Providing Students with Opportunities to Develop Their Skills

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 67 because she expected that all of her students are active in her class or at least tried to engage with the class activity.

4. Providing Students with Performance-Based Feedback

Lecturers need to realize that providing students with meaningful feedback can greatly enhance learning and improve student achievement. It is related to Schunk 2008 who claims that a major teaching function is providing different forms of feedback see table 2.1 and 4.1. Lecturers who believe in their students ’ ability would like to find a way in order to facilitate students’ success. One of the ways is providing feedback to convince the students about their ability. When students have access to this feedback information, they will develop an awareness of their learning. Then, they would be more easily to recognize the mistakes and eventually develop the strategies for tackling weak points of themselves. All of participants said that giving a feedback is important to make students feel controlled and appreciated by the lecturer or the teacher. Being good lecturers means believing in the students’ ability no matter the reality is. Based on Rosenthal ’s 1968 research that students’ outcome will be influenced by lecturers’ belief on their students’ potentials in achieving learning. Most of the participants believe that when students feel respected by the lecturers, it can motivate students to be motivated in their class. In addition, based on the interview, all of the participants defined that their way of teaching is influenced by the implementation of self-fulfilling prophecy.