Impacts of humanistic education on students` motivation and character development in critical reading and writing II.

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ABSTRAK
Suthami, G.F. (2015). Impacts of Humanistic Education on Students’ Motivation
and Character Development in Critical Reading and Writing II. Yogyakarta:
Universitas Sanata Dharma
Kebijaksaan, yang berarti mengerti arti kehidupan dan mengetahui cara
hidup yang baik, merupakan tujuan pendidikan yang pantas dikejar. Ada banyak
masalah dan kesulitan yang terjadi dalam masyarakat modern saat ini. Peran
sekolah atau universitas disini adalah untuk menciptakan individual-individual
yang dapat mengurangi kesakitan dalam kondisi yang buruk ini. Diantara
banyaknya pendekatan-pendekatan yang digunakan untuk mengajar, pendidikan
humanistik adalah salah satu pendekatan yag berfokus pada potensi mahasiswa.
Tujuan dari pendidikan humanistik adalah untuk menyediakan dasar bagi
perkembangan dan pertumbuhan pribadi sehingga pembelajaran bisa terus
berlanjut dengan lebih otonomi. Pendidikan humanistik diharapkan dapat

memberikan pengetahuan dan mendidik karakter siswa.
Dalam penelitian ini, ada tiga rumusan masalah: 1. Bagaimana
menggambarkan pengimplementasian pendidikan humanistik di kelas CRW II? 2.
Sejauh apa pendidikan humanistik mempengaruhi motivasi mahasiswa? 3. Sejauh
apa pendidikan humanistik mempengaruhi perkembangan karakter mahasiswa?
Penelitian ini menggunakan pendekatan kualitatif. Partisipan dalam
penelitian ini adalah mahasiswa-mahasiswa di kelas CRW II angakatan 2012 dan
dosen yang mengimplementasikan pendidikan humanistik di kelas tersebut.
Penelitian ini menggunakan observasi, jurnal dosen, dan diskusi kelompok
sebagai instrument penelitian. Observasi dilaksanakan selama satu semester di
kelas tersebut, jurnal dosen ditulis setiap pertemuan setelah kelas berakhir, dan
diskusi kelompok dilaksanakan dengan lima mahasiswa dari kelas tersebut satu
semester setelah kelas berakhir.
Untuk rumusan masalah pertama, dapat disimpulkan bahwa pendidikan
humanistik diimplementasikan dalam bentuk ekspektasi tinggi kepada siswa
(tercermin dari kepercayaan dosen, sikap dosen, serta respon dan bahasa dosen)
dan pemaknaan (tercermin dari penggunaan instruksi bahasa Inggris terintegrasi
dan penggunaan media naratif). Untuk rumusan masalah kedua, dapat dilihat
bahwa pendidikan humanistik mengikutsertakan mahasiswa dalam materi
sehingga mereka lebih termotivasi untuk belajar, bahkan belajar di luar kelas.

Untuk rumusan masalah ketiga, pendidikan humanistik membentuk karakter siswa
untuk lebih kreatif, bebas dan bertanggung jawab, tangguh, serta menghormati
diri sendiri dan orang lain.
Sebagai kesimpulan, implementasi pendidikan humanistik adalah hal yang
pantas dan penting dalam meningkatkan motivasi siswa dan mengembangkan
karakter. Sebagai rekomendasi, penelitian ini dapat digunakan untuk
mengadakan penelitian lain terkait topik tersebut dan sebagai referensi dalam
mengimplementasikan pendidikan humanistik.
Kata kunci: humanistic education, CRW II, motivation, characters

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ABSTRACT
Suthami, G.F. (2015). Impacts of Humanistic Education on Students’ Motivation
and Character Development in Critical Reading and Writing II. Yogyakarta:

Sanata Dharma University.
Wisdom, which means understanding life’s meaning and knowing how to
live well, is a worth pursuing goal of today’s education. There are a lot of
problems and difficulties that remain to persist in today’s modern world. The role
of schools or universities here is to create individuals that can alleviate the pain in
this bad condition. Among many approaches used by educators to educate
students, humanistic education is one approach that focuses on students’
potentials. The goal of humanistic education is to provide a foundation for
personal growth and development so that learning will continue throughout life in
a self-directed manner. It is expected to educate students not only in mind, but
also heart, not only about knowledge, but also about characters.
In this research, there were three research problems: 1. How was
humanistic education in CRW II class best described? 2. To what extent did the
implementation of humanistic education affect students’ motivation? 3. To what
extent did the implementation of humanistic education affect students’ characters
development?
This research used qualitative approach. The participants of this research
were students in CRW II class batch 2012 and the lecturer who implemented
humanistic education in that class. This research used observation, lecturer’s
journals, and focus group discussion as a data gathering technique. The

observations were done for a semester in that class, lecturer’s journals were
written after every meeting, and focus group discussion was done with five
students after the semester ended.
For the first research problem, it can be concluded that humanistic
education was implemented in the form high expectation (reflected on lecturer’s
beliefs, attitude, and language and response) and centrality of meaning making
(reflected on the use of integrated English instruction and the use of narratives).
For the second research question, the result shows that humanistic education
engages students in the materials given so that they were more willing to learn,
even outside the class. For the third research question, humanistic education
moulds students’ characters so that they become more creative, independent and
responsible, strong, and have respect for themselves and others.
For the conclusion, the implementation of humanistic education is
appropriate and beneficial in raising students’ motivation and character
development. As recommendation, this research can be used to conduct another
research related to this topic and as references in implementing humanistic
education.
Keywords: humanistic education, CRW II, motivation, characters

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IMPACTS OF HUMANISTIC EDUCATION ON STUDENTS’
MOTIVATION AND CHARACTER DEVELOPMENT
IN CRITICAL READING AND WRITING II
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Gaiety Fricillia Suthami
Student Number: 111214087

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015

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IMPACTS OF HUMANISTIC EDUCATION ON STUDENTS’
MOTIVATION AND CHARACTER DEVELOPMENT
IN CRITICAL READING AND WRITING II
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Gaiety Fricillia Suthami
Student Number: 111214087

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015
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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, May 15, 2015
The Writer

Gaiety Fricillia Suthami
111214087

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LEMBAR PERNYATAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
Nomor Mahasiswa

: Gaiety Fricillia Suthami
: 111214087

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
IMPACTS OF HUMANISTIC EDUCATION ON STUDENTS’
MOTIVATION AND CHARACTER DEVELOPMENT
IN CRITICAL READING AND WRITING II
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: 20 April 2015
Yang menyatakan

Gaiety Fricillia Suthami

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ABSTRACT
Suthami, G.F. (2015). Impacts of Humanistic Education on Students’ Motivation
and Character Development in Critical Reading and Writing II. Yogyakarta:
Sanata Dharma University.
Wisdom, which means understanding life’s meaning and knowing how to
live well, is a worth pursuing goal of today’s education. There are a lot of
problems and difficulties that remain to persist in today’s modern world. The role
of schools or universities here is to create individuals that can alleviate the pain in
this bad condition. Among many approaches used by educators to educate
students, humanistic education is one approach that focuses on students’
potentials. The goal of humanistic education is to provide a foundation for
personal growth and development so that learning will continue throughout life in
a self-directed manner. It is expected to educate students not only in mind, but
also heart, not only about knowledge, but also about characters.
In this research, there were three research problems: 1. How was
humanistic education in CRW II class best described? 2. To what extent did the
implementation of humanistic education affect students’ motivation? 3. To what
extent did the implementation of humanistic education affect students’ characters
development?
This research used qualitative approach. The participants of this research
were students in CRW II class batch 2012 and the lecturer who implemented
humanistic education in that class. This research used observation, lecturer’s
journals, and focus group discussion as a data gathering technique. The
observations were done for a semester in that class, lecturer’s journals were
written after every meeting, and focus group discussion was done with five
students after the semester ended.
For the first research problem, it can be concluded that humanistic
education was implemented in the form high expectation (reflected on lecturer’s
beliefs, attitude, and language and response) and centrality of meaning making
(reflected on the use of integrated English instruction and the use of narratives).
For the second research question, the result shows that humanistic education
engages students in the materials given so that they were more willing to learn,
even outside the class. For the third research question, humanistic education
moulds students’ characters so that they become more creative, independent and
responsible, strong, and have respect for themselves and others.
For the conclusion, the implementation of humanistic education is
appropriate and beneficial in raising students’ motivation and character
development. As recommendation, this research can be used to conduct another
research related to this topic and as references in implementing humanistic
education.
Keywords: humanistic education, CRW II, motivation, characters

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ABSTRAK
Suthami, G.F. (2015). Impacts of Humanistic Education on Students’ Motivation
and Character Development in Critical Reading and Writing II. Yogyakarta:
Universitas Sanata Dharma
Kebijaksaan, yang berarti mengerti arti kehidupan dan mengetahui cara
hidup yang baik, merupakan tujuan pendidikan yang pantas dikejar. Ada banyak
masalah dan kesulitan yang terjadi dalam masyarakat modern saat ini. Peran
sekolah atau universitas disini adalah untuk menciptakan individual-individual
yang dapat mengurangi kesakitan dalam kondisi yang buruk ini. Diantara
banyaknya pendekatan-pendekatan yang digunakan untuk mengajar, pendidikan
humanistik adalah salah satu pendekatan yag berfokus pada potensi mahasiswa.
Tujuan dari pendidikan humanistik adalah untuk menyediakan dasar bagi
perkembangan dan pertumbuhan pribadi sehingga pembelajaran bisa terus
berlanjut dengan lebih otonomi. Pendidikan humanistik diharapkan dapat
memberikan pengetahuan dan mendidik karakter siswa.
Dalam penelitian ini, ada tiga rumusan masalah: 1. Bagaimana
menggambarkan pengimplementasian pendidikan humanistik di kelas CRW II? 2.
Sejauh apa pendidikan humanistik mempengaruhi motivasi mahasiswa? 3. Sejauh
apa pendidikan humanistik mempengaruhi perkembangan karakter mahasiswa?
Penelitian ini menggunakan pendekatan kualitatif. Partisipan dalam
penelitian ini adalah mahasiswa-mahasiswa di kelas CRW II angakatan 2012 dan
dosen yang mengimplementasikan pendidikan humanistik di kelas tersebut.
Penelitian ini menggunakan observasi, jurnal dosen, dan diskusi kelompok
sebagai instrument penelitian. Observasi dilaksanakan selama satu semester di
kelas tersebut, jurnal dosen ditulis setiap pertemuan setelah kelas berakhir, dan
diskusi kelompok dilaksanakan dengan lima mahasiswa dari kelas tersebut satu
semester setelah kelas berakhir.
Untuk rumusan masalah pertama, dapat disimpulkan bahwa pendidikan
humanistik diimplementasikan dalam bentuk ekspektasi tinggi kepada siswa
(tercermin dari kepercayaan dosen, sikap dosen, serta respon dan bahasa dosen)
dan pemaknaan (tercermin dari penggunaan instruksi bahasa Inggris terintegrasi
dan penggunaan media naratif). Untuk rumusan masalah kedua, dapat dilihat
bahwa pendidikan humanistik mengikutsertakan mahasiswa dalam materi
sehingga mereka lebih termotivasi untuk belajar, bahkan belajar di luar kelas.
Untuk rumusan masalah ketiga, pendidikan humanistik membentuk karakter siswa
untuk lebih kreatif, bebas dan bertanggung jawab, tangguh, serta menghormati
diri sendiri dan orang lain.
Sebagai kesimpulan, implementasi pendidikan humanistik adalah hal yang
pantas dan penting dalam meningkatkan motivasi siswa dan mengembangkan
karakter. Sebagai rekomendasi, penelitian ini dapat digunakan untuk
mengadakan penelitian lain terkait topik tersebut dan sebagai referensi dalam
mengimplementasikan pendidikan humanistik.
Kata kunci: humanistic education, CRW II, motivation, characters
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ACKNOWLEDGEMENTS
I dedicate this thesis to my one true love, Jesus Christ. I cannot be this far
without Him. He gives me strength, He gives me courage, and He helps me
through my difficult times.
I also want to thank Markus Budiraharjo, M.Ed., Ed.D., for helping me
finish my thesis. He encouraged me and made me believe in myself. His guidance
made me able to finish my thesis. I also thank Fidelis Chosa Kastuhandani,
M.Hum., and all lecturers also staff in PBI Sanata Dharma.
For my family especially my parents, I thank them so much for their
support. Their support and prayers strengthen me so that I can finish my thesis.
Also, I want to express my gratitude to all of my participants. Without them all,
my thesis will be nothing.
For my beloved friends from campus or outside campus Heni, Sri, Sasa,
Riri, Leo, Denyk, Mika, Wuri, Monic, Elly, Adit, Danang, Putra, Dian, Dodo,
and Bily, I thank them so much for being such amazing and faithful friends. They
are my family, they make me laugh, they teach me life, they lift me up when I’m
down, and I can survive until now because of them all.
I also want to thank all of my friends in PSM Cantus Firmus and my
beloved coach, Mr Mbong. They are my home, they are my everything. I am
proud to be a part of this wonderful family. I also give my gratitude to Mrs Yuni
and Mr Ndaru for giving me such a nice place to stay when I am in Jogja.
At the end, I want to thank everyone who has been very supportive to me.
Their support meant a lot for me. I cannot keep going without them. My prayers
and love go to all of my friends and family out there. May God bless them all.

Gaiety Fricillia Suthami
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TABLE OF CONTENTS
TITLE PAGE ........................................................................................................... i
APPROVAL PAGES .............................................................................................. ii
STATEMENT OF WORK’S ORIGINALITY ......................................................iv
PERNYATAAN PERSETUJUAN PUBLIKASI ....................................................... v
ABSTRACT ............................................................................................................vi
ABSTRAK .............................................................................................................. vii
ACKNOWLEDGEMENTS ................................................................................. viii
TABLE OF CONTENTS ........................................................................................ix
LIST OF TABLES ................................................................................................ xii
LIST OF FIGURES ............................................................................................. xiii
LIST OF APPENDICES....................................................................................... xiv
CHAPTER I. INTRODUCTION
A. Background of the Study ............................................................................. 1
B. Research Problems ...................................................................................... 4
C. Research Limitation .................................................................................... 5
D. Research Objectives .................................................................................... 5
E. Research Benefits ........................................................................................ 6
F. Definition of Terms ..................................................................................... 7
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description ............................................................................... 9
1. Humanistic Education ......................................................................... 9
2. Motivation and Student Engagement................................................. 15
3. Self-Actualization in Maslow’s Hierarchy of Needs .......................... 15
4. High Expectation .............................................................................. 17
5. Integrated English Instruction ........................................................... 21
6. The Description of Critical Reading and Writing II Class.................. 23
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B. Theoretical Framework.............................................................................. 24
CHAPTER III. RESEARCH METHODOLOGY
A. Research Method ....................................................................................... 26
B. Research Participants................................................................................. 28
C. Research Setting ........................................................................................ 28
D. Research Instruments................................................................................. 29
E. Data Analysis Technique ........................................................................... 31
F. Research Procedure ................................................................................... 33
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
A. Research Results ....................................................................................... 35
1. The Application of Humanistic Education ......................................... 36
a. The Use of High Expectation...................................................... 36
1) Lecturer’s Beliefs ................................................................. 36
2) Lecturer’s Attitude ............................................................... 37
3) Lecturer’s Response and Language ....................................... 39
b.

Centrality of Meaning Making.................................................... 40
1) The Use of Integrated English Instruction ............................ 40
2) The Use Narratives .............................................................. 43

2. The Effect of Implementation of Humanistic Education to
Students’ life ..................................................................................... 45
a. Motivation.................................................................................. 44
b. Character Development .............................................................. 46
B. Discussion ................................................................................................. 47
1. Increasing Motivation ....................................................................... 47
2. Character Development in CRW II Course ........................................ 58
a. Creative...................................................................................... 62
b. Independent and Responsible ..................................................... 62
c. Strong ........................................................................................ 65
d. Respect Themselves and Others ................................................. 66

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CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions ............................................................................................. 68
B. Suggestions .............................................................................................. 70
REFERENCES ...................................................................................................... 72
APPENDICES........................................................................................................ 75

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LIST OF TABLES

4.1 Teacher Feedback .............................................................................................. 52
4.2 Maslow’s Hierarchy of Needs ............................................................................ 60

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LIST OF FIGURES

4.1 Components of Motivation ................................................................................. 49

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LIST OF APPENDICES

Appendix A. Observations Results and Lecturer’s Journals ...................................... 75
Appendix B. Focus Group Discussion Results ......................................................... 85

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CHAPTER I
INTRODUCTION

This chapter is divided into six parts. The first part is research background,
the second is research problems, the third part is problem limitation, the fourth is
research objectives, and the fifth part of this chapter is about research benefits, and
the last is definition of terms which gives the clarify the important terms used.

A.

Background of the Study
The topic of this research is about the impacts humanistic education on

students’ motivation and character development. This topic is chosen because the
researcher sees that nowadays we live in an insecure society and the morality of the
people is decreasing. People misused the autonomy that they have to suppress other
people and satisfy their own needs. The results of it are clearly seen in our society;
corruption increases, the democratic value is no longer obtained, and poverty is
everywhere. Dewey, in his book Philosophy of Education: Problems of Men (1975)
said that:
Instead of uniform and steady growth of democratic freedom and equality,
we have seen the rise of powerful totalitarian states with thoroughgoing
suppression of liberty of belief and expression, outdoing the most despotic
states of previous history (p.24).
This condition seems to appear also in our society where only some people are
heard and have power. Dewey also said that there is the state of imbalance in the
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society where our physical knowledge dominates our social-moral knowledge. It is
very crucial to alleviate the pain of such a bad condition and create a better
society.We have to create people who are genuine, positive, have self-respect, care,
have empathy, and strong enough to meet the challenges of life. The educational
problem today is deeper, it is more acute, it is infinitely more difficult because it has
to face all of the problems of the modern world (Dewey, 1975). We need to educate
people especially the young generation, not only the mind, but also the character.
Here, the task of school or any other education institutions is clear: to
humanize science (Dewey, 1975). Humanistic education is an approach of education
which emphasizes human development. It sees human life as something valuable and
central. DeCarvalho (as cited in Dewey, 1975) stated that the goal of humanistic
education is to provide a foundation for personal growth and development so that
learning will continue throughout life in a self-directed manner.
One interesting question from Dewey (1975) that is worth considering is that
“what are our schools doing positively and aggressively and constructively to
cultivate understanding and goodwill which are essential to democratic society?”
(p.42). This is such a big question to be considered by all educators since the role of
schools is not only to cultivate understanding, but also goodwill of each student.
Sanata Dharma University is a Catholic University (Jesuit) and holds Ignatian
Pedagogy basis. English Language Education Study Program (ELESP) as one of the
study programs in Sanata Dharma University tries to implement humanistic education

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to its curriculum. Sanata Dharma wants to create future educators who are not only
smart, but also have good characters. It is stated in ELESP vision that:
Pada 2015 Program Studi Pendidikan Bahasa Inggris Universitas Sanata
Dharma menjadi program unggulan dalam bidang pendidikan calon
pengelola pembelajaran Bahasa Inggris yang profesional, cerdas, humanis,
bermartabat, dan berkarakter yang kuat sebagai pendidik.
(In 2015 English Language Education Study Program Sanata Dharma
University becomes a preeminent program in the field of education of English
learning organizers candidates who are professional, intellectual, humanistic,
dignified, and having good character as educators.)
In order to help students to have self-esteem and positive thought that will
lead them to positive character, educators need to be able to create positive classroom
culture. A positive school culture broadly includes the schoolwide ethos and the
culture of individual classrooms, high expectations for learning and achievement, a
safe and caring environment, shared values and relational trust, a powerful pedagogy
and curriculum, high motivation and engagement, a professional faculty culture, and
partnerships with families and the community (Character Education Partnership,
2010).The use of humanistic education in class is aimed to shape students character,
not only knowledge.
Critical Reading and Writing II (CRW II) is one of the courses in English
Language Education Study Program (ELESP) at Sanata Dharma University. This is a
four-credit course and is designed as a project-based class to facilitate students to
access into a large amount of reading through which students acquire information,
which thus enhances the progress of their knowledge and the development of their

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critical reading and writing skills. The researcher did the research on students of
semester 5, batch 2012, who were taking CRW II in semester 4.
In this study, the researcher sees what method that the lecturer used in class,
how the method contributes to the development of students’ character, and how it
motivates them to learn and expand their knowledge. The researcher was curious
whether the method is effective enough and whether it has a long lasting effect in
students. The things being observed in the class are first the class culture, the
characteristics of the students in general, and the material given in class.
By knowing the role of humanistic education, it is expected that teachers can
see the good side in every student and encourage them to see good side too and
develop the good things in them; furthermore, teachers can help students find
meaningful values in their lives and mould them to be virtuous individuals.

B.

Research Problems
Considering previous explanation, there some problems that need to be

solved:
1.

How was the humanistic education in CRW II best described?

2.

To what extent did the implementation of humanistic education affect
students’ motivation?

3.

To what extent did the implementation of humanistic education affect
students’ character development?

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C.

Research Limitation
The researcher limits the research for one Critical Reading and Writing II

class with a lecturer in English Language Education Study Program (ELESP) and
students in batch 2012 who took the class. The researcher also analyzes the lecturer’s
journal given after every meeting. Then, the researcher had a small group discussion
with 5 students to know their feeling about the class. This research used qualitative
approach, thus the results cannot be generalized to other classes or context. This
research also focuses on the method used by the lecturer in class, including the
language used and the lecturer’s reaction to students’ attitude in class, and the effect
of this class in students’ life.

D.

Research Objectives
The objectives of this study are:
1. To describe how a humanistic education is implemented.
2. To identify how humanistic education influences students’ motivation in
learning.
3. To identify how humanistic education influences students’ character
development.

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E.

Research Benefits
It is expected that this research will give benefits for the researcher, ELESP

students, lecturers, and further studies.
1. For the researcher
It is useful for the researcher to know how the implementation of humanistic
education is done. This study also can help the researcher to deepen the
understanding of how to implement it in teaching learning activities.
2. For ELESP students
It will be beneficial for ELESP students to know what is expected from them
and what can make them good students, either in mind or behavior, so that
they can develop themselves to be better individuals. It will be beneficial also
for ELESP students as teacher candidates to know how to mould students’
character and motivation through humanistic education and make them the
“real” human.
3. For ELESP lecturers
This study can be used to develop and implement humanistic education in
ELESP. Hopefully, by reading this study, the lecturers can find effective
strategy to educate students and find more appropriate language that can be
used in class.
4. For further studies
This study can be used as a reference to support further studies about the topic
related.

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F.

Definition of Terms
There are some terms that the researcher used in this study: humanistic

education, high expectation, character, and motivation.
1. Humanistic education
Humanistic

education

is

an

approach

that

emphasizes

human

development. As described by Gage and Berliner (as cited in Huitt,
http://www.edpsycinteractive.org) there are five

basic objectives of the

humanistic view of education:
x

promote positive self-direction and independence (development of the
regulatory system);

x

develop the ability to take responsibility for what is learned (regulatory and
affective systems);

x

develop creativity (divergent thinking aspect of cognition);

x

develop curiosity (exploratory behavior, a function of imbalance or
dissonance in any of the systems); and

x

develop interest in the arts (primarily to develop the affective/emotional
system).

2. Motivation
Broadly defined, motivation is a person’s internal instigation and direction
that influences their behavior. In simple terms, motivation relates to our drive
to do something or our will to set things in motion (Churchill, Ferguson,

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Godinho, Johnson, Keddie, Letts, Mackay, McGill, Moss, Nagel, Nicholson,
Vick, 2011).
3. Character
Ryan and Bohlin (1999) stated that character is an individual’s pattern of
behavior. It is his/her moral constitution. Character means that an individual
have the quality of being determined and able to deal with difficult situation
(as cited in www.dictionary.cambridge.org).

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CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter discusses some theories used in this research. This chapter will
be divided into two parts. The first one is the theoretical description and the second
one is theoretical framework. The theories discussed in theoretical description are: (1)
humanistic education, (2) motivation and student engagement, (3) self-actualization
in Maslow’s hierarchy of needs, (4) high expectation, (5) integrated English
instruction, and (6) the description of Critical Reading Writing II course.

A. Theoretical Description
In this part, there six sections to be discussed related to the theories used in
the research. The first one is about the definition and principles in humanistic
education, the second one is about motivation and student engagement. The next one
is about self-actualization in Maslow’s hierarchy of needs and its relation to
humanistic education, after that this section discusses the definition of high
expectation, and the last one is the description of Critical Reading and Writing II
course.

1. Humanistic Education
Humanistic education focuses on the development of the human beings.
Humanistic education is a part of transformative learning which is adopted in Ignatian
9

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Pedagogy. A transformative education is one in which the student is incrementally
invited to engage life, to reflect upon it, and to be of service to our world (Hartnett,
2009). An English writer Chesterton once said that each education teaches a
philosophy of life and every part of it is connected. Education should empower and
transform, if it does not, then it is not education at all. Hartnett (2009) also stated that:
Transformative education is not simply a content; it is also a method designed
to foster continual growth in the hearts, minds, and will of the students. This
method bears no resemblance to an older approach that stressed dissemination
where instructors merely relay or convey information. Rather, Ignatian
pedagogy aims at assisting learners to undergo a series of internal
transformations in how they go about understanding themselves vis-à-vis
their own inclinations, passions, biases, and spontaneous reactions. Hence,
the need arises to learn how to make one’s own internal operations more
discerning (p.8).
Education has to be more than filling heads (Brackley, 2005). This is the belief of
humanistic education. It aims to make humans have good self-concept of themselves.
If somebody feels good about him or herself then that is a positive start. Feeling good
about oneself would involve an understanding of ones' strengths and weaknesses, and
a belief in one's ability to improve.
Brackley (2005) suggested that the Catholic and universities that implemented
Ignatian pedagogy need to have seven higher standards. First, a university should
help us understand reality, the real world. Second, since education seeks wisdom, it
should have a focal point, namely, the drama of life and death, good and evil,
injustice and liberation. Third, we must take steps to free ourselves from bias. Fourth,
education should help people discover their vocation in life, above all their deepest
vocation to love and serve. Fifth, a Jesuit university must be a place where the

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Catholic faith is studied and handed on to those who would embrace it. Sixth, we
must reach out to those who otherwise could not afford to come here. Finally, we
must project knowledge and social criticism beyond the campus, into the wider
society. The goal of education has gone far beyond information. It is more about
wisdom. Wisdom means understanding life’s meaning and knowing how to live well
(Brackley, 2005). So it is expected that at the end students will not only have good
knowledge, but also have good understanding about life and good moral in society.
The humanistic approach is a broad term that encompasses three main
approaches

(Kirschenbaum,

as

cited

in

Sturt,

http://www.garysturt.free-

online.co.uk/human.htm):
1. Humanistic content curricula - Teaching topics that are directly relevant to the
students' lives (e.g. drugs awareness)
2. Humanistic process curricula - Focuses on the whole student and can include
teaching assertiveness training, for example.
3. Humanistic school and group structures - restructuring the whole time table
and school environment in order to facilitate humanistic teaching or just
individual classes. The approach includes two areas: on a school level and on
a class level. On a school level, the characteristics are open classrooms, has
several class meetings, and finding alternative ways of assessment. On a class
level, the characteristics are students exercise choice and control over
activities, curriculum focuses on what the children are concerned about, focus
on life skills – thinking skills combined with social skills (e.g. sharing and

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communicating, self-evaluation and self-monitoring, and teacher becomes a
facilitator.
Since the focus of humanistic education is on students, the content used in class
should also relate to students. When students are engaged in the material, the learning
will be more meaningful and students can implement directly what they have learned
in their daily life. In humanistic education, the use of literature in class is in order to
learn about reality and about life so that it can help students to live more fully
(Brackley, 2005).
Humanistic education also emphasize that every person has control over
themselves. They are independent people and they set their own goals, they have
freedom to choose their own strategy in learning, and to develop their skills.
Cooperative learning is commonly used in humanistic education since it can help
students to develop their responsibility, cooperation with others, leadership, and other
life skills that students need in life.
When a school implemented this humanistic education to the school’s
curriculum, there are some instructional implications that may happen (as cited in
Sturt, http://www.garysturt.free-online.co.uk/human.htm). The first one is the
implement student-centred teaching, the second one is increase social personal
development, the next is de-emphasise rigorous, performance-oriented, testdominated approaches. It also provides opportunity for success and discovery
learning. Other implications are respect students’ feelings and aspirations and also
right to self-determination for students. Humanistic education provides the maximum

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opportunity for students to find and develop themselves. Here, the role of educators is
only as the facilitator. Educators’ job is to create an engaging environment for the
students and create a meaningful learning by using inquiry-based questions.
Humanistic education emphasizes some things. The first one is on the affect,
emphasis on feeling and thinking. The second one is on positive self-concept. Selfconcept is very important to students because it is the way how they look at
themselves. The third one is on communication – positive and honest communication.
And the last one is on personal values. Personal values facilitate the development of
positive values within students. Students must know themselves, express themselves,
have self-identity, and actualize themselves. As described by Gage and Berliner (as
cited in Huitt, http://www.edpsycinteractive.org/) there are five basic objectives of the
humanistic view of education:
x

Promote positive self-direction and independence (development of the
regulatory system);

x

Develop the ability to take responsibility for what is learned (regulatory and
affective systems);

x

Develop creativity (divergent thinking aspect of cognition);

x

Develop curiosity (exploratory behavior, a function of imbalance or
dissonance in any of the systems); and

x

Have an interest in the arts (primarily to develop the affective/emotional
system).

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S till

according

to

Gage

and

Berliner

(1991)

as

cited

in

Huitt

(http://www.edpsycinteractive.org/), some basic principles of the humanistic
approach that were used to develop the objectives are:
1. Students will learn best what they want and need to know. That is, when they
have developed the skills of analyzing what is important to them and why as
well as the skills of directing their behavior towards those wants and needs,
they will learn more easily and quickly.
2. Knowing how to learn is more important than acquiring a lot of knowledge. In
this point, students need to know the best way for them to learn because every
student might have different ways of learning.
3. Self-evaluation is the only meaningful evaluation of a student's work. The
emphasis here is on internal development and self-regulation that become the
concerns of humanistic education.
4. Feelings are as important as facts. Much work from the humanistic view
seems to validate this point and is one area where humanistically-oriented
educators are making significant contributions to our knowledge base.
5. Students learn best in a non-threatening environment. This is one area where
humanistic educators have had an impact on current educational practice. The
orientation espoused today is that the environment should by psychologically
and emotionally, as well as physically, non-threatening.

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2. Motivation and Student Engagement
Motivation has been a key topic in high expectation. Pintrich and Schunk
stated that “motivation bears a reciprocal relation to learning and performance; that is,
motivation influences learning and performance and what students do and learn
influences their motivation” (as cited in Schunk, 2008). Schunk (2008) said that:
When students attain learning goals, goal attainment conveys to them that
they possess the requisite capabilities for learning. These beliefs motivate
them to set new challenging goals. Students who are motivated to learn often
find that once they do they are intrinsically motivated to continue their
learning (p.5).
Motivation is a theoretical construct to explain the reason or reasons we
engage in particular behavior (Barkley, 2010). It is the feeling of interest or
enthusiasm that makes somebody want to do something. College teachers often view
student engagement rooted in motivation. So when the students are motivated, they
can be more engaged in the teaching learning activities. But, there is also a statement
saying that student engagement is related to active learning. However, Barkley (2010)
clarified that student engagement is the product of motivation and active learning. It
is a product rather than a sum because it will not occur if either element is missing.

3. Self-Actualization in Maslow’s Hierarchy of Needs
Humanistic education also has close relation to self-actualization stated by
Maslow in his Hierarchy of Needs. Instead of focusing on what goes wrong with
people, Maslow (as stated in McLeod, 2007) created a more positive report of human
behavior which focused on what goes right. He was interested in the potential that

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humans have, and how humans fulfill that potential. Maslow (as cited in McLeod,
2007) stated that human motivation is based on people seeking fulfillment and change
through personal growth. Self-actualized people are those who were fulfilled and
doing all they were capable of. In self-actualization, a person comes to find a
meaning to life that is important to them. There are 15 characteristics of people who
have achieved their self-actualize stage. The characteristics of self-actualizers based
on Maslow are:
1. Perceiving reality efficiently and can tolerate uncertainty;
2. Accepting themselves and others for what they are;
3. Becoming spontaneous in thought and action;
4. Becoming problem-centered (not self-centered);
5. Having unusual sense of humor;
6. Looking at life objectively;
7. Becoming highly creative;
8. Being resistant to enculturation, but not purposely unconventional;
9. Having concern for the welfare of humanity;
10. Being able of deep appreciation of basic life-experience;
11. Establishing deep satisfying interpersonal relationships with a few people;
12. Having peak experiences;
13. The need for privacy;
14. Having democratic attitudes;
15. Having strong moral/ethical standards.

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Someone is not necessarily has to display all 15 characteristics to become selfactualized, and not only self-actualized people will display them. Self-actualization
merely involves achieving ones potential. Thus someone can be silly, wasteful, vain
and impolite, and still self-actualize. Less than two percent of the population achieve
self-actualization.

4. High Expectation
Virtuous people, people of character, live by high ethical standards (Ryan
&Bohlin, 1999). Dr. Albert Schweitzer (cited in Ryan &Bohlin, 1999) once gave the
definition of ethics: “In a general sense, ethics is the name that we give to our concern
for good behavior. We feel an obligation to consider not only our own personal wellbeing but also that of others and of human society as a whole.” When teachers can
help students to be virtuous people, it means that teachers help this society to create
high-quality people; people who are free but responsible to what they do and they
care to others. Our work ethic and competence aren’t something separate from our
character; rather, they are part of it (Lickona, 2004). Ethical values were considered
fundamental to the character of the nation and to the people who made up the nation
because by knowing ethical values and the importance of it, we know who we are as
individuals and where we are going as a nation (Ryan & Bohlin, 1999). So, by
knowing the role of high expectation, teachers can help students to be better
individuals. The language of high expectation is not only useful in classroom, but it
can mould students’ character and determine the future of a nation.

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The use of high expectation in classroom has been very crucial since it can
raise students’ motivation and determine the success of the students. By using the
language of high expectation to students, teacher presupposes a purpose, or in other
words, the teacher wants to influence the students by giving them motivation. We
tend to get the behavior that we expect to receive, or what is labeled as a selffulfilling prophecy or the Pygmalion effect (Schreck, 2011). Rosenthal and Jacobson
(as cited in Schreck, 2011) said that teacher expectations can act as self-fulfilling
prophecies because student achievement comes to reflect the expectations. So, when
we are communicating positive words, we influence people to do something positive.
Popov (2000) in her book The Virtues Project: Simple Ways to Create a
Culture of Character (Educator’s Guide) said that:
The way we speak and the words we use have great power. Language is the
vehicle for meaning, and above all else awakens the character and shapes
the self-esteem of our children. It shapes the very culture of our homes,
schools and workplaces. Words have the power to break a heart or inspire a
dream. The language of the Virtues empowers children to act on the best
within them. It is the main ingredient in creating a culture of character. (p.3)
From that statement, we cannot deny the great power that the words have. Words have
the power to change somebody’s attitude and life. First Nations people