Research Procedure RESEARCH METHODOLOGY

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter presents the results and discussion of this research. It discusses the data acquired from the result of interview from English Language Education Study Program lecturers as participants. This chapter answers the two questions stated in the problem formulation. Therefore, there will be two discussions in this chapter. The first part is the meanings or the concepts of self- fulfilling prophecy in order to improve students’ motivation based on lecturers’ perception. Meanwhile, the second part is how the implementation of self- fulfilling prophecy influenced their way of teaching. Then, each problem will be discussed and analyzed using theories that are stated in the review of related literature.

A. Lecturers’ Perception on the Implementation of Self-fulfilling Prophecy

This section reviews the implementation of self-fulfilling prophecy based on the lecturers’ perception. This section is divided into 4 parts namely 1 the lecturers’ concept of self-fulfilling prophecy, 2 lecturers’ role in implementing self-fulfilling prophecy, 3 lecturers-students relation, and 4 lecturer s’ belief.

1. The Lecturers’ Concept of Self-Fulfilling Prophecy

In this section, the discussion deals with the lecturers’ perception on the implementation of self-fulfilling prophecy toward the English Language 46 Education Study Program ELESP students. This section discusses the perception on self-fulfilling prophecy and also the importance of implementing self-fulfilling prophecy based on lecturers’ perception as a learner facilitator. The researcher conducted interviews in order to answer the first research question about the meaning of self-fulfilling prophecy based on the lecturer’s perception. The researcher drew the lecturers’ perception on the implementation on self-fulfilling prophecy according to the interviews with four lecturers of the English Language Education Study Program ELESP students. Based on the interview, some facts were revealed. The first one is that all of the participants implemented the positive self-fulfilling prophecy on the way they teach. Second, all of the participants tried not to label the students as low learners or high learners. The participants believed that all of their students have their own enormous potentials to be developed. Third, the participants’ ways of teaching were influenced by their belief or expectation toward their students. The participants were assured that the confidentiality of their real name will be confidential in this research. Thus, the researcher did not provide the participants’ real names on this research. To be more specific, the researcher named the first participant as Ms. Richa, the second participant as Mr. Daniel, the third participant as Mr. Jono and the fourth participant as Ms. Martha. The term of self-fulfilling prophecy itself, as Merton 1948 originally states, means that students will perform in ways the lecturers put the expectation. On the other words, self-fulfilling prophecy is the way lecturers thought about their students’ ability that might affect both their way of teaching and their 47 students’ motivation or performance. The importance of lecturers as learner facilitators cannot be separated to self-fulfilling prophecy. It is related to what Peterson 1992 states that teacher is an arranger of learning experience. Being a good learner facilitator is a le cturers’ responsibility. Implementing self-fulfilling prophecy is also one example of how lecturers try to fulfil the responsibility itself. The way lecturers’ implement self-fulfilling prophecy to their students is crucial. Moreover, self-fulfilling prophecy is also related to high expectation given by the lecturers’ to their students. Every lecturer has their own perception on self-fulfilling prophecy since the definition of perception itself is a process by which individuals organize and interpret their sensory impressions in order to find meaning or give label to their environment Robbins, 2001, Kreitner Kinicki, 1992. Although the researcher chose the participants based on the researcher ’ experiences in joining their class, two of the participants were not really familiar with the self-fulfilling term. However, based on the interview, they definitely implemented it in class. Ms. Richa and Mr. Daniel shared they never realized that what they have been doing in class is a part of self-fulfilling prophecy before. “To be honest, I have told you before that I am not familiar with this term. But after I read your email, then I have realized that the way I motivated my students to be on track with me is called self-fulfilling prophecy.” – Ms. Richa, 11032015 It can be shown from Ms. Richa’s statement that although the lecturers’ were not really familiar with the self-fulfilling prophecy term, the lecturer still implemented it in the class. Based on the interview, every participant had their own perception about self-fulfilling prophecy because each of the participants