65 make the students engage to the lesson given. In her teaching process, she tried to
provide her students with opportunities to develop their skills. “Yes, I guess so, because as I’ve told you, I will always try to find a way,
so in every meeting, I will, if it’s possible I will give a mini game, at least to attract their attention and sometimes I will put them into a competition
mode. Then, I will give small prizes to the winners so that they feel
happy.” – Ms. Richa, 11032015 Ms. Richa often used mini game to attract their attention. It is believed that when
students are attracted to the class activities, they would have their own willingness to develop their skills without a force from their teacher Schunk, 2008.
“Well first of all, I will assign them for a group work and then I will make sure that this particular student is in one group with at least one
active student. I f he or she is involved in the discussion then that’s good,
I will only monitor this group longer than the others, but if he or she keeps silent then usually I will approach him or her and then I will ask
“any difficulties?” if they say no then I will ask them “okay so what have you understood so far?” and then they will tell me what they understand
then I can just add something that I believe they need to know I can add something.” - Ms. Richa, 11032015
In believing her students, Ms. Richa always monitored her students so that the students truly master the material.
3. Providing Students with Opportunities to Practice Their Skills
When lecturers are implementing positive self-fulfilling prophecy and believe i
n their students’ ability, they will find a way to make the students master the materials. One of the ways is by giving opportunities for the students to
practice their skills. Based on Madon, Willard, Guyll Scherr 2011, lecturers who implement negative self-fulfilling prophecy toward their students will act
differently in class. In implementing negative self-fulfilling prophecy, lecturers
66 perhaps do not call the students, spend only a little time with the students and
track the students into a low ability group. On the contrary, lecturers who implement positive self-fulfilling
prophecy would call the students more often to answer the questiosn or to re explain the teachers’ explanation. High expectation is closely related to this
section. “You have to get an ‘A’ means an expectation. I usually give warnings
‘what is needed’ to certain class. What kind of exercises that may be needed from this class, which one is needed to be strengthened. For
example, we need a good time management, need more listening or reading exercises. That is the examples of warning that I give to my
students in order to make the students reach the target I set from the
beginning.” – Mr. Daniel, 13032015 Mr. Daniel shared when he believed in his students, he would do something to
make his students be on track with him and obtain a maximal achievement based on his target that he set from the beginning of the class. When he thought that his
students need more practice in listening or reading or any other skills then he would try to give the students more exercises. Mr. Daniel said that lecturers need
to know what students’ need in order to help the students pass the course. Different to Mr. Daniel, Ms. Richa often directly pointed her students to be more
active in her class. “For the discussion I will point them, I will point them to be the speaker
of the group, so that they feel like I give them trust, I want to hear them speak as well not only the active students but them as well.” - Ms.
Richa, 11032015
Although each of lecturer did different strategy in making the students engaged to the les
son, those strategies can be classified as lecturers’ implementation of self- fulfilling prophecy. The way Ms. Richa pointed the inactive students to speak is
