How To Cite: Meluwu, R., Polii, I. J., & Liando, M. R. (2022). Motivation in Autobiography of Nick Vujicic Life Without Limits Literary Learning Perspective. Journal of Social Science, 3(2). https://doi.org/10.46799/jss.v3i2.318 E-Issn: 2721-5202 Published By: Ridwan Institut Life Motivation in Autobiography of Nick Vujicic Life Without Limits Literary Learning Perspective Rifka Meluwu, Intama J. Polii, Mayske R. Liando Manado State University, Tondano, North Sulawesi, Indonesia Email: rifkameluwu2302@gmail.com, intamapolii@unima.ac.id, mayske_rinny@unima.ac.id ARTICLE INFO ABSTRACT Date received : 12 February 2022 Revision date : 22 February 2022 Date received : 07 March 2022 This study describes Nick Vujicic's life motivation which includes extrinsic and intrinsic motivation to fulfill his life needs in his autobiography "Life Without Limits" from a literary learning perspective. The research method used is descriptive qualitative. The research results in Nick Vujicic's autobiography "Life Without Limits" show that Nick gets extrinsic motivation from his family, especially his father and mother, who encourage, mobilize, and direct Nick to make ends meet. Motivation from his parents encourages Nick to get the intrinsic motivation within himself to encourage himself to carry out his daily activities (physiological needs), feel secure about his future (need for security and protection), and feel loved and accepted by himself. Friends and family (the need to have and love) with a physical condition without arms and legs. Extrinsic and intrinsic motivation plays an important role that needs and complements each other in facing every difficulty and challenge in life, thus enabling Nick to fulfill his life's needs and get through his dark times Keywords: Life motivation, autobiography, Nick Vujicic 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 ISSN : P 2720-9938 E 2721-5202