Lecturer or Learning Facilitator

30 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 R osenthal and Jacobson’s research 1968 as quoted by Schunk, Pintrich, Meece 2008 find a strong interest in understanding the behaviors 31 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 32 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 qu estion, “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 33 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 researc h question, “To what extent does self- fulfill ing 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 h ow 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. 34 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.