Lecturers perception on self-fulfilling prophecy in the English Language Education Study Program.

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vii ABSTRACT

Kartikawati, D.A. (2015). Lecturers’ Perception on Self-Fulfilling Prophecy in the English Language Education Study Program. Yogyakarta: Sanata Dharma University.

Sometimes students are lack of confidence in their potentials to reach success. It becomes lecturers’ responsibility to convince the students on their potentials. Implementing self-fulfilling prophecy or showing lecturers’ expectation can be an alternative strategy. Lecturers’ expectation is essential to the students’ confidence. Lecturers’ expectation, whether it is low or high, becomes self-fulfilling prophecy. The researcher would like to investigate this topic more because there are not many studies which discuss self-fulfilling prophecy, especially in Sanata Dharma University. Moreover, there are still many aspects which can be explored on the implementation of self-fulfilling prophecy based on lecturers’ perception as an educator.

In this research, there were two research problems: 1). What are the lecturers’ perceptions on self-fulfilling prophecy in relation to students’ motivation? 2). To what extent do self-fulfilling prophecy understandings influence ELESP’s ways of teaching?

This research used qualitative approach. The participants of this research were four lecturers of Sanata Dharma University Yogyakarta who implemented self-fulfilling prophecy on how the way they teach. This research used semi-structured interview as a data gathering technique.

For the first research problem, it can be concluded that all of the participants implemented self-fulfilling prophecy in a positive way. Based on the interview, the purpose of implementing self-fulfilling prophecy is either to make the students be on track on their lesson or to make the students feel appreciated and trusted. Self-fulfilling prophecy is implemented in a form of delivering high expectation communication to their students to increase students’ motivation in learning. From the second research question, it can be seen that implementing self-fulfilling prophecy really influences their way of teaching. When lecturers believe in the students’ potentials, they will find a way to make the students achieve what the lecturers expect on them.

To conclude, the implementation of self-fulfilling prophecy is needed and beneficial in encouraging students’ motivation in learning although each of the lecturer has different way of teaching. Then, as recommendation, this research can be used to conduct another research related to this topic and as references in implementing self-fulfilling prophecy.

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viii ABSTRAK

Kartikawati, D.A. (2015). Lecturers’ Perception on Self-Fulfilling Prophecy in the English Language Education Study Program. Yogyakarta: Universitas Sanata Dharma.

Mahasiswa sering kali merasa kurang percaya diri terhadap potensi yang mereka punya untuk meraih kesuksesan. Hal itu menjadi tugas bagi seorang dosen untuk meyakinkan mahasiswa pada potensi yang mereka punya. Mengimplementasi self-fulfilling prophecy mungkin bisa menjadi salah satu stategi. Ekspektasi dosen penting untuk kepercayaan diri siswa. Ekspektasi dosen, tinggi ataupun rendah, menjadi self-fulfilling prophecy. Peneliti ingin meneliti topik ini karena tidak banyak penelitian yang meneliti mengenai self-fulfilling prophecy, khususnya di Universitas Sanata Dharma. Terlebih lagi, masih banyak aspek yang bisa digali dalam penerapan self-fulfilling-prophecy berdasarkan persepsi dosen sebagai seorang pendidik.

Dalam penelitian ini, ada dua rumusan masalah: 1). Apa persepsi dosen mengenai self-fulfilling prophecy yang berkaitan dengan motivasi siswa? 2). Sejauh mana pemahaman self-fulfilling prophecy mempengaruhi cara mengajar dosen ELESP?

Penelitian ini menggunakan pendekatan kualitatif. Partisipan dalam penelitian ini adalah empat dosen dari program pendidikan bahasa inggris Universitas Sanata Dharma Yogyakarta yang mengimplementasikan self-fulfilling prophecy di dalam cara mereka mengajar. Penelitian ini menggunakan wawancara dalam bentuk semi-terstruktur sebagai instrument penelitian.

Untuk rumusan masalah pertama, dapat disimpulkan bahwa semua partisipan mengimplementasikan self-fulfilling prophecy dalam hal yang positif. Berdasarkan wawancara, tujuan dalam pengimplementasian self-fulfilling prophecy adalah untuk membuat mahasiswa tetap berada pada jalur pelajaran maupun membuat mahasiswa merasa dihargai dan dipercaya. Self-fulfilling prophecy diterapkan dalam bentuk pengomunikasian ekspektasi tinggi terhadap mahasiswa yang bertujuan untuk meningkatkan motivasi mahasiswa dalam pembelajaran. Untuk rumusan masalah kedua, dapat dilihat bahwa pengimplementasian self-fulfilling prophecy sangat berpengaruh terhadap cara mengajar dosen. Ketika dosen percaya terhadap potensi yang dimiliki mahasiswa maka dosen tersebut akan mencari cara untuk membuat mahasiswa mencapai pencapaian seperti yang diharapkan.

Sebagai kesimpulan, implementasi self-fulfilling prophecy adalah hal yang dibutuhkan dan penting dalam meningkatkan motivasi siswa meskipun setiap dosen mempunyai cara mengajar yang berbeda. Sebagai rekomendasi, penelitian ini dapat digunakan untuk mengadakan penelitian lain terkait topik tersebut dan sebagai referensi dalam mengimplementasikan self-fulfilling prophecy.

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LECTURERS’

PERCEPTION ON SELF-FULFILLING

PROPHECY IN THE ENGLISH LANGUAGE

EDUCATION STUDY PROGRAM

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

Denyk Aprilia Kartikawati Student Number: 111214084

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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“I W Y

I

I I ’

”

–

Nelson Mandela

I dedicated this thesis to

Allah SWT,

my beloved family,

and everyone who stays in my heart..

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, July 29, 2015

The writer,

Denyk Aprilia Kartikawati 111214084

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PERNYATAAN PERSETUJUAN PUBLIKASI

LEMBAR PERNYATAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Denyk Aprilia Kartikawati

Nomor Mahasiswa : 111214084

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

LECTURERS’ PERCEPTION ON SELF-FULFILLING PROPHECY IN THE ENGLISH LANGUAGE

EDUCATION STUDY PROGRAM

beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu minta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta Pada tanggal: 29 Juli 2015 Yang menyatakan

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vii ABSTRACT

Kartikawati, D.A. (2015). Lecturers’ Perception on Self-Fulfilling Prophecy in the English Language Education Study Program. Yogyakarta: Sanata Dharma University.

the students’ confidence. Lecturers’ expectation, whether it is low or high, becomes self-fulfilling prophecy. The researcher would like to investigate this topic more because there are not many studies which discuss self-fulfilling prophecy, especially in Sanata Dharma University. Moreover, there are still many aspects which can be explored on the implementation of self-fulfilling prophecy

based on lecturers’ perception as an educator.

In this research, there were two research problems: 1). What are the

lecturers’ perceptions on self-fulfilling prophecy in relation to students’ motivation? 2). To what extent do self-fulfilling prophecy understandings

influence ELESP’s ways of teaching?

To conclude, the implementation of self-fulfilling prophecy is needed and

beneficial in encouraging students’ motivation in learning although each of the lecturer has different way of teaching. Then, as recommendation, this research can be used to conduct another research related to this topic and as references in implementing self-fulfilling prophecy.

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viii ABSTRAK

Kartikawati, D.A. (2015). Lecturers’ Perception on Self-Fulfilling Prophecy in the English Language Education Study Program. Yogyakarta: Universitas Sanata Dharma.

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ACKNOWLEDGEMENTS

I would like to express my greatest gratitude to Allah SWT for giving me this wonderful life and for blessing me in every step I take. This thesis would not

be accomplished without God’s guidance and strength.

My greatest gratitude also goes to Paulus Kuswandono, Ph.D. as my advisor. I thank him for his guidance and assistance during the process, his willingness to spend his time reading and correcting my thesis, and also his advice as an encouragement from the beginning until the accomplishment of this thesis.

My sincere gratitude goes to Fidelis Chosa Kastuhandani, M.Hum as my academic advisor for his four year guidance. Next, I would like to convey my appreciation to four ELESP lecturers for sharing their teaching experience and sharing their valuable knowledge as my participants. My gratitude also goes to Maria Septiyani, M.Hum., Drs. Barli Bram, M.Ed., Ph.D., Mr. Erick and Alyxia Sukmaadi, S.Pd., A.Md., who have been my thesis proofreaders. I thank them for giving me some meaningful advices, help, kindness and support during the accomplishment of this thesis.

My special gratitude goes to my beloved parents, Budi Gunanta and Hartati, S.Pd. who always supported me financially and emotionally to study in ELESP. I also thank my sister Devita Putri Sarawati for always helping me and giving me support to finish this thesis. I thank all of my family for their truly and endless love, care, prayers that always support and give strength to me in every condition.

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My gratitude also goes especially for Michael Yohanes Berchmans Gilly for his love, trust, prayers and support. I thank him for always giving me strength, courage, and hope in my ups and downs so that I can finish my study. Next, I would like to thank all of my best friends: Detta, Danik, Ima, Tika, Risma and Retno for the friendship, support, smiles and comfort for more than ten years and of course still counting. The love and togetherness we shared and give to each other will always remain in my heart forever.

I am also extremely grateful to have such wonderful friends like Roza, Shasha, Riri and Leo as ROYALS family for giving me support from the beginning. I would also thank all of friends in PBI 2011 especially class B for all amazing moments, team works, and friendship we shared. My thanks also go to Sri, Cinde, Joko, Monic, Gaiety, Heni, Ocha, Vivin and Philip for their support while we were struggling together throughout our unforgettable years at ELESP of Sanata Dharma University.

Finally, the last gratitude I give to everyone whose names cannot be mention one by one. I would never forget to thank them for everything they had done for me. May God bless them all.

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TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI_{... vi}

ABSTRACT ... vii

ABSTRAK_{... viii}

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

LIST OF FIGURES ... xv

LIST OF APPENDICES ... xvi

CHAPTER I. INTRODUCTION A. Research Background... 1

B. Research Problems ... 4

C. Research Limitation ... 5

D. Research Objectives ... 5

E. Research Benefits ... 6

F. Definition of Terms ... 8

CHAPTER II. REVIEW OF RELATED LITERATURE A. Review of Related Studies ... 12

B. Theoretical Description ... 13

1. Perception ... 13

a. Definition of Perception ... 13

b. The Concept Creating Perception ... 14

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xii

2. Self-Fulfilling Prophecy ... 17

3. Motivation ... 22

4. Lecturer or Learning Facilitator ... 28

C. Theoretical Framework ... 32

CHAPTER III. RESEARCH METHODOLOGY A. Research Method ... 35

B. Research Participants ... 36

C. Research Setting ... 38

D. Instruments and Data Gathering Technique ... 39

E. Data Analysis Technique ... 41

F. Research Procedure ... 43

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Lecturers’ Perception on the Implementation of Self-Fulfilling Prophecy .. 45

1. The Lecturers’ Concept of Self-Fulfilling Prophecy ... 45

2. Lecturers’ Role in Implementing Positive Self-Fulfilling Prophecy .. 49

a. Guiding Students ... 49

b. Increasing Students’ Motivation ... 50

c. Showing High Expectation ... 54

3. Lecturers-Students Relation ... 55

4. Lecturer’s Beliefs ... 57

B. The Influence of Implementing Self-Fulfilling Prophecy in Lecturers’ Ways of Teaching ... 60

1. Creating a Warm and Friendly Environment ... 63

2. Providing Students with Opportunities to Develop Their Skills . 64 3. Providing Students with Opportunities to Practice Their Skills .. 65

4. Providing Students with Performance-Based Feedback ... 67

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 70

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xiii

B. Suggestions ... 72

REFERENCES ... 75 APPENDICES ... 78

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xiv

LIST OF TABLES

2.1 Teacher Feedback (Schunk, Pintrich, & Meece, 2008, p. 308) ... 24 3.1 Details of the Participants ... 37 4.1 Lecturers’ Feedback Based on Interview ... 52

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LIST OF FIGURES

2.1 The Perceptual Process (Altman et al., 1985, p. 86) ... 14

2.2 How the Self-Fulfilling Prophecy Works (Kaufman, 2012) ... 19

3.1 Example on How the Researcher Categorized the Interview Transcript ... 42

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xvi

LIST OF APPENDICES

Appendix A. Permission Letters ... 79

Appendix B. List of Questions ... 84

Appendix C. Example of Interview Transcript (Coding Process) ... 85

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1 CHAPTER I

INTRODUCTION

This chapter elaborates six essential parts of this study. They are the

research background, the research problems, the problem limitation, the research

objectives, the research benefits, and the definitions of terms. The first part of this

research, which is the research background, contains the topic of the discussion

and the reason of choosing the topic. Then the second part is the research

problems which contain the problems that are going to be discussed in the

research. The third is the problem limitation. In this part, the readers will find the

scope of this research related to the previous part, which are the research

problems. In the research objectives, the researcher states the purposes of the

research. The next part of this research is the research benefits. This part talks

about the benefits for the readers and the other researchers. The last part of this

research is the definition of terms. In this part, the researcher explains some

keywords that are used in the research in order to avoid misunderstanding and

misinterpretation.

A. Research Background

A teaching process is a complex activity. Moreover, the subject that

should be taught is English. Becoming a good English lecturer is not easy since

English is a foreign language in Indonesia. The problem which usually arises in

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not have any confidence to improve their English skills because of certain reasons.

This happens also in the English Language Education Study Program (ELESP)

students of Sanata Dharma University. The researcher had an informal interview

with some ELESP lecturers. Lecturers and teachers are actually the same. What

makes them different is that the ‘lecturer’ term is usually used by university students while ‘teacher’ term is usually used by students in school. However, in this research the term that is used is ‘lecturer’ because the scope of the research is

about lecturers’ belief in self-fulfilling prophecy and the influence of the belief on

the way lecturer teaches.

Based on the researcher’s personal experience in getting along with the

lect8urers of the English Education Study Program, a number of students had

relatively low confidence in their potentials. This may be the result from their

feelings of having low potentials. On the other hand, there is a strategy that

lecturers need to do, namely showing their belief or expectation to students about

their potentials or implementing self-fulfilling prophecy. Lecturers’ expectation, whether it is high or low, becomes a self-fulfilling prophecy. Research on second

and foreign language learning suggests the expectations that teachers form for

their students can often have an impact on students’ behavior and achievement

(Tsiplakides & Keramida, 2010). Some teachers tend to convey differential

expectations to students, which appear to have self-fulfilling prophecy effects on

them. Meanwhile, as an educator, showing his or her beliefs to the students can be

one of the best strategies to encourage students’ confidence in learning. Lecturers’ belief to the students can be defined as self-fulfilling prophecy. Merton (1948)

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claims that self-fulfilling prophecy is a feeling when students would like to prove

that they can do everything better as what the lecturers expect. Thus, it is believed

that the way lecturer thinks and acts really gives impact of students’ behavior. Self-fulfilling prophecy is needed in language learning. It is because the

students have been shown to achieve more when they believe in their lecturers and

society puts a high expectation on them. Schunk, Pintrich, & Meece (2008)

confirm that it is important for the lecturers to show their beliefs or expectations

to the students because it influences students’ motivation in learning. Since it has a significant role in teaching learning process, the lecturers also have an important

role to make the students feel appreciated and trusted by their lecturers. In the

relation to self-fulfilling prophecy, when students feel appreciated and trusted then

the students’ motivation will increase automatically. Moreover, Rosenthal and

Jacobson (1968) state that when teachers expect that certain children have good

performance in learning, the students will have good performance in learning. It

means that when students are accustomed to obtaining the communication of high

expectation from the teacher, then their motivation to learn will increase

automatically.

In the educational scene, Schunk, Pintrich, & Meece (2008) state that the

teacher has primary responsibility to develop, encourage, enhance, and maintain

motivation in the students. Therefore, the way teachers conduct their classrooms is

a major factor directing students' motivation. In addition, Madon, Willard, Guyll

and Scherr (2011) add that believing in the students’ abilities might influence the

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The researcher is interested in this topic because as a teacher candidate, it

is important to find such an alternative strategy which can be applied in the future.

It is widely known that every strategy which is implemented by lecturer has its

own purpose either encouraging students’ motivation or improving students’ performance. One of the strategies is by implementing self-fulfilling prophecy. As

one of the alternative strategies, there are still many aspects of things which can

be explored on the implementation of self-fulfilling prophecy. Moreover, the

researcher would like to investigate more since there are not many studies about

self-fulfilling prophecy, especially in Sanata Dharma University. Thus, the

researcher would like to analyze whether self-fulfilling prophecy implementation

really has its role in the teaching-learning process based on lecturers’ understanding. Since the researcher will graduate from the English Language

Education Study Program (ELESP) of Sanata Dharma University as a teacher

candidate, the researcher would like to know the lecturers’ perceptions of ELESP about the self-fulfilling prophecy implementation on the way they teach.

B. Research Problems

This research aims to answer two research problems in order to present the

result of survey on the importance of having self-fulfilling prophecy among

lecturers in Sanata Dharma University. They are stated into two questions below:

1. What are the lecturers’ perceptions on self-fulfilling prophecy in relation

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2. To what extent do self-fulfilling prophecy understandings influence

ELESP lecturers’ ways of teaching?

C. Research Limitation

In order to enable in-depth study, the scope of the study has to be narrowed by some limitations. Firstly, this research focuses on lecturers’ understandings as perceptions on providing self-fulfilling prophecy. The

researcher would like to analyze whether self-fulfilling prophecies, especially the

positive one, is really useful in encouraging students’ confidence or increasing students’ motivation based on lecturer’s perceptions.

Secondly, the research focuses on whether the lecturers’ perceptions

influence the way lecturers teach. The result or the students’ achievements are not covered in this research because the researcher only would like to analyze the

lecturers’ perceptions on having self-fulfilling prophecy as a lecturer. Although

this research addresses lecturers’ expectation, the researcher does not discuss

students’ awareness given the expectation. Moreover, even the students’

awareness of the lecturers’ expectation is an interesting issue, it is beyond the scope of this research. However, the researcher might find the negative

implementation on self-fulfilling prophecy based on the participants’ experience.

D. Research Objectives

The purpose of the research is to answer the questions stated previously on

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perceptions on implementing self-fulfilling prophecy. First, the research is aimed

to find out how lecturers of ELESP give meaning to self-fulfilling prophecy and

whether it is beneficial to improve the students’ motivation to learn based on

ELESP lecturers’ perceptions. Second, the implementation of self-fulfilling

prophecy in class might be different for each lecturer. Thus, the researcher would

like to know to what extent of lecturers’ perceptions on believing self-fulfilling prophecy influence the way the lecturer teaches. The researcher might find out

different lecturers’ experience of teaching are influenced by self-fulfilling prophecy from each of the participant. This research also might find out the

problem that could appeare in providing self-fulfilling prophecy toward students.

E. Research Benefits

This research is expected to give some valuable contributions to all

educational communities, especially for the English education. The researcher

hopes that this research can give an understanding for the readers, especially

English teachers, English teacher candidates and English learners about lecturers’ perceptions on believing self-fulfilling prophecy. The expected contributions are

presented as follows.

1. For Faculty of Teachers Training and Education

The finding of the research may be useful for Faculty of Teachers Training

and Education as a consideration in incorporating theories of self-fulfilling

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self-fulfilling prophecy can help students as teacher candidates to concern more about

the ways the teacher teach their students in the future. Then, the researcher hopes

they will improve their sense of teaching and become a well-qualified teacher.

Moreover, by knowing the relevance to teacher-student relation and self-fulfilling

prophecy, they will improve their character to be good teachers in the future.

Then, if the findings prove that it is useful for teachers to have self-fulfilling

prophecy, the knowledge of self-fulfilling prophecy can be implemented in the

future.

2. For Lecturers of English Language Education Study Program

The results of this research hopefully can be a reference for lecturers to

develop and implement self-fulfilling prophecy in ELESP. Moreover, the lecturers

need to see how important it is as an English lecturer to have self-fulfilling

prophecy knowledge. It may be true that the lecturers will find some difficulties

on self-fulfilling prophecy implementation since it is closely related to

lecturers-students relation. However, the lecturers need to realize that having a good

relation with their students is important since the way lecturers teach will

influence the way students perform. Moreover, it is believed that lecturer-student

good relation will also influence the student’s motivation in learning. Self-fulfilling prophecy may be implemented in different ways by different lecturers

because each of them has different styles of teaching. Hence, lecturers can

consider applying others strategy in implementing Self-fulfilling prophecy so that

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3. For Students of Sanata Dharma University

The findings of this research also hopefully will be beneficial for the

students of Sanata Dharma University, especially for English Language Education

Study Program students as the teacher candidates. The findings may help English

Language Education Study Program (ELESP) students become more motivated in

making a good relation with lecturers since it has significant role in the

teaching-learning process. Moreover, in the future as the teacher candidates, they can

implement self-fulfilling prophecy as the best strategy in conducting the teaching

and learning process. Then, they can improve their students’ motivation or performance through self-fulfilling prophecy.

4. For the Future Researchers

The findings of this research hopefully can be used to carry out other

research about self-fulfilling prophecy implementation. The result can also be

used as a reference in conducting further research about the related topic. They

can implement the result to see whether self-fulfilling prophecy is needed to be

improved by lecturers. Then, the future researchers can conduct a research on

self-fulfilling prophecy from different points of view such as students’ perception on the implementation of self-fulfilling prophecy.

F. Definitions of Terms

In analyzing the research, there are some key terms that will be explained

in this section. The objective is to avoid any misinterpretation and

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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),

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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

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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-fulfilling 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

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12 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 Teacher 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

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Suthami (2015) focused on how humanistic education is implemented in CRW II

class based on lecturer’s and students’ journal. However, this research is only focused on the implementation and the influence of self-fulfilling prophecy based

on lecturers’ perceptions.

B. Theoretical Description

The theories which are going to be discussed in this chapter are relevant since they can either help to solve the research problems or enlarge particular knowledge of the topic. Those theories consist of theories about the perceptions, the self-fulfilling prophecy, the motivation and the teacher as a learning facilitator.

1. Perception

In this section, the researcher provides three parts of discussions about perception. Those are as follows.

a. Definition of Perception

In this research, the researcher defines perception based on George and Jones (2005), who state that perception is “the process of receiving information about and making sense of the world around us” (p. 76). On the other hand, definition of perception proposed by Altman, Valenzi, & Hodgetts (1985) is the way stimuli are selected and grouped by a person so that they can be meaningfully interpreted. The perception deals with a person’s view of reality. The process starts from stimuli that person has chosen. Then the individual sensors select data from the stimuli and allow an individual to interpret, or to give meaning to the

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sensory message. The message is sent to the brain. Thus, the brain will process the message into feeling. Finally, the brain continues to interpret feeling into perception. In conclusion, perception deals with cognitive process which produces unique pictures of world, pictures which may be different from reality.

In this research, the researcher deals with the perception of ELESP

lecturers’ on the implementation of self-fulfilling prophecy toward ELESP students. The discussion or the perception will cover their opinions, feelings, and thoughts related to the implementation of self-fulfilling prophecy.

b. The Concept Creating Perception

The way individual sees things depends on how the available information is organized. Altman et al., (1985) state that the way an individual interprets or

perceives information depends on an individual’s clarity and familiarity of several

aspects. They are stimuli, physical characteristics, needs and values, knowledge, feelings and past experience. This theory explains that perception involves organizing and interpreting information and data coming from the environment so that the information and the data can be meaningfully interpreted. The concept can be seen in figure 2.1.

Figure 2.1 The Perceptual Process (Altman et al., 1985, p.86)

Stimuli

Sensor's selection of

stimuli

Perception, organization

and interpretation

of stimuli

Behavioral response

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c. Factors Influencing Perception

As described by Altman et al. (1985), there are four important factors

influencing an individual’s perception. They are: (1) selection of stimuli, (2) organization of stimuli, (3) the situation, and (4) the person’s self-concept.

1) Selection of Stimuli

A person focuses only on a small number of all stimuli which he or she is surrounded. This process is known as selection. Each individual specific cues and filters, or screens, out the others (Altman et al., 1985). The same situation or stimuli may produce very different reactions or behaviors because each individual has his or her own unique filter. That is why an individual can perceive their life differently.

The way people select the stimuli are influenced by various external and internal factors. The external factors come from outside environmental influences such as intensity, size, contrast, repetition, motion, novelty and familiarity. Whereas, the internal factors come from individual’s complex psychology makeup. People will select the stimuli or situations from environment with their learning, motivation, and personality.

2) Organization of Stimuli

A second factor which is influencing perceptions is organization. After the information has been selected, it must be arranged in order to become meaningful. This second factor of influencing perception focuses on what takes place in the perceptual process when the information from the situation is

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received. Therefore, the mind tries to bring order out of the unarranged sensory data by selecting certain items and putting them together in a meaningful way based on experience (Altman et al., 1985). Therefore, the arrangement of stimuli

affects people’s perceptions. 3) The Situation

Another factor influencing perception is the situation. Altman et al. (1985) state that the way people perceive life can be affected from their expectation, situation, and past experience. Moreover, George & Jones (2005) state that perceivers’ experience or knowledge (schemas) needs and desires (motivational states) filter information into their perception. It can also be said that what a person perceives is affected by the person’s familiarity and expectations about situation. Perceiving accurately is related to how well a person adjusts his or her behavior to a situation (Altman et al., 1985). It can be concluded that the situation consists of the internal factors which affects the perceivers in processing their perception.

4) Self-Concept

A fourth factor which was influencing perceptions is the self-concept. The self-concept is the way individual feels about and perceives himself. The way

people see themselves affects people’s perception on the world around them. Altman et al., (1985) claim that the self-concept is important since the mental picture of people determine much of what they perceive and do.

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Based on the explanation about four factors which influence perception, it can be concluded that every individual has his or her own point of view on something. The same objects or events can be perceived differently by different person which leads to different behavioral responses or attitudes. Related to this research, perception is the way lecturers feel or think and consider about the implementation of self-fulfilling prophecy on the way they teach ELESP students.

2. Self-Fulfilling Prophecy

The meaning of this concept is that if we expect something to happen in a certain way, our expectation will tend to make it so. In the world of education, between lecturers and students, it can also be found termed, self-fulfilling prophecy. Lecturers’ expectation, whether it is high or low, can be defined as self-fulfillilng prophecy. A number of lecturers tend to convey differential expectations to students, which appear to have self-fulfilling prophecy effects on them. The term of self-fulfilling prophecy as Merton (1948) originally states in the beginning is a false definition of the situation evoking a new behavior which makes the originally false conception comes true. In other words, the prediction that were made by a person at the beginning of something will affects that

person’s behavior in such way the person makes the prediction happen.

It is also supported by Madon, Willard, Guyll & Scherr (2011), who explain that self-fulfilling prophecy is a false belief that leads to its own fulfillment, and it involves three events. First, one person (a perceiver) must hold a false belief about another person (a target). For example in negative

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self-fulfilling prophecy, a lecturer may underestimate students’ potentials, believing that the students are less capable. Second, the perceiver (lecturer) must treat the target (student) in the way that matches his or her false belief. For example, a lecturer who underestimates students’ ability would have to treat the students as if he or she lacked ability. In class, the lecturer perhaps not calls the students, spending only a little time with the students and tracking the students into a low ability group (Rosenthal, 1973; Smith et al., 1998) as cited in Madon, Willard, Guyll & Scherr (2011). Third, the target must respond to the treatment he receives by confirming the false belief. The student who is treated as if he or she lacks

ability must learn less than other students in the class. Thus, “self-fulfilling

prophecy occurs when a perceiver’s false belief influence how she or he treats a

target which, in turn, shapes the target’s subsequent behavior in the direction of

the initially false believe” (Madon, Willard, Guyll & Scherr, 2011, p. 578).

Meanwhile, Kaufman (2012) simplifies the concept of self-fulfilling prophecy based on Rosenthal and Jacobson (1968) theory with the cycle of how self-fulfilling prophecy works. The cycle can be seen as follows.

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Figure 2.3 How the Self-fulfilling Prophecy Works (Kaufman, 2012) Twenty years after Merton (1938) originally published self-fulfilling prophecy theory, Rosenthal and Jacobson (1968) in their empirical tests provide the first direct evidence that teacher expectations, whether it is high or low might be self-fulfilling. As state in Madon, Willard, Guyll & Scherr (2011), “Rosenthal and Jacobson (1968) hypothesized that one reason disadvantaged students may perform more poorly in school than their more advantaged counterparts is because that is what their teachers expected them to improve academically”. To test this, Rosenthal and Jacobson (1968) conducted an exam that supposedly identified

“late blooming” students, or children who were expected to experience substantial

academic improvement in the coming year. Rosenthal and Jacobson chose random students and informed the teachers that these children were “late bloomers”.

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Rosenthal and Jacobson showed both that teachers expected these students to be more academically successful and that these students in fact learned more as measured on intelligence tests than did students who had not been

identified as “late bloomers”. Because the subset of students who were designated as “late bloomers” were chosen randomly, Rosenthal and Jacobson argue that the

difference in students’ achievement between the two groups can be attributed in changing teacher expectations.

Referring to Schunk, Pintrich, & Meece (2008), Rosenthal and Jacobson (1968) concluded that teacher expectations can act as self-fulfilling prophecies

because students’ achievements come to reflect the expectations. In the other words, if the teacher believes that the students can reach high levels of achievements, there is a good chance that the students will be too. However, if the teacher has low expectations about what level the students can achieve, the students will probably always remember to these expectations.

According to Madon, Willard, Guyll & Scherr (2011), Rosenthal and Jacobson (1968) from their past research, state that the teachers’ expectation of

their students’ behavior became a self-fulfilling prophecy. Rosenthal and Jacobson (1968) state that when teachers expected that certain children would show greater intellectual development, those children did show greater intellectual development. It also means that when students are accustomed to obtain communication of high expectation from the teacher, then their self-fulfilling prophecy will increase automatically. Self-fulfilling prophecy is feeling when students want to prove that they can do everything better as what the teachers’

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expects. It happens because a classroom is such a work place for student. It is a

powerful social network, and students’ feeling about both teachers and classmates

have important implications for how much students willing to make an effort to be successful in learning.

Given the power of lecturers’ expectations, students are expected to improve their learning and to have potential feelings about themselves. When lecturers have high expectations for students and provide tasks that are engaging and of high interest, the students will build self-esteem, increase confidence and improve academic performance (Brophy, 1983). The students’ confidence is critical because it is linked to the student’s willingness to tackle challenging learning activities. The students will have their confidence when a teacher uses high expectation communication to the students. High academic expectations start and finish with the lecturer’s belief in every student. The lecturer needs to believe and show that belief that all students can learn, grow, and get a successful learning. Then, the students must be sure that their lecturer believes in the

students’ potentials; they can learn and can do things that are even harder than they might think they can do. In summary, this self-fulfilling prophecy based on Rosenthal and Jacobson (2000) who state that:

a) Teachers form different expectation for their students. b) These expectations are communicate to students.

c) Teachers’ expectations impact, either positively or negatively on students’ behavior and performance.

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Self-fulfilling prophecy obviously relates to the field of educational psychology and especially is related to the lecturer as a learning facilitator. The lecturers’ expectations for students –whether high or low- can become a self-fulfilling prophecy. That is, the students tend to give to lecturers as much or as little as lecturers expect of them. Therefore, it can be said that when the lecturers engage in differential treatment of high- and low- expectation students, the students are aware of these differences. However, this research does not address the students’ awareness of the differential treatment.

3. Motivation

Many researches were conducted to find the correlation between psychology and education (Madon, Willard, Guyll & Scherr, 2011). Therefore, it cannot be denied that psychology really affects education from several sides. One of the examples is the lecturers’ behavior can affect students’ motivation in many ways. Improving self-fulfilling prophecy as a lecturer might affect both the lecturer and the student’s psychology.

Therefore, lecturers need to have skills to motivate the children in order to have a good achievement. It is now widely known that the motivation influences the achievement. The relation between self-fulfilling prophecy and motivation is interesting because motivational psychologists believe that the variations in self-fulfilling prophecy can cause the variations in achievement behavior. The need to expect the students to show interest is an example of the more general issue of teacher expectation. It is not enough for lecturer to be

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merely committed to students’ academic progress. The lecturer should have a good sufficiently high expectation for what students can achieve.

Meanwhile, one of the characteristics of lecturers having self-fulfilling prophecy is often giving positive reinforcement or praise to students in order to motivate students to reach a high level of achievement. If the lecturer gives

enough praise then student’s motivation will be increased automatically. Motivation is crucial to students in the learning process. It will help the students in achieving the goals of learning. When dealing with high expectation for

students’ achievement, lecturers tend to give for example more praises like positive reinforcement, be friendlier to motivate students and give more eye contact, and pay more attention to students. Reinforcement becomes one of the verbal communications of high expectation. It is also one of the impacts from the teacher having self-fulfilling prophecy for the students.

Lecturers’ expectation can be seen from verbal and non-verbal communication (Schunk, Pintrich, & Meece, 2008). The verbal communication means lecturer directly gives such as positive reinforcement or praise the students, while the non-verbal communication is more on the lecturers’ behavior. For example, the lecturer gives more eye contact to students, pays more attention to the students, and a teacher often smiles to the students to show that the teacher expects something good from the students. These are examples of verbal communication to praise the students in order to obtain students’ confidence and

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There are many ways to encourage students’ confidence. One of them is giving praise words as a feedback. For students, especially who find school is difficult, praise is important. Even when the teacher only says ‘wow’ to the

students’ work, it really gives meaning to the students. Giving such kind of praise

words like on the list might influence students’ motivation. However, sometimes

the lecturers have different styles in developing students’ motivation and it does not matter as long as the purpose is the same; to motivate students. There are four types of feedback as proposed by Schunk, Pintrich, & Meece (2008). Those are performance, motivational, attributional, and strategy. The description and the example of each type can be seen in the table 2.1.

Table 2.1Teacher Feedback (Schunk, Pintrich, & Meece, 2008, p. 308)

Type Description Examples

Performance Provides information on accuracy of work; may include corrective information

“That’s correct.”

“The first part is right but you need to bring

down the next number.”

Motivational Provides information on

progress and

competence; may

include social

comparisons and persuasion

“You’ve gotten much

better at this. You are

doing a great job.”

“I know you can do this.”

Attributional Links student

performance with one or more attributions

“You’re good at this.” “You’ve been working hard and you’re doing well.”

Strategy Informs students about

how well they are applying a strategy and how strategy use is improving their work

“You got it right because

you used the steps in the

right order.”

“The five-step method is

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In the learning process, feedback such as reinforcement is needed to

control the students’ behavior in order to support the learning process. According

to Alberto and Troutman (2002) as quoted by Walker, Shea & Bauer (2007),

positive reinforcement is “the presentation of a desirable reinforce after a behavior has been exhibited” (p. 65). By accepting reinforcement from the lecturer after performing some expected behaviors, the students will repeat the behavior and they will not do bad behaviors or unexpected behaviors which do not support the English learning process.

According to the law of effect, behavior is determined by its consequences. Responses become more probable as the result of others. Meanwhile, Thorndike (1898) derives this principle from his observation of food-deprived cats placed inside a box with food outside. In the attempts to escape, the animals would, by accident eventually operate a device that released the door, allowing the cats to consume the food as (cited in Slavin, 2009). The animal was placed in the box. Thus, an accidental behavior that originally had very low probability occurred with increasing frequency as a result of its consequences. Moreover, Skinner (1974) as cited in Slavin (2009) elaborates the law of effect proposed by Thorndike by systematically manipulating consequences and studying the effect on behavior.

As cited in Slavin (2009), Skinner’s study (1974) focused on the relation

between behavior and its consequences. For an example when students’ behavior is immediately followed by a pleasurable consequence, the students will engage in that behavior more frequently. It is believed that showing expectation to the

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students will affect students’ performance. Thus, it is crucial for lecturers to praise the students to show the belief in the students in order to help the students reach a higher level of achievements.

Motivation – why people behave as they do – has long occupied the attention of psychologists, who have carried out much research and developed many theories to help us understand the phenomenon. Some of the early views of motivation suggested that people were continually seeking to achieve pleasure and avoid pain. (Smith, 1979) as cited in Slavin (2009). Meanwhile, Schunk, Pintrich, & Meece (2008) state “Motivation is the process whereby goal-directed activity is instigated and sustained” (p. 4). The goal-directed activity is also important for Miffin (1997) as quoted by Slavin (2009), who states that “Motivation is typically defined as the forces that account for the arousal, selection, direction, and

continuation of behavior” (p. 399). Motivation is relevant to learning because learning is an active process requiring conscious and deliberate activity. Since motivation is really important in learning process, a teacher needs to have a motivation to teach and also increase the motivation of the students. Hamalik (2009) concludes that there are three functions of motivation:

1) Motivation causes certain behaviors. Learning will not occur without motivation.

2) Motivation is like a director. It directs us to do some behavior which can help us in achieving the goal.

3) Motivation is like a drive. The motivation is used to determine our rapidity to achieve the goal.

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Thus, motivation explains why people decide to do something, how hard they are going to pursue it and how long they are willing to sustain the activity.

According to Woolfolk (1995), motivation can be divided into intrinsic and extrinsic motivation. Intrinsic motivation comes from inside of the students while extrinsic motivation comes from outside of the students. The role of lecturers here is as an extrinsic motivation for the students. Hamalik (2009) said that sometimes the praise which is given from others is effective to stimulate the

students’ interest. Since the students obtain the encouragement from other people, their interest and attention in learning will increase. As the consequence, the students will do behaviors which could help them to achieve the goals.

To become an extrinsic motivation to the students, the lecturers need to have their own motivation in their selves. It is related to Javanese proverb from Ki Hajar Dewantara, “Ing ngarso sung tuladha, ing madya mangun karso” which means that in front of the students, a teacher should give a good example. Then, in the middle of learning, a teacher should give a spirit or teacher should motivate the students so that they are strong enough to achieve a good learning of education. To summarize, motivation is related to one of the most basic aspects of the human mind, and most teachers and researchers would agree that it has a very important role in determining success or failure in any learning situation.

Dornyei and Cziser (1998) as cited in Dornyei (2001) conducted a survey to find out what students thought of various motivational techniques and how often they used them in their own practice. The survey revealed that the

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single most important motivational tool. It can be said that what everything a teacher or lecturer does in classroom can have a motivational influence on students. Closely tied to motivation is engagement. Engagement is a necessary part of the complexity of learning, and there are many concrete actions that a lecturer can take to successfully engage his or her students. It can also be said that engagement means relation. For many students, as states by Schreck (2011), engagement does not exist if there is no relationship with the lecturers. Where, when, what, and how much a lecturer speaks with the students are all part of the relationship mechanism that sets the groundwork for students’ engagement.

4. Lecturer or Learning Facilitator

A lecturer is a very important person in the learning process. Peterson (1992) states that the key role for the instructor or lecturer as a learning facilitator lies in providing good learning experience for the students. The lecturer is an arranger of learning experience. Since lecturers have such a great influence on the development of the students, and ultimately upon the future of the culture. Self-fulfilling prophecy ought to be a starting point in the study of educational psychology.

Lecturer behavior or lecturers’ attitude can be one of the effects for a lecturer having a self-fulfilling prophecy. The actual behavior of a lecturer in the classroom as the lecturers interact with students reflects both the lecturers’ motive for being lecturers and her or his implicit theory of what teaching is. It cannot be denied that lecturers’ behavior on the class really affect the students’ behavior

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also through the process of learning. Wallace (1998, p. 18) as cited in Dornyei (2001, p. 184) states,

it is assumed that the most language teachers wish to develop themselves professionally on a continuous basis. They have access to a wide variety of methods of doing this. One method is by reflecting on interesting and/or problematic areas in structured ways.

English lecturers who utilize primarily direct influence tend to do most of the talking – lecturing, giving directions, criticizing students for unacceptable behavior, and justifying their own authority. On the other hand, lecturers who practice indirect influence encourage students to talk, ask more open-ended questions, praise and encourage students’ responses, and accept and clarify the feelings and ideas of students. The second type of teacher practice is indirect behavior and is related to Schreck’s(2011) statement on her book entitled “You’ve Got to Reach Them to Teach Them” explains:

even when the standard, scope, and sequence seem logical and rigorous, there is no guarantee of success unless the students cooperate and participate in their own education. The students must buy in to the need to follow the carefully tagged, labeled, and field guides and manuals. Thus, engagement is a necessary part of the complexity of learning, and there are many concrete actions a teacher can take to successfully engage his or her students. (p. 1)

Schreck (2011) concludes that it is crucial for teachers or lecturers to know their students personally in order to gain the engagement. Engagement here means lecturers-students relation to make a good atmosphere in the teaching-learning process. It was also related to teachers’ or lecturers’ attitude which might

influence their students’ achievement or motivation.

Lecturer’s attitude - the way the lecturer talks, the way lecturer communicates with their students - would be different if the lecturer has

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self-fulfilling prophecy. As a facilitator, a lecturer needs to facilitate the students to develop their skills. It is also important to increase the students’ feeling to learn because in educational psychology, the good feeling of students will become a good motivation to learn (Schunk, Pintrich, & Meece, 2008). It is right for students to obtain lecturers’ expectation to motivate the students and also to

increase the students’ achievement. Becoming a good facilitator is also the right of lecturer as a professional lecturer. It is important for the lecturer to be a professional lecturer because professionalism is also a critical component of teaching students. When lecturers think about professionalism, the lecturers might think also about their attitude.

There are some characteristics of lecturers that show professionalism as a teacher as stated by Schunk, Pintrich, & Meece (2008). Those are: the attendance, the appearance, the attitude, the communication, the flexibility, the confidence, the willingness, the teamwork, the organization, the growth, the fairness, the honesty and the humor. When a lecturer grows self-fulfilling prophecy in the process of teaching and learning, the lecturers will use their professionalism to fulfil the expectation that they believe. An American psychologist Csikszentmihalyi (1997) as cited in Schunk, Pintrich, & Meece (2008) mention that motivated teacher who has enthusiasm in teaching is the one who loves their subject matter and who shows by their dedication and their passion that there is nothing else on earth they would rather be doing.

The Rosenthal and Jacobson’s research (1968) as quoted by Schunk, Pintrich, & Meece (2008) find a strong interest in understanding the behaviors

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trough which perceivers transmit their beliefs to targets. Meanwhile, Rosenthal (1973) and Brophy (1983) as cited in Madon, Willard, Guyll & Scherr, (2011)

reviewed mediators of teachers’ self-fulfilling effects on students’ academic outcomes. Rosenthal (1973) focuses more on broad dimensions of behavior that

transmit teachers’ beliefs to students including the degree to which teachers: (1) create a warm and friendly environment for students; (2) provide students with opportunities to develop their skills; (3) provide students with opportunities to practice their skills; and (4) provide students with performance-based feedback. Therefore, teachers who implement self-fulfilling prophecy might show those aspects in their way of teaching.

As a group leader of the class, the teacher embodies the class spirit.

Broadly speaking, if the teachers show commitment toward the students’ learning

and progress, there is a very good chance that the students will do the same thing. It is important as a learning facilitator that everybody in the classroom be aware that the teacher cares about the students; that the teacher is not only for the matter of salary; that the success of students is important for the teacher; that the teacher is ready to work just as hard as the students toward the success. Based on Dornyei (2001) there are many ways of expressing that the students learning matters to the teachers. They include offering concrete assistance; offering to meet students individually to explain things; responding immediately when a help is requested;

correcting tests and papers promptly; showing concern when things aren’t going

well. Teacher’ beliefs, such as about their teaching abilities and their students’ learning capabilities, influence their relations with students (Davis, 2003) as cited

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in Schunk (2008, p.307). Developing a personal relationship with the students and achieving their respect are easier said than done. Therefore, when the teachers realize their responsibility toward students, the teacher must provide the best way they can to help students in achieving the goal.

C. Theoretical Framework

To answer the research problems, there are some theories that may be applied. This research exposes two major parts of theories namely perception and self-fulfilling prophecy. This research focuses on lecturers’ perception on the implementation of self-fulfilling prophecy toward ELESP students. Therefore,

perception will cover the participants’ opinions, feelings, and thoughts related to

the implementation of self-fulfilling prophecy.

The researcher uses Rosenthal and Jacobson (1966, 1968, 1973, & 2000) theories to answer the first research question, “What are the lecturers’ perceptions on self-fulfilling prophecy in relation to students’ motivation?” Rosenthal and Jacobson (1968) state that high expectation might be identified as self-fulfilling prophecy. Whether the teacher has low or high expectation, these expectations act as self-fulfilling prophecies. Rosenthal also says that if the teacher gives a high

expectation of students then the teachers’ attitude will give the effect on the

students’ achievements. On the other hand, if teacher has low expectation for the

students then the students’ motivation will decrease automatically. It might happen because the students know that the teacher does not have any concern for

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their works. Moreover, the research also uses theory from Madon, Willard, Guyll & Scherr (2011) to support Rosenthal and Jacobson’ theories.

In order to support self-fulfilling prophecy, theories of motivation is also applied in this research since it can be found that positive self-fulfilling prophecy is useful to encourage the students. Motivation is closely related to self-fulfilling prophecy since the goal of implementing positive self-fulfilling prophecy is to increase students’ motivation. When students are motivated, the teaching-learning process will be well achieved. There are several ways which are implemented by lecturers to engage students’ motivation. Related to Rosenthal’s theory, one of the ways is by showing high expectation to their students.

Then, to answer the second research question, “To what extent does self-fulfilling prophecy understandings influence ELESP lecturers’ ways of teaching?” The researcher choose the theory from Dornyei (2005) that discusses the way teachers provide class action as a learning facilitator which related to self-fulfilling prophecy. Theory of engagement suggested by Schreck (2011) is also applied to see the lecturer-student relationship. Those theories are applied to provide a basis in summarizing the lecturers’ perceptions on the implementation of self-fulfilling prophecy as a lecturer. The theories are also used to show that

teachers’ attitude affects the students’ perspective toward motivation in learning. The researcher also uses the theory related to motivation to see how students’ motivation becomes one of the impacts of lecturers having self-fulfilling prophecy. Those theories facilitate the researcher to answer the two research questions formulated in the first chapter.

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In this chapter, the researcher has mentioned theories about perceptions, self-fulfilling prophecy, motivation and lecturer or learning facilitator in order to answer the two research questions as formulated in the previous chapter. In the next chapter, the researcher would like to review the method of data gathering as well as the analysis of the findings. The detail of the research procedure can be found in the following chapter.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter provides a description of the method used in this research in order to answer the two research questions stated in Chapter 1. There are six sub-chapters that will be discussed. They are: the research method, the research setting, the research participants, the instruments and the data gathering technique, the data analysis technique and the research procedure.

A. Research Method

This research discusses lecturers’ perception on the implementation of self-fulfilling prophecy. Moreover, the researcher would like to analyze the impact of implementing self-fulfilling prophecy in order to encourage students’ confidence or motivation. The way the researcher conducted the research would be delivered in this chapter.

The researcher used qualitative method in order to get in-depth description of the lecturers’ perception on the implementation of self-fulfilling prophecy. It is supported by Lichtman (2013) who claims that:

The main purpose of qualitative research is to provide an in-depth description and understanding of the human experience. It is about humans. The purpose of qualitative research is to describe, understand, and interpret human phenomena, human interaction, or human discourse (p. 17).

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This research was designed to find information focusing on the current phenomena which is implementing the self-fulfilling prophecy related to the students’ performance or motivationbased on lecturers’ perception. Therefore, the findings of this research is based on what lecturers understand, experience and also their description about implementing self-fulfilling prophecy. Thus, this research was included into the qualitative research because this research did not apply any statistical data.

The qualitative research is important in the behavioral sciences where the aim is to discover the underlying motives of human behavior (Kothari, 2004). Related to the discoveries of the underlying motives of human behavior, Keegan (2009) also states that qualitative researchers are interested in understanding how people interpret their experience, how they construct their worlds, and what meaning they attribute to their experience.

This research tried to seek, understand and describe the participants’ perception, experience and reaction of providing self-fulfilling prophecy on the way they teach. The researcher conducted interview with the participant to gather the data. Finally, the result of this research would be presented descriptively.

B. Research Participants

The participants of this research were four lecturers from Sanata Dharma University Yogyakarta. The researcher considered that four lecturers were sufficient as representatives of those implementing self-fulfilling prophecy. The

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aku kasih mereka latihan yang bisa mengembangkan ide, kurang lebih begitu, jadi kira-kira masih ada tindakan apa sih yang bisa aku lakukan untuk meningkatkan kemampuan mereka, kurang lebih begitu. Jadi lebih ke needs analysis ya, melihat kebutuhan mereka, kurangnya apa terus apa yang masih bisa ku lakukan sebelum ujian akhir, kurang lebih seperti itu (Ms. Martha).

- No, untuk apa label positif negatif, maksudnya aku perlu tahu itu supaya gini, supaya aku bisa memanfaatkan yang pinter untuk membantu yang kurang (Ms. Martha).

- Sejauh ini tidak ada yang berbeda. Maksudnya gini, kalau secara klasikal itu tidak ada masalah jadi tidak ada yang berbeda. Tapi misalnya individual assignment atau group assignment mereka mengalami kesulitan pasti akan saya approach. Tapi kalau secara klasikal, semuanya sama (Mr. Daniel).

- I never think about it, tapi yang jelas I always do my best. Tapi yang jelas sebelum mengajar itu saya pasti menyiapkan dan saya membayangkan kira-kira di kelas itu membahas ini ini ini, terus kira-kira nanti sampai berapa lama, sampai berapa jauh. Lalu nanti harus di follow up bagian apa. Dan selama ini masalah percaya atau tidak itu kan.. kalau selama ini yang saya berikan berdasarkan fakta, jadi saya yakin kok (Mr. Daniel).

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5 The Influence of Self-fulfilling Prophecy

- Not necessarily that way, but I believe that what teacher expect will influence the way the teacher teaches, so for example in the first meeting we will always do syllabus orientation and then the goals we will mention it one by one so our job as a teacher is to make sure that we can achieve those goals so we will think hard if, if by the usual method, it seems like the class is not engage with the, with the achievement of the goals then we have to try think out of ways how to make them engage to the topic (Ms. Richa).

- Yeah, once again, if I expect something I will find a way to make sure that it happens, if that doesn’t happen then I will force myself to find other way that are interesting for them (Ms. Richa)

- Jelas influence, itu hal proaktif yang bisa kulakukan di dunia ini instead of complaining ya… kenapa sih ini itu.. no I don’t want to complain about that. Lebih ke ambil peran, lebih dimana sih aku bisa ambil peran di dunia ini. Mungkin aku nggak bisa jadi pilot atau menteri, tapi aku bisa menghasilkan calon-calon menteri yang baik (Ms. Martha).

a. Creating a Warm and Friendly Environment

Ya saya ajak, saya mendengar cerita-cerita mereka, saya memahami diri mereka. Saya mencoba untuk mengenal mereka satu per satu sejauh mungkin. Saya mencoba untuk

- 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 (Madon, Willard, Guyll and Scherr, 2011).

- Believing in the students’ abilities might influence the lecturers’ way of teaching. (Madon, Willard, Guyll and Scherr, 2011).

- Rosenthal (1973) focused more on broad dimensions of behavior that transmit teachers’ false beliefs to students including the degree to which teachers (1) create a warm and friendly environment for students, (2) provide students with opportunities to develop their skills, (3) provide students with opportunities to practice their skills,

(3)

menikmati cerita- cerita kisah kisah hidup mereka. Saya mencoba menyelami ke khasan hidup mereka dan saya akui kadang saya angkat cerita-cerita unik tersebut jadi mereka merasa dipercaya dan dihargai secara individu (Mr. Jono).

- Memang, kecenderungan saya untuk mendekati mahasiswa. Jadi saya memposisikan bukan sebagai dosen tapi dengan teman. Dengan begitu, asumsi saya kalau umpamanya belajar dengan teman nanti akan lebih enak semua-semuanya. Jadi diskusi lebih enak, terus materi akan juga lebih enak tersampaikan. Karena asumsi saya, kalau umpamanya saya memposisikan diri sebagai dosen yang lebih tinggi dan mahasiswa itu lebih rendah itu terjadi ketimpangan dan prosesnya tidak akan seenak kalau sejajar (Mr. Daniel).

- Iya tetap, seperti contohnya satu kasus, ada kelas lalu ada beberapa mahasiswa yang jarang masuk atau masuk sekali atau dua kali dan beberapa kali bolos. Saya melihat dia ketinggalan. Yang saya lakukan adalah mendekati ‘ngopo to’ apakah ada masalah, kalo ada masalah atau kesulitan mbok yo ngobrol (Mr. Daniel).

- Well, it will always problem in every classroom and they are varied, yeah so from small problems to major problems but fortunately I’ve never experienced dealing with troublesome, a very troublesome students so just normal problem so for example some students fell asleep during the class so I will just wake them up and

and (4) provide students with performance-based feedback.

(4)

then ask them to go to the restroom to wash their face to make sure that they are fresh enough to join the lesson (Ms. Richa).

- I’m not certain about the method because I will always look at the classroom first so I observe what kind of students are they so what are their characteristic but the one thing that I keep what do I keep doing since my first time teaching here is that I put myself not as their, not as a teacher that they have to respect very much but more as a friend and a facilitator so I try hard to create an atmosphere where student will not be ___ too ask me a question if they have problem or difficulties so they are not ashamed or embarrassed to make mistakes that’s the one thing that I keep doing (Ms. Richa)

- Personal approach, by, I will come to him or her and then I will ask, like what I’ve told you before so I will ask them whether they face difficulties or not, where, and what can I do to help, and then I will tell them what they need to know, If I, from their exercises if I can already identify which part is their weakness then I can explain more on that part (Ms. Richa). b. Providing Students with Opportunities

to Develop Their Skills

- Kalau mapping itu kan untuk classroom management kira-kira kalau umpamanya rame, aktif, ya aktif atau rame jadi satu kelompok itu kan yang lain akan jadi diam. Makanya kalau ada yang rame ya di pin poin kira-kira saya akan lebih banyak mendekati yang rame supaya ngerem.

Rosenthal (1973) focused more on broad dimensions of behavior that transmit teachers’ false beliefs to students including the degree to which teachers (1) create a warm and friendly environment for

(5)

Supaya yang lainnya juga ikut (Mr. Daniel).

- Music, jokes, fulling around, yaa yang saya usahakan itu berusaha supaya kegiatan di kelas itu santai. Karena dengan posisi kita santai, tidak tegang, kita akan menyerap banyak hal (Mr. Daniel).

- No, we have to be fair, maybe it only influences in the group work so I will try to group some of the active students with the passive students, so that they can be, they can be the trigger to motivate the passive students to speak up (Ms. Richa).

- Yes, I guess so, because as I’ve told you, I will always try to find a way, so in every meeting, if it’s possible, 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 and then I will give small prizes to the winners so that they feel happy (Ms. Richa).

students, (2) provide students with opportunities to develop their skills, (3) provide students with opportunities to practice their skills, and (4) provide students with performance-based feedback

c. Providing Students with Performance-Based Feedback

- Yes, I guess, I often do that so whenever they answer question whether 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)

opportunities to develop their skills, (3) provide students

(6)

- Oh I avoid that, so usually I will just, I will just say “almost!” or “try again!”, “thank you for trying but your answer is still a little bit from correct” so I try hard not to say that “no you’re wrong!” unless I know that this person is maybe a humorous person that will take it easy if I say that kind of words (Ms. Richa).

- 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”, “good job” and so on (Ms. Richa).

with opportunities to practice their skills, and (4) provide students with performance-based feedback

- Positive

reinforcement is “the presentation of a desirable reinforce after a behavior has been exhibited Walker, Shea and Bauer (2007).

Lecturers perception on self-fulfilling prophecy in the English Language Education Study Program.

LECTURERS’

PERCEPTION ON SELF-FULFILLING

PROPHECY IN THE ENGLISH LANGUAGE

EDUCATION STUDY PROGRAM

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

“I W Y

I

I

I I ’

”

–

Nelson Mandela

I dedicated this thesis to

Allah SWT,

my beloved family,

and everyone who stays in my heart..

ACKNOWLEDGEMENTS

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