9 this section carefully defines each concept that will be used in this thesis. The
following key terms are described as follows.
1. Perceptions
Altman, Valenzi, and Hodgetts 1985 define perceptions as the way stimuli are selected and grouped by a person so that they can be meaningfully
interpreted. What people think about the world’s phenomena may be called as
perceptions. In addition, George and Jones 2005 claim the perceptions as the process by which individual select, organize, and interpret the input from their
senses vision, hearing, touch, smell, and taste to give meaning and order to the world around them.
In this research, the researcher deals with the perceptions of ELESP lecturers on the implementation of self-fulfilling prophecy toward ELESP
students. Their perceptions cover their opinions, feeling, and thoughts related to the implementation of self-fulfilling prophecy.
2. Self-fulfilling Prophecy
Self-fulfilling prophecy is defined as a Pygmalion Effect or Rosenthal effect. This research is focused on self-fulfilling prophecy which is implemented
in educational area between lecturers and students. Pygmalion effect comes from the term of self-fulfilling prophecy as Merton 1948 originally states. It means
that students perform in ways the teacher expects. Lecturers’ expectation, whether
it is high or low becomes self-fulfilling prophecy. Rosenthal and Jacobson 1968,
10 based on their research, claim
that teacher’s expectation to the students obviously can change their behavior in teaching.
Moreover, Madon, Willard, Guyll and Scherr 2011 state that self- fulfilling
prophecy occurs when a perceiver’s false belief influence how she or he treats a target student
which, in turn, shapes the target’s subsequent behavior in the direction of the initially false believe. They define self-fulfilling prophecy as
lecturers’ beliefs on the students’ abilities or potentials. Thus, this research would like to analyze
the lecturers’ belief in self-fulfilling prophecy based on the lecturers’ perception. The perception itself comes from the lecturers’ experience
in delivering self-fulfilling prophecy in the way they are teaching ELESP students.
3. Motivation
There are many definitions of motivation that are stated by several researchers around the world. Motivation as Schunk as cited in Schunk, Pintrich,
Meece, 2008, p. 5 state that it is essential to students in the learning process since it can influence what, when, and how people learn. It will help the students
in achieving the goals of learning because motivation involves goals that must be achieved. A key point is that motivation bears a reciprocal relation to learning and
performance; that is, motivation influences learning and performance and what students do and learn will influence their motivation Pintrich, 2003; Schunk,
1995 as cited in Schunk, Pintrich, Meece, 2008, p. 5. Motivation is relevant to learning because learning is an active process requiring conscious and
deliberate activity. Since motivation is essential in the teaching-learning process,
