11 the lecturers also need to have a motivation to teach and also increase the
motivation of the students. Moreover, motivation can also be seen as the effect of the implementation of self-fulfilling prophecy. The researcher would like to
investigate more whether motivation becomes one of the effects of the self- fulfi
lling prophecy implementation based on lecturers’ experience in teaching. There are three terms that the researcher used to complete this research.
They are perceptions, self-fulfilling prophecy and motivation. The details of those terms are going to be found in the following chapter.
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CHAPTER II REVIEW OF RELATED LITERATURE
To give a fundamental theory to this research, this chapter presents a discussion on the related literature as a theoretical base upon which the research
presented in the chapter was conducted. The discussion includes review of the related theories, the theoretical description, and the theoretical framework.
A. Review of Related Studies
The researcher found some studies related to this topic. For example, Brophy 1983 has already conducted his research entitled Research on the Self-
Fulfilling Prophecy and Teac her Expectations”. The finding in Brophy’s research
was that delivering expectation to the students was crucial. The teacher ’s
expectation behavior became a self- fulfilling prophecy; the students’ performance
can come to reflect the teachers’ belief about their ability. Related to Brophy’s
1983 research, this research also seeks to prove the importance of having a self- fulfilling prophecy based on lecturers’ perceptions.
The next related study is from Suthami 2015 who investigated about humanistic education implemented in Critical Reading and Writing CRW II
class in relation to students’ motivation and characters development. Humanistic education is actually a part of self-fulfilling prophecy. It is closely related to
students’ motivation and engagement since humanistic education’s goal is to engage students in the lesson so that they can be more motivated in learning.
