A LECTURER’S CRITICISMS AND THEIR IMPACT ON THE STUDENTS’ LEARNING MOTIVATION (A CASE STUDY IN THE ENGLISH EDUCATION DEPARTMENT OF TEACHER TRAINING AND EDUCATION FACULTY OF UNIVERSITAS SEBELAS MARET SURAKARTA IN THE ACADEMIC YEAR OF 2015/2016).

A LECTURER’S CRITICISMS AND THEIR IMPACT ON THE
STUDENTS’ LEARNING MOTIVATION
(A CASE STUDY IN THE ENGLISH EDUCATION DEPARTMENT OF
TEACHER TRAINING AND EDUCATION FACULTY OF UNIVERSITAS
SEBELAS MARET SURAKARTA IN THE ACADEMIC YEAR OF
2015/2016)

A THESIS
ANGGI PUTRI SURI WULANDARI
K2213005

ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITAS SEBELAS MARET
SURAKARTA
2017

i

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A LECTURER’S CRITICISMS AND THEIR IMPACT ON THE
STUDENTS’ LEARNING MOTIVATION
(A CASE STUDY IN THE ENGLISH EDUCATION DEPARTMENT OF
TEACHER TRAINING AND EDUCATION FACULTY OF UNIVERSITAS
SEBELAS MARET SURAKARTA IN THE ACADEMIC YEAR OF
2015/2016)

A THESIS

ANGGI PUTRI SURI WULANDARI
K2213005

Submitted to the Teacher Training and Education Faculty of Universitas
Sebelas Maret Surakarta to Fulfill One of the Requirements for Obtaining
the Undergraduate Degree of Education in English Education Department
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITAS SEBELAS MARET
SURAKARTA
2017

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MOTTO
“Good people are like candles; they burn themselves up to give others light.”
-Anonymous

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DEDICATION

This thesis is dedicated to all of the researchers in the world.

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ACKNOWLEDGMENT

Alhamdulillahirabbil’alamin. All praises and thanks to Allah, the
Almighty, for His blessings to me so that I can accomplish the writing of this
thesis.
In this occasion, I would like to express my deepest gratitude and appreciation to
both of my thesis supervisors, Drs. Muhammad Asrori, M.Pd. and Dwi Elyono,
S.S., M.TransStud., PhD. for the invaluable experiences. Thank you for helping
me to define myself as a researcher.
My gratitude to the Dean of Teacher Training and Education Faculty of
Universitas Sebelas Maret Surakarta, Prof. Dr. Joko Nurkamto, M.Pd. as without
his approval and permission, this study will never exist. My sincere gratitude is
also extended to the Head of English Education Department of Teacher Training
and Education Faculty, Teguh Sarosa, S.S, M.Hum., for the encouragement during
my study in these semesters. I also gratefully thank to all of my lecturers for all of
the knowledge shared.
To my lovely parents and brother, thank you for your everlasting love and
support. To my mates, Widiyastuti, Galih, Noviana, Mahmud and Lintang, thank
you for your continual support and for being my human diary as well. To EED
2013, thank you for all of your help, support, and unforgettable memories in the
last four years.
Surakarta, March

2017

Anggi Putri Suri Wulandari

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ABSTRACT
Anggi Putri Suri Wulandari. A LECTURER’S CRITICISMS AND THEIR
IMPACT ON THE STUDENTS’ LEARNING MOTIVATION (A CASE
STUDY IN THE ENGLISH EDUCATION DEPARTMENT OF TEACHER
TRAINING AND EDUCATION FACULTY OF UNIVERSITAS SEBELAS
MARET SURAKARTA IN THE ACADEMIC YEAR OF 2015/2016). Thesis.
Surakarta: Teacher Training and Education Faculty of Universitas Sebelas Maret.
March 2017.
The aims of this study are: (1) to identify the types of criticisms used by
the lecturer in the teaching learning process and how they are used; (2) to find out
the purpose of the use of the criticisms and (3) to find out the extent of the
criticisms affect the students’ learning motivation.
This research was conducted from November 2015 until June 2016 in the

English Education Department of Teacher Training and Education Faculty of
Universitas Sebelas Maret Surakarta. The source of data were events and
informants. The data collection method used were observation and interview. The
data were analyzed by using Qualitative Approach (Yin) which consists of
compiling, disassembling, reassembling, interpreting and concluding.
The study produces three findings. The first finding is that the lecturer uses
two types of criticisms in the teaching learning process. Those types of criticisms
are constructive and destructive. In delivering the destructive criticisms, the
lecturer tends to use You-statement method. Meanwhile, Sandwich method and
Satire criticisms are used to deliver the constructive criticisms. The second finding
is that the purposes underlying the use of the destructive criticisms are a) to make
the students aware of their mistakes, weaknesses and their needs for learning; b)
to make the students become autonomous learners; c) to make the students behave
well in their manner, action, words and dressed properly; d) to make the students
integrate the knowledge that they have learned to the other knowledge and to the
real-life context; e) to make the students realize that a good score is not the main
purpose of their learning and f) to make the students not underestimate the course.
On the other hand, the purposes behind the use of the constructive criticisms are a)
to compensate the impact of the destructive criticisms and b) to provide ways for
the students in order to accelerate them to the next level. The third finding is that

the criticisms strongly affect the learning motivation of the students who are
extrinsically motivated. They see the criticisms as one of their sources for their
learning motivation. The students who are intrinsically motivated consider the
criticisms just as a reminder. Their learning motivation are not controlled by the
criticisms.
Keywords: criticisms, motivation.

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ABSTRAK
Anggi Putri Suri Wulandari. KRITIKAN DOSEN DAN DAMPAKNYA
TERHADAP MOTIVASI BELAJAR MAHASISWA (STUDI KASUS DI
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS FAKULTAS
KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS SEBELAS MARET
SURAKARTA TAHUN AJARAN 2015/2016). Skripsi. Surakarta: Fakultas
Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta. Maret
2017.
Tujuan dari penelitian ini adalah: (1) mengidentifikasi jenis kritikan yang
digunakan oleh dosen dalam proses belajar mengajar dan bagaimana kritikan
tersebut digunakan; (2) mengetahui tujuan dari penggunaan kritikan tersebut; (3)

mengetahui sejauh mana kritikan tersebut mempengaruhi motivasi belajar
mahasiswa.
Penelitian ini dilaksanakan pada bulan November 2015 sampai Juni 2016
di Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu
Pendidikan Universitas Sebelas Maret Surakarta. Sumber data penelitian adalah
narasumber dan peristiwa. Teknik pengumpulan data yang digunakan adalah
observasi dan interview. Data dari penelitian ini dianalisis menggunakan
pendekatan kualitatif (Yin) yang terdiri dari pengumpulan, pemecahan,
pengklasifikasian, penafsiran dan penyimpulan.
Penelitian ini menghasilkan tiga temuan. Temuan yang pertama adalah
dosen menggunakan dua jenis kritikan dalam proses belajar mengajar. Jenis
kritikan tersebut adalah konstruktif dan destruktif. Dalam menyampaikan kritikan
destruktif, dosen tersebut cenderung menggunakan metode You-statement.
Sementara itu, Sandwich method dan Satire criticisms digunakan untuk
menyampaikan kritikan konstruktif. Temuan yang kedua adalah tujuan yang
mendasari penggunaan kritikan yang destruktif adalah a) menyadarkan
mahasiswa akan kesalahan, kelemahan dan kebutuhan belajar mereka; b)
membuat mahasiswa menjadi pembelajar mandiri; c) membuat mahasiswa
berperilaku sopan dalam bersikap, bertindak, berbicara dan berpakaian dengan
baik; d) membuat mahasiswa mengaitkan ilmu yang sudah mereka pelajari

dengan ilmu pengetahuan lain dan konteks kehidupan; e) menyadarkan
mahasiswa bahwa nilai baik bukanlah satu-satunya tujuan utama dari belajar
dan f) agar mahasiswa tidak meremehkan mata kuliahnya. Di sisi lain, tujuan
dibalik penggunaan kritikan konstruktif adalah a) mengimbangi dampak dari
penggunaan kritikan destruktif dan b) memberikan solusi bagi mahasiswa agar
dapat mempercepat langkah mereka menuju tahap yang lebih tinggi. Temuan
ketiga adalah kritikan tersebut mempengaruhi motivasi belajar dari mahasiswa
yang termotivasi secara ekstrinsik. Mereka menganggap kritikan sebagai salah
satu sumber motivasi belajar mereka. Mahasiswa yang termotivasi secara
intrinsik menganggap kritikan hanya sebagai peringatan. Motivasi belajar
mereka tidak terkontrol oleh kritikan.
Kata kunci: kritikan, motivasi.

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TABLE OF CONTENT

TITLE ..............................................................................................................i
PRONOUNCEMENT ................................................................................... ii
TITLE ........................................................................................................... iii

APPROVAL OF THE CONSULTANTS .....................................................iv
LEGALIZATION OF THE EXAMINERS ....................................................v
MOTTO .........................................................................................................vi
DEDICATION............................................................................................. vii
ACKNOWLEDGMENT ............................................................................ viii
ABSTRACT ..................................................................................................ix
ABSTRAK......................................................................................................x
TABLE OF CONTENT.................................................................................xi
LIST OF TABLES.......................................................................................xiv
LIST OF APPENDICES ..............................................................................xv
CHAPTER I INTRODUCTION ....................................................................1
A. Background of the Study ........................................................................1
B. Problem Statements ................................................................................4
C. Objectives of the Study ..........................................................................4
D. Limitation of the Study ..........................................................................4
E. Benefit of the Study ................................................................................5
CHAPTER II REVIEW OF THEORIES .......................................................6
A. Classroom Interaction ............................................................................6
1. Definition of Classroom Interaction.................................................6
2. Teacher's Roles in Classroom Interaction ........................................8

a. Teacher as a Controller...............................................................8
b. Teacher as an Organizer .............................................................8
c. Teacher as an Assessor ...............................................................9
d. Teacher as a Prompter ..............................................................10
e. Teacher as a Participant ............................................................10
f.

Teacher as a Resource ..............................................................11
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g.

Teacher as a Tutor ...................................................................11

h.

Teacher as an Observer............................................................11

3. Aspects of Classroom Interaction .......................................................12
a.

Teacher’s Talk ...........................................................................12
(1) Teacher’s Question .............................................................12
(2) Teacher’s Explanation ........................................................13
(3) Teacher’s Feedback ............................................................14

b.

Student’s Talk ...........................................................................15

B. CRITICISM ..........................................................................................17
1. The Nature of Criticism .................................................................17
2. The Impact of Criticism .................................................................20
3. The Types of Criticism ..................................................................22
C. MOTIVATION ....................................................................................27
1. Definition of Motivation ................................................................27
2. The Types of Motivation ................................................................29
3. Factors Affecting Student’s Motivation .........................................31
a. Anxiety .....................................................................................31
b. Attitude .....................................................................................31
c. Curiosity...................................................................................32
d. Locus of Control ......................................................................32
e. Learned Helplessness ...............................................................33
4. Characteristics of Motivated Student .............................................33
a. Hard-working ...........................................................................33
b. Perseverance .............................................................................33
c. Intention ...................................................................................34
d. Independent ..............................................................................34
e. Insusceptible .............................................................................34
D. Review of Related Study .....................................................................35
CHAPTER III RESEARCH METHOD .......................................................36
A. Place and Time of the Study .................................................................36
B. Research Design ...................................................................................37
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C. Subject of the Study .............................................................................38
D. Object of the Study ...............................................................................38
E. Data and Source of Data........................................................................39
F. Techniques of Data Collection ..............................................................39
G. Techniques of Data Validation .............................................................39
H. Techniques of Data Analysis ................................................................41
1. Compiling ........................................................................................41
2. Disassembling .................................................................................41
3. Reassembling ..................................................................................41
4. Interpreting .....................................................................................41
5. Concluding......................................................................................41
CHAPTER IV RESEARCH FINDING AND DISCUSSION .....................42
A. Research Findings ...............................................................................42
1. Types of Criticisms Used by the Lecturer in the Teaching and
Learning Process and How They Are Used ...................................49
2. The Purposes of the Use of the Criticisms .....................................57
3. The Extent of the Criticisms Affect the Students’ Learning
Motivation ......................................................................................62
B. Discussion ............................................................................................70
CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION......77
A. Conclusion............................................................................................77
B. Implication ............................................................................................78
C. Suggestion .............................................................................................78
BIBLIOGRAPHY ........................................................................................80
APPENDICES ..............................................................................................85

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LIST OF TABLES

Table 3.1. Schedule of Research ..................................................................36
Table 4.1. Data Presentation ........................................................................42

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LIST OF APPENDICES
APPENDIX I Field notes .............................................................................85
1. Field note of Observing Student A ..................................................85
2. Field note of Observing Student B ..................................................86
3. Field note of Observing Student C ...................................................87
APPENDIX II Interview Scripts ..................................................................88
1. Interview Protocol with the Lecturer ................................................88
2. Interview Protocol with the Students ................................................89
3. Transcript of Interview with the Lecturer .........................................90
4. Transcript of Interview with the Lecturer .......................................113
5. Transcript of Interview with the Lecturer .......................................116
6. Transcript of Interview with Student A ..........................................127
7. Transcript of Interview with Student B ..........................................130
8. Transcript of Interview with Student C ..........................................132
9. Transcript of Interview with Student A ..........................................136
10. Transcript of Interview with Student B ..........................................140
11. Transcript of Interview with Student C ..........................................143
12. Transcript of Interview with Student A ..........................................148
13. Transcript of Interview with Student B ..........................................149
14. Transcript of Interview with Student C ..........................................150
APPENDIX III Transcript of Teaching and Learning Process ..................151
1. Transcript of Teaching and Learning Process in Class A ..............151
2. Transcript of Teaching and Learning Process in Class B ...............154
3. Transcript of Teaching and Learning Process in Class B ...............155
4. Transcript of Teaching and Learning Process in Class A ..............158
5. Transcript of Teaching and Learning Process in Class B ...............160
6. Transcript of Teaching and Learning Process in Class A ..............163
APPENDIX IV Letter of Permission..........................................................165
7.

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