52 methods is by reflecting on interesting andor problematic areas in more structured
way. Mr. Jono added, he always asked their students to reflect what they have done in class. He always used written reflection to know the
students’ commitment to learn. Then, he gave feedback to his students
’ handwritten by telling them that he really proud to have students like them.
Giving feedback such as praise to students can be one of the best ways to make students motivated. In giving feedback to his students, Mr. Jono always
tried to use words which were motivating and encouraging. There are various types of teacher feedback and one of the common used by the participants is
motivational feedback which can be seen on table 2.1. Those types of feedback are performance, motivational, attributional, and strategy. Based on the findings,
most of the participants gave those types of feedback to their students to make the students feel appreciated and motivated to follow the teaching-learning process.
The table of the feedback can be seen as follows.
Table 4.1 Lecturers’ Feedback based on Interview
Type Example
Performance
I will still appreciate them, if the answer is correct I
will usually say “Good job” or “Excellent” something that will make them happy and motivated
and feel appreciated. Ms. Richa, 11032015
Motivational
They need someone who always say “Hey guys you can do it
”. That’s my keyword. Ms. Martha, 25032015, my translation
Attributional
By appreciating them, by saying thank you, or giving them appraisal, so that they feel that they are
appreciated and motivated, to make sure that they, they are still there, I mean they keep doing their
best, I will just thank you will be the most common
word that I use in every class, “thank you”, “ you’re
really good at this
” and so on. Ms. Richa, 11032015
53
Type Example
Strategy
“Your vocabulary will be improved if you write more journals
” Ms. Martha, 25032015, my translation
Lecturers often provide students feedback which is designed to motivate rather than to inform about accuracy of answers. One type of feedback which
lecturers usually use is motivational feedback. Another common type of motivational feedback is persuasive, like “I know you can do this”, or “keep up
the goo d work”. The feedback has a purpose to engage students in the task and
experienced success. The students’ engagement in the task is closely related to motivation improvement. Ms. Richa shared that she often uses motivational
feedback to make the students feel appreciated then motivated to follow the learning process.
“I often do that. So, whenever they answer question, whether it is wrong or right, even it is wrong, I still appreciate them for trying. So once again
my goal is not to make them speak because they know the answer is correct, but I want them to be brave to speak up, so even if the answer is
wrong I will still appreciate them. If the answer is correct I will usually
say “good job” or “excellent” something that will make them happy and motivated and feel appreciated.
” - Ms. Richa, 11032015 The research found that each of lecturer as a participant delivered
different ways of motivating their students. Lecturers who implemented self- fulfilling prophecy may have different ways with those who did not implement
self-fulfilling prophecy. However, all of the participants of this research were implementing self-fulfilling prophecy on their way they teach ELESP students.
54
c. Showing High Expectation
The discussion on this section is related to the discussion on the previous section. Both might be overlapping because lecturers
’ role is actually to motivate students.
Showing high expectation is one of the lecturers’ strategies to encourage the students’ motivation. However, this part is only discussed about the lecturers’
perception on the implementation of self-fulfilling prophecy that might influence their attitude in showing high expectation to students. When teachers have high
expectations for students and provide tasks that are engaging and of high interest, students build self-esteem, increase confidence and improve academic
performance Brophy, 2008; 2010 as cited in Williamson 2012. T he lecturers’
role in implementing self-fulfilling prophecy in the class is to help the students to always have a positive thinking.
“For me, we are all God’s child. I believe that each of us is a God’s child with enormous potentials. However, sometimes humans with the
influence of their environments always think that ‘if what I have done is
alright an d enough, why should I do more?” Well, I think that is why
Indonesia does not have good progress. There is a research which proves that we only use 10 of our brains, why do not we maximize all of the
capacity of our brain? ” - Ms. Martha, 25032015, my translation
Ms. Martha stated that showing high expectation to students is important since lecturers are the students’ guidance. Moreover, the use of high expectation
in classroom has been very crucial since it can raise students’ motivation and determine the success of the students Suthami, 2015. Based on the interview,
Ms. Martha believed that every person has enormous potentials yet sometimes people do not maximize their potentials well. All of the participants said that
showing high expectation to students is important. One thing that Mr. Jono always
55 does in his class is that he always convince their students that in class, they can do
better than before. “I am sure if you are consistent with your responsibility in this class, you
will be growing fast even faster than you have ever imagined before.” – Mr. Jono, 23032015, my translation
Mr. Jono did not convey the feedback directly but he claimed that the words he used to his students are always meaningful and have a great power. What Mr.
Jono did to his students demonstrates the connection with the theory of high expectation proposed by Williamson 2012, who states that the culture of high
expectation is providing the students with high level of support. Furthermore, all of the participants hope that showing their expectation to their students can make
the students motivated to fulfil what the lecturers expect.
3. Lecturers-Students Relation
Mostly, good lecturers make a good relation with their students. Schreck 2011 in her book states that before an educator, can reach, and in turn, teach, the
students, he or she must first develop a meaningful relationship with the students. Hence, it is important as a lecturer to have a good relation with their students. It is
also believed by Peterson 1992, who states that providing good learning experience for the students is the key role for the instructor or teacher as a
learning facilitator. Sometimes, a number of educators forgot how powerful their words, their attention and their interest can be for students. When the students feel
comfortable and put their trust in their lecturers, both lecturers and students will
56 have good experiences in learning. Thus, they will be motivated to always be on
track in order to obtain the goal of the class. “One thing that I keep doing since my first time teaching here is that I put
myself not as a teacher who they have to respect very much but more as a friend and a facilitator.” – Ms. Richa, 11032015
“I put myself not as a lecturer but more as a friend. Therefore, I think that if the students learn with friends, it would be more comfortable in
everything. The discussion would be good, and the lesson would be well achieved. In my opinion, if I put myself as a lecturer who has a higher
level than the students have low level, it would happen inequality. The
learning process would not as comfortable as if parallel” – Mr. Daniel, 13032015, my translation
Being a friend for their students was one of the ways that Mr. Daniel and Ms. Richa use
d to gain students’ attention. One of the goals of implementing self- fulfilling prophecy
is when lecturers reach students’ attention from personal approach. Mr. Jono claimed that it is important for lecturers to have a personal
approach to their students in order to develop self-fulfilling prophecy to their students.
In this research, the researcher chose participants from different periods of teaching experience. One of the participants has been teaching at English
Language Education Study Program Sanata Dharma University for more than ten years. The other participants have been teaching at English Language Education
Study Program of Sanata Dharma University for more than 15 years or less than 5 years. However, the periods of the teaching experience in the English Language
Education Study Program students at Sanata Dharma University do not bring any difference for lecturers in implementing self-fulfilling prophecy.
