ii DEDICATION PAGE……………………………………………. iv STATEMENT OF WORK’S ORIGINALITY…………………. v PERNYATAAN PERSETUJUAN PUBLIKASI…………………. vi ABSTRACT………………………………………………………. vii

ABSTRAK………………………………………………………….

  viii

  ACKNOWLEDGEMENTS……………………………………… x TABLE OF CONTENTS………………………………………… xii LIST OF APPENDICES…………………………………………. xv

CHAPTER I INTRODUCTION 1. 1. Background of the Study………………………………….

  1 1. 2. Problem Formulation………………………………….….

  3 1. 3. Objectives of the Study…………………………………...

  4 1. 4. Benefits of the Study……………………………………...

  4 1. 5. Definition of Terms……………………………………….

  5 CHAPTER II REVIEW OF RELATED LITERATURE 2. 1. The Psychological Approach to Literature…………….....

  7

  2. 2. Theory of Motivation.…….……………………………….

  9 2. 3. Theory of Human Needs......................................................

  12 2. 4. Theory of Emotion...............................................................

  15 2. 5. Relationship of Emotion and Motivation............................

  17 2. 6. Theoretical Framework……………………………………

  19 CHAPTER III METHODOLOGY 3. 1. Object of the Study………………………………………..

  21 3. 2. Approach………………………………………………….

  22 3. 3. Research Procedures………………………………………

  23 CHAPTER IV ANALYSIS 4. 1. Poor Condition in Maekung………………………………

  25 4. 2. Jinda’s Ways on Struggling against Poverty or Land-Rent System …………………………………………...............

  27 4. 2. 1. Asking Advices to Student Volunteers from Bangkok..............................................................

  27 4. 2. 2. Spreading the Information about Land-Rent to the Other Young Villagers……………..............

  28 4. 2. 3. Asking for Permission to Help Inthorn...............

  29 4. 2. 4. Joining Activities Related to Land-Reform in Bangkok..............................................................

  30

  4. 3. Jinda’s Motivation in Struggling against Poverty or Land- Rent System........................................................................

  31 4. 3. 1. Intrinsic Motivation.................................................

  31 4. 3. 2. Extrinsic Motivation................................................

  40 CHAPTER V CONCLUSIONS AND SUGGESTIONS 5. 1. Conclusions……………………………………………….

  44 5. 2. Suggestions………………………………………………..

  48 5. 2. 1. Suggestions for Future Researchers……………...

  48 5. 2. 2. Suggestions for English Teachers………………...

  49 REFERENCES....…………………………………………………

  52 APPENDICES……………………………………………………..

  55

  

LIST OF APPENDICES

Appendix 1 Lesson Plan for Teaching Basic Reading I……….......

  Appendix 2 Lesson Unit Plan KPE 141 Basic Reading I……........ Appendix 3 Teaching Materials…………………………………… Appendix 4 The Summary of Rice Without Rain………..................

  Appendix 5 The Biography of Minfong Ho...……………………... Appendix 6 The Pictures of Rice-fields in Thailand.......………….. Appendix 7 The Pictures of Poor Condition in Maekung......……... Appendix 8 The Pictures of Farmers’ Round Rally Against Land- Rent System..................................................................

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CHAPTER I INTRODUCTION This chapter deals with the background of the study, problem formulation,

  the objectives of the study, the benefits of the study, and the definition of terms used in this study. The background of the study describes the reason why the writer chooses the topic of the study and literary work as the study. The objective of the study includes the writer’s aims of finding the answers to the questions stated in the problem formulation. The writer formulates two questions that become the focus discussed in this study. The next part, which is benefits of the study, contains some advantages from this study. The last part of this chapter gives the description of some terms in order to avoid misconception in analyzing this study.

1.1 Background of the Study

  Over two-thirds of Thailand's populations are rice farmers. Most of them grow rice in the regions of the central plains, the north, and the northeast. The land in the central plains is very fertile. However, the land in the northeast is very mountainous and there are often droughts. The people in the northeast are a lot poorer than those in other areas of the country. Rice has an important place in Thai history and culture.

  The decades of the 1960s and 1970s were turbulent times for people in households were landless. In the early 1970s university students helped to bring some of the local protests out on to the national stage. The protests focused on land loss, high rents, the heavy handed role of the police, corruption among the bureaucracy and the local elite, poor infrastructure, and overwhelming poverty. It was the same in Thailand. From 1973-1976, students in Thailand tried to gain more rights for the poor farmers. The students in the cities were moved by the poverty they saw around them as well as by the poverty of the rice farmers in rural areas. They wanted to build a new Thailand which was fairer for its entire people.

  Rice Without Rain is a novel written by Minfong Ho, which focuses on the

  life of Thailand people where at that time there was a system of land-rent. At that time, Thailand farmers were suffering. They could hardly get their rights because they had to obey the rule of the Land-rent system. The rule was really adverse for women.

  There are three main characters in this story. They are Jinda, Inthorn, and Ned. The first part of the book tells us about the story of Jinda’s life with her father and her family. They lived in a poor condition. Two years of drought have brought deprivations to the village in which Jinda's sister has no milk and her baby starves to death. Still, the villagers greet these outsiders with suspicion, especially when they encourage the men to form a rent resistance movement. So, it makes Jinda want to end this kind of poverty condition and with her motivation, she hopes that she can struggle against the land-rent system.

  The second major character is Inthorn. It is told in the book that Inthorn way to save his village from the government rules. He realized that he had to do something, and he tried to break the rule and made it better for all the citizen.

  The third is Ned. From the book, we knew that Ned was a university student from Bangkok and he became the group leader of volunteer (student radicals) to help people in Thailand who faced difficult problems. He, together with Jinda, lead a organization that might help Thailand people from suffering.

  They also joined with the community of guerrilas fighting the government to let the village develop for the better.

  The Thailand efforts in this story are well-developed. Jinda’s effort really makes this novel great. She wants to have a better life. Although she was angry at that kind of unjust situation, she still wanted to change the condition by breaking the government rule and she hopes that someday there will be a miracle, a better future, both for herself and Thailand. That is why I analyze Jinda’s motivation to struggle against the land-rent system.

1.2 Problem Formulation

  In analyzing MinFong Ho’s novel, the writer focuses on Thailand women’s struggle to overcome their problems from the land-rent system that happens in their villlage. Therefore, the writer formulates two problems of this study that is stated as follows:

  1. How does Jinda, the main character of Rice Without Rain, struggle against poverty or land-rent system?

  1.3 Objectives of the Study

  Based on the problem formulation stated above, the objectives of this study are:

  1. To describe the struggle of Jinda as the main character of Rice Without Rain in order to struggle against poverty.

  2. To reveal the motivation of Jinda to have strength and beliefs to change life from poverty into a better future.

  1.4 Benefits of the Study

  The study is expected to be able to give some benefits for the readers, students, and reseachers. First is for the readers. The analyses of this study are beneficial for the readers in gaining a better understanding related to the novel. It also helps the readers to enrich their knowledge about how Thailand women struggle in their life and through their love to face their problems. Through the literary works, they can adapt the concepts in the novel to be practiced in their real life.

  Second is for students. The writer hopes that this study will also be useful for the students. By reading this study the students are gaining a lot of information related to the way the Thailand women have to fight for their rights and finally they hope for a better future.

  The third is for the researchers. This study gives an important contribution approach. Hence, the researcher can observe and analyze some aspects of the novel by applying sociocultural-historical and psychological approach. The writer hopes that this study also inspires other researchers to analyzing this remarkable novel.

1.5 Definition of Terms

  In the last part of this chapter, I explain some significant terms used in this study. The definition of terms is aimed at avoiding misconception about this study.

  1. Land-rent system Land-rent system or usually called Land value taxation (LVT) according to Wyatt (2004) is an ad valorem tax on the value of land. This ignores buildings, improvements, and personal poverty (p. 99). Because of this, land-rent system is different from other property taxes on real estate-the combination of land, buildings, and improvement to land. Every jurisdiction that has a real estate property tax has an element of land value tax, because land value contributes to overall property value. In this study, the term land-rent system means the system in which the farmers in Thailand have to pay higher price just to rent the land.

  2. Motivation Steers & Porter (1991) states, “motivation is a force that serves three attainment of specific goals, and it sustains the effort expended in reaching those goals” (p. 24). Behavior is also influenced by a need for something. Murray (1964) defines motivation as a desire that has a certain goal to be obtained (p.8). In this study, the term motivation means desire or drives which stimulate Jinda as the focus of this story to do things that are needed to achieve what she wants.

  3. Struggle Struggle according to Macmillan dictionary is the trying hard to do something that we find very difficult.

  Mao-Tse Tung (2000) has quoted when he became the key figure in China in the 20th century, “Once all struggle is grasped, miracles are possible” (p. 289).

  So, related to Mao-Tse Tung quotation, we have to use our strength to fight against or to defeat or to stop someone having power over us. Especially in this study, struggle has an important meaning on having a power to overcome the poverty.

CHAPTER II REVIEW OF RELATED LITERATURE This chapter contains six parts. They are the theory of psychological

  approach to literature, the theory of motivation, theory of human needs, theory of emotion, relationship of emotion and motivation, and theoretical framework. The theory of psychological approach to literature involves the effort to locate and demonstrate certain recurrent patterns. Theory of motivation explains the approaches in studying motivation and the psychological aspects of human related to the character’s motivation in the novel. Theory of human needs explains the needs that force human beings to strive for their goals until the goals are achieved. Next part is theory of emotion. The theoy of emotion involves someone’s emotion to support his or her motivation in achieving his or her goals. In this part also provides the relationship of emotion and motivation in order to know the influence of someone’s emotion towards his or her motivation. The last is the theoretical framework in which the writer reveals the application of the theory to answer the research questions stated in the problem formulation.

2.1 The Psychological Approach to Literature

  The writer applies The Psychological Approach in order to discuss the research question in the problem formulation. This approach involves the effort to locate and demonstrate certain recurrent patterns. Unlike the mythpoeic, the

  The theories and practices of Sigmund Freud (1972) provide the foundation for psychoanalytic criticism. He believes that the work of literature is the external expression of the author’s unconcious mind. The literary works must be treated like a dream, applying psychoanalytic techniques to the text to uncover the author’s hidden motivation and repressed desire (p. 149-153).

  According to Freud, an author’s chief motivation for writing any story is to gratify some secret desire; some forbidden wish that probably developed during the time the author was suppressed and dumped in the unconcious. Bressler (1974) said that by using Freud’s psychoanalytic techniques as they are used in dream therapy, psychoanalytic critics believe the reader can unlock the hidden meaning contained within the story. Then the reader can have an accurate interpretation of the text (p. 159-160).

  Basically, psychoanalytic criticism deals with a work literature primarily as an expression, in fictional form, of the state of mind and the structure of the personality of the individual author. According to Murphy (1972), the work of literature is correlated with its author’s distinctive mental and emotional traits: (1) reference to author’s personality in order to explain and interpret a literary work; (2) reference to literary works in order to establish, biographically, the personality of the author; (3) the mode of reading a literary work specifically as a way of experiencing the distinctive subjectivity, or unconciousness, of its author (p. 263).

  According to Welleck (1968), psychology and literature is the psychological study of the writer, as type and as individual, or the study of works of literature. It is also the study in the literature effect upon its readers (p.81).

  Psychology obviously can illuminate the creative process. Welleck added that for some concious artist, psychology may have tightened their sense of reality, sharpened their power of observation or allowed them to fall into hitherto undiscovered pattern. Psychology helps to uncover the author’s do with the literary works (p. 90-93).

  One important concept of psychological analysis is relative deprivation. This concept refers to feelings of dissatisfaction that arise from comparisons of one’s own situation with that of certain other persons, usually similar to oneself in some relevant way. It relates with the psychological ingredient in activating the powerless to try to acquire greater control over outcomes affecting them.

2.2 Theory of Motivation

  In general, when we speak of motives, we are referring to the causes or reasons that underlie a given behavior. The essential features of motivated behavior is purposive or goal-directed. The individual holds expectancies, formed probably through past learning experiences, that specific behaviors will lead to the attainment of certain desired incentives. The concept of motivation also implies that energy is involved to activate the individual to a level that enables the performance of the appropriate behavior. Motivation also involves the persistence of behavior over time so that sustained effort can occur even if obstacles occur.

  Minfong Ho’s novel Rice without Rain reveals Jinda’s motivation as a Thailand women to show her struggle against the land-rent system. This part will describe the meaning of motivation based on theories proposed by psychologist.

  Basically, a motive is an internal factor that arouses, directs, and integrates a person’s behavior. According to Steers and Porter (1991) in their book

  th

Motivation and work behavior (5 ed.), “motivation is a force that serves three

  functions: it energizes or causes people to act, it directs behavior toward the attainment of specific goals, and it sustains the effort expended in reaching those goals” (p. 24). Other psychologist, Murray (1964), in his book Motivation and

  Emotion states:

  Motivation is distinguished from other factors that also influence behavior, such as the past experience of the person, his physical capabilities, and the environmental situation in which he finds himself, although these other factors may influence motivation (p. 7).

  Some psychologists add that motivation must be able to include terms such as desires, wishes, plans, goals, intents, impulses, and purposes. This is sometimes called want. In general, when we speak of motives we are referring to the causes or reasons that underlie a given behavior.

  There are two important components of motivation. First, the term drive that refers to the internal process that goads a person into action. It is usually called as intrinsic motivation. The intrinsic motivation refers to factors that make certain activities rewarding in and of them. Almost anything could potentionally be intrinsically motivating for some individuals. Second, a motive is usually terminated by reaching a goal, obtaining a reward or reinforcement situation. motivation is defined as the value or pleasure associated with an activity as opposed to the goal toward which the activity is directed while the extrinsic motivation emphasizes the external goals toward which the activity is directed. It is possible for two kinds of motivation interact such that extrinsic motivation reduce the degree of intrisic motivation for a task.

  Beck (1978) in his book Motivation Theories and Principles states that there should be an interaction of intrinsic element and external rewards. If the individual sees himself as the causal factor for desirable outcomes, then the behavior producing those outcomes is intrisically motivating and desirable. On the other hand, if the individual sees his rewards as being dependent on someone else, the activity necessary to get those rewards will be intrisically motivating (p. 145).

  Motivation theories start with the assumption that there is a cause for every behavior. The goal is to identify the causes. Psychologists distinguish between approach causes and avoidant causes. In approach behavior, people do things because of something they want, desire, or need. In avoidant behavior, people do things to avoid something. All behavior represents an attempt to adapt to the environment. Social interaction with others is one factor which construct in motivation. Some theories have also pointed out that we are socially motivated. Petry (1981) in his book Motivation: Theory and Research states that social situation have a large influence on our behavior because the presence of others alters our motivation (p. 259).

2.3 Theory of Human Needs

  All human behavior is motivated by some needs. The needs highly influence human beings to behave in a certain way and to make decisions in accordance with goals. The needs force human beings to strive for their goals until the goals are achieved. In relation to this study, the writer thinks that it is crucial to employ the theory of human needs to find out what motivates Jinda in struggling against poverty and in addition to explain Jinda needs that motivate her.

  Need theory grew out of the idea that the energy, direction, and persistence of behavior are due to the existence of needs. One of the most ambitious attempts to explain need theory of motivation is Abraham Maslow’s hierarchy of needs. Maslow’s theory is based on the belief that we all have numerous needs that compete for expression. He argues that the basic physichological needs are associated with deficiency and higher-order needs with growth. In Maslow’s view (1990), needs can be grouped in categories, which are arranged in a eight-level hierarchical of needs with basic biological and physiological needs at the bottom and transcendence at the top.

  (taken from http://pcm.me/maslows-hierarchy-of-needs/Abraham Maslow's Hierarchy of Needs motivational model.html)

  Chapman (2001) stated that Maslow overstated the imortance of sequentially working one’s way up the pyramid. Although we fulfill basic needs first when possible, if circumtances allow only partial satisfaction, we can still go on to pursue higher level needs (http://pcm.me/maslows-hierarchy-of- needs/Abraham Maslow's Hierarchy of Needs motivational model.html).

  Rogers quoted in Franken’s book, Human Motivation discusses the growth motivation in relation to the fully functioning individual, while Maslow uses the term transcendence to describe the motivation to help others to self actualize. Related to the environment, the psychologist uses growth motivation as the major construct the motivation. It is called effectance motivation by some and personal causation by others (p. 13).

  McClelland's (1985), in his book Human Motivation states: Theory sometimes referred to as the three need theory or as the learned needs theory, categorizes the needs as follows: (1) the need for affiliation,

  (2) the need for power, and (3) the need for achievement. A person’s needs are influenced by their cultural background and life experiences. The majority of these needs can be classified as the needs for affiliation, achievement or power (p. 223).

  According to McClelland, a person’s motivation and effectiveness can be increased through an environment, which provides them with their ideal mix of each of the three needs. First is the need for affiliation. This is the need for friendly relationships and human interaction. There is a need “to feel liked” and “accepted” by others. Next is the need for power. This is the need to lead others and make an impact. This need can exhibit itself in two ways. The first which is the need for personal power may be viewed as undesirable as the person simply needs to feel that they have “power over others”. The second type of “need for power” is the need for institutional power. People with the need for institutional power; want to direct the efforts of their team, to further the objectives of their organization. The last need of human needs is the need for achievement. This is the need to achieve, excel and succeed. A person with this type of need will set goals that are challenging but realistic. The goals have to be challenging so that the person can feel a sense of achievement. McClelland believed that people with a strong need for achievement, make the best leaders for a variety of reasons including setting goals, reviewing progress and continuously looking at how

  There are still the other needs that people may have to achieve. Based on Nine Needs Material adapted from various workshops by psychologists Jose & Lena Stevens, Pivotal Resources and JP Van Hulle, Michael Education Foundation, it is clearly stated that there are nine needs that people may have to achieve. Jose and Lena Stevens (1997) stated:

  The nine needs are the needs of security, adventure, freedom, exchange, power, expansion, acceptance, community, and expression. Security is the need to feel safe, to feel assured that they know what is going to happen, to know ahead of time what the plans are. The second is the need of adventure. Adventure is the need for an adrenaline rush, to have new experiences, to travel, to have big experiences, to have drama in their life, to have a sense of anticipation about upcoming events. Next is the need of freedom. Freedom is the need of independence and spontaneity. It is also the need to have choices and to feel in control of making those choices. The need of exchange is the need to trade information and knowledge with others, not just to combine or socialize, but to deliver and receive something of value. Then, need of power. People with a need for power need to be in a position of authority and responsibility. They need to explore power, leadership and accomplishment. Expansion is the need to build something, to add onto, to create an empire, to expand horizons, to go where no one has gone before. Next is the need of acceptance. Acceptance is the need to accept yourself and be accepted by others. This includes a feeling of belonging. The next need is the need of community. People with a need of community like to have people around. They are highly social and will express their enjoyment of gatherings. The last need is the need of expression. Expression is the need to be artistic, to be seen, to be heard, to be felt. It is the need to express oneself through words, speech, actions, dress, art and self-creations of all types (http://www.itstime.com/jun97.htm).

2.4 Theory of Emotion

  Through this theory, the writer can analyze the influence of land-rent system towards Jinda’s emotion and also its effects towards her motivation to struggle against poverty. In this study, the writer presents the theory of emotion proposed by Jung, Arnold, Leeper, Lazarus, Kleinginna and Kleinginna, and also Worchel and Shebilske.

  The theory of emotion proposed by Jung (1978), states that emotion is a category of feeling, which includes fear, anger, hate, as well as pleasure, humor, joy, excitement, and boredom (p. 4).

  According to Arnold (1960), as stated in Murray’s book Motivation and

  

Emotion , says that most of the emphasis has been on the second half on the

sequence emotion, expression, action; and not enough on the initial perception (p.

  50). An important feature of Arnold’s theory is that emotion is defined in a motivational sense. This is very close to McDougall’s theory in which each motive is thought to be accompanied by a characteristic emotion.

  Another psychologist, Leeper (1970) as stated in Murray’s book, believes that emotions organize and direct behavior just as motives do (p. 63). Just the same with Leeper, Lazarus (1970) also has reviewed on the effects of emotional stress on task performance. Stress was introduced by arranging the test situations so that the subject failed or by complicating the task so that the subject was distracted (p. 64).

  Paul Kleinginna and Anne Kleinginna (1981) have proposed a definition on emotions. According to them, emotions occur as a result of an interaction between subjective factors, environmental factors, and neutral and hormonal processes. Emotional reactions can be aroused innately by a number of situations, for example fear by a loud noise and anger by frustration (p. 239).

  As Worchel and Shebilske (1989) pointed out that the first step in experiencing emotions is appraising (judging or interpreting) the situation. It determines whether we view the situation as threatening or nonthreatening, and it also determines our response to the situation (p. 373-377).

  Emotions, proposed by some psychologists above, can be underlined that the major focus of emotion theory is on how people can learn to develop emotions that sustain goal-directed behavior and to neutralize or deflect emotions that tend to undermine goal-directed behavior. From some theories of some psychologists above, the writer prefer to use the theory of emotion proposed by Jung supported with theories by Leeper, Lazarus, and Worchel and Shebilske in order to analyze the influence of Jinda’s emotion toward her motivation.

2.5 Relationship of Emotion and Motivation

  The relationship of emotion and motivation is presented in order to know the influence of someone’s emotion towards his or her motivation as seen in Jinda’s experiences. Emotion is different from motivation in that there is no necessarily goal orientation affiliated with it. Kleinginna and Kleinginna (1981), as quoted by Huitt (2001), explain that emotion occurs as a result of an interaction between perception of environmental stimuli, hormonal responses to these perceptions, and subjective cognitive labeling of these feelings (p. 345). Based on the definition proposed by Kleinginna and Kleinginna above, emotions give rise to affective experiences, stimulate the individual to generate cognitive explanations, trigger a variety of internal adjustment, and elicit expressive, goal- directed, and adaptive behaviors.