PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

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

By 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 2015

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“IT ALWAYS SEEMS IMPOSSIBLE UNTIL IT’S DONE” – 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 Nomor Mahasiswa

: Denyk Aprilia Kartikawati : 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

Denyk Aprilia Kartikawati

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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 semistructured 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. Keywords: Self-fulfilling prophecy, Perception, Lecturers, Motivation.

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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. Kata Kunci: Self-fulfilling prophecy, Perception, Lecturers, Motivation.

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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.

Denyk Aprilia Kartikawati

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TABLE OF CONTENTS

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 c. Factors Influencing Perception ..................................................... 15

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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

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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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B. Suggestions ................................................................................................. 72

REFERENCES .......................................................................................................... 75 APPENDICES ........................................................................................................... 78

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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 4.1 Relations between Self-Fulfilling Prophecy and Students’ Motivation................ 68

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LIST OF APPENDICES Appendix A. Permission Letters ................................................................................. 79 Appendix B. List of Questions .................................................................................... 84 Appendix C. Example of Interview Transcript (Coding Process) .............................. 85 Appendix D. Data Analysis ...................................................................................... 105

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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 teaching English as a foreign language is that sometimes a number of students do 1


2 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)


3 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 lecturers’ ways of teaching.


4 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 to students’ motivation?


5 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 the research problems. Both questions should be answered based on the lecturers’


6 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 prophecy into subject in course. The researcher hopes that the lesson about self-


7 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 lecturersstudents 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. Selffulfilling 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 the objective of the teaching-learning process can be well achieved.


8 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 teachinglearning 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 selffulfilling 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 misunderstanding that might happen when the readers read this thesis. Therefore,


9 this section carefully defines each concept that will be used in this thesis. The following key terms are described as follows.

1. Perceptions Altman, Valenzi, and Hodgetts (1985) define perceptions as the way stimuli are selected and grouped by a person so that they can be meaningfully interpreted. What people think about the world’s phenomena may be called as perceptions. In addition, George and Jones (2005) claim the perceptions as the process by which individual select, organize, and interpret the input from their senses (vision, hearing, touch, smell, and taste) to give meaning and order to the world around them. In this research, the researcher deals with the perceptions of ELESP lecturers on the implementation of self-fulfilling prophecy toward ELESP students. Their perceptions cover their opinions, feeling, and thoughts related to the implementation of self-fulfilling prophecy.

2. Self-fulfilling Prophecy Self-fulfilling prophecy is defined as a Pygmalion Effect or Rosenthal effect. This research is focused on self-fulfilling prophecy which is implemented in educational area between lecturers and students. Pygmalion effect comes from the term of self-fulfilling prophecy as Merton (1948) originally states. It means that students perform in ways the teacher expects. Lecturers’ expectation, whether it is high or low becomes self-fulfilling prophecy. Rosenthal and Jacobson (1968),


10 based on their research, claim that teacher’s expectation to the students obviously can change their behavior in teaching. Moreover, Madon, Willard, Guyll and Scherr (2011) state that selffulfilling prophecy occurs when a perceiver’s false belief influence how she or he treats a target (student) which, in turn, shapes the target’s subsequent behavior in the direction of the initially false believe. They define self-fulfilling prophecy as lecturers’ beliefs on the students’ abilities or potentials. Thus, this research would like to analyze the lecturers’ belief in self-fulfilling prophecy based on the lecturers’ perception. The perception itself comes from the lecturers’ experience in delivering self-fulfilling prophecy in the way they are teaching ELESP students.

3. Motivation There are many definitions of motivation that are stated by several researchers around the world. Motivation as Schunk (as cited in Schunk, Pintrich, & Meece, 2008, p. 5) state that it is essential to students in the learning process since it can influence what, when, and how people learn. It will help the students in achieving the goals of learning because motivation involves goals that must be achieved. A key point is that motivation bears a reciprocal relation to learning and performance; that is, motivation influences learning and performance and what students do and learn will influence their motivation (Pintrich, 2003; Schunk, 1995) as cited in (Schunk, Pintrich, & Meece, 2008, p. 5). Motivation is relevant to learning because learning is an active process requiring conscious and deliberate activity. Since motivation is essential in the teaching-learning process,


11 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 selffulfilling 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 terms are going to be found in the following chapter.


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 SelfFulfilling 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 selffulfilling 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 engage students in the lesson so that they can be more motivated in learning. 12


13 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


14 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.

Stimuli

Sensor's selection of stimuli

Perception, organization and interpretation of stimuli

Behavioral response

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


15 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


16 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.


17 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 selffulfillilng 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 self-


18 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.


19

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”.


20 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’


21 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.


22 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 selffulfilling 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


23 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 students’ motivation to learn more.


24 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 2.1 Teacher Feedback (Schunk, Pintrich, & Meece, 2008, p. 308)

Type Performance

Motivational

Attributional

Strategy

Description

Examples

Provides information on accuracy of work; may include corrective information Provides information on progress and competence; may include social comparisons and persuasion Links student performance with one or more attributions

“That’s correct.” “The first part is right but you need to bring down the next number.” “You’ve gotten much better at this. You are doing a great job.” “I know you can do this.”

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 helping you do better.”

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


25 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 fooddeprived 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


26 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.


27 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 participants, who are students considered the teacher’s own behavior to be the


28 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. Selffulfilling 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


29 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 self-


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 Rosenthal 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 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


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 research question, “To what extent does selffulfilling 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 selffulfilling 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.


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.


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 subchapters 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).

35


36 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 motivation based 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


37 lecturers who became the participants of this research were lecturers of the English Language Study Program (ELESP) in Sanata Dharma University. The lecturers were chosen under the consideration that these lecturers were the ones who implemented self-fulfilling prophecy in the way lecturers teach. Moreover, based on the researcher’s experience becoming a student, the selected participants possess the knowledge in self-fulfilling prophecy. Thus, the participants can provide the relevant information about the topic. The names of the participants are disguised to protect their privacy. The details of the participants are described as follows. Table 3.1 Details of the Participants

No

Name (Not real names)

Age

Teaching Commencement in Sanata Dharma University

1.

Ms. Richa

27

Since 2013

2.

Mr. Daniel

34

Since 2005

3.

Mr. Jono

41

Since 1999

4.

Mr. Martha

40

Since 2000

The participants of this research were chosen purposively. Ary et al., (2002) state that “purposive sampling is a nonprobability sampling technique in which subjects judged to be representative of the population are included in the sample” (p. 648). In purposive sampling, there is no general rule about the number of participants to be included. Qualitative studies more typically use nonrandom or purposive selection techniques based on particular criteria. The criteria for the participants in this research were the availability of lecturers and how the way the lecturers teach based on the researcher’s experience and advisor’s suggestions.


38 Thus, the participants were chosen because the researcher once joined the participants’ class so the researcher more or less knows the participants’ behavior not only in the class but also outside the class.

C. Research Setting The research was conducted in Sanata Dharma University Yogyakarta. The researcher chose this place under the consideration that the lecturers in this university had a good manner of teaching; they have self-fulfilling prophecy and they are able to motivate their students. It was all based on the researcher’s experience becoming one of the English Language Study Program (ELESP) student. Moreover, the researcher chose this university rather than other universities because the researcher has been studying in this university for four years so the researcher more or less knows the lecturers’ way of teaching. The researcher did not choose other universities because the aim of this research is to analyze the lecturers in English Language Education Study Program’s perception on the implementation of self-fulfilling prophecy. Moreover, the aim of this research was also to know how the implementation of positive self-fulfilling prophecy influenced the way lecturers’ teach. The researcher conducted the research from February to June, 2015. The interviews were conducted in the beginning of March, 2015 to April, 2015.


39 D. Instruments and Data Gathering Technique In order to answer the two research questions stated in Chapter 1, the data were gathered from interviews. “Interviews are used to gather data on subject’s opinion, beliefs, and feelings about the situation in their own words” (Ary et al., 2002, p. 434). Interviews provide information that cannot be obtained through observation such as in-depth data. Thus the purpose of the interview was to enable the researcher to obtain more detailed and specific information. Based on Ary, et al. (2002), the interview can be divided into two types according to variety of respondents; they were an individual and group interview. The researcher conducted individual interviews by choosing the participants purposively. The researcher chose the participants who were active in teaching and who used self-fulfilling prophecy in the way the lecturers teach. The researcher used semi-structured guidelines to make the interview progress more smoothly. The researcher did face-to-face interview to obtain indepth information from with all the participants. Keegan (2009) states in-depth interviewing also is known as semi-structured interviewing. It is a type of interview which researchers use to elicit information in order to achieve a holistic understanding of the participant’s point of view or situation; it can also be used to explore interesting areas for further investigation. “In a less structured interview, the same questions are asked of all respondents, but the interview is more conversational and the interviewer has more freedom to arrange the order of the questions or to rephrase the questions” (Ary et al., 2002).


40 The researcher conducted the interviews with some lecturers in Sanata Dharma University who were considered as carrying out high-frequency selffulfilling prophecy in the classroom. The questions were related to the importance of using self-fulfilling prophecy to improve the students’ performance based on lecturers’ perception. Further, the questions also related to what extent do the perceptions influence the way lecturers teach. The purposes of this research were to know the lecturers’ perception on the implementation of self-fulfilling prophecy. Moreover, based on the perception itself, it can be found that the implementation of self-fulfilling prophecy is useful to encourage students’ confidence. The researcher used guidelines of questions in order to allow the researcher to modify, delete, or add interview questions during the interview. The guidelines of the questions can be seen in the Appendix B. The interviews were recorded by using one hand phone with the common recording phone. To avoid some problems that might come up with the device, the researcher was not only use one device to record the interview. The interview was also recorded by using an audacity program from the researcher’s laptop. Ary et al., (2002) state “the most efficient way to collect arranged interview data is to use a tape recorder. This way is much less distracting than taking notes and it also provides a verbatim record of the responses” (p. 434). Therefore, the researcher did not take note during the interview. The interview used both English and Bahasa Indonesia based on the interview situation. The use of code-switching is to make both the researcher and the participants have a deeper conversation.


41 However, in presenting the data, the researcher translated the Bahasa Indonesia version of the interview into English.

E. Data Analysis Technique Since it was qualitative research, the research did not use a formulation of statistic data (Ary, et al., 2002). After obtaining the data or information from the participants, the researcher analyzed it. Since the interview was designed in a form of semi-structured interview and the questions were designed in form of open-ended questions, the data was analyzed using qualitative method. Before analyzing the data, the researcher transcribed the result of lecturers’ interview recording. The researcher transcribed all of the interviews from each participant into transcription to ease the researcher in analyzing the data. Transcription means recording in words all forms of data obtained in a qualitative study, with additional notes made as necessary. (Ary et al., 2002, p. 652). Later, the researcher put one of interview transcript in appendices as an example of the data. The example of the interview transcript can be seen in Appendix C. There are three steps that can be used in analyzing the data from interview according to Ary, et al. (2002). The researcher applied three steps in analyzing the data: (1) organizing the data, (2) summarizing the data and (3) interpreting the data. The first step in analyzing the data was organizing the data. The process of organizing the data was started by reducing the data, based on Ary, et al., namely coding process (2002). The coding process could be done by sorting the data into categories. The researcher classified the data based on the answer,


42 which one was relevant with the research question and which one was not relevant. The example from one of the interview transcript as follows.

Figure 3.1 Example on How the Researcher Categorized the Interview Transcript

The second step was summarizing the data. The researcher tried to investigate the data with the same code and combine them into pattern by finding their relationship (Ary, et al., 2002). The researcher made a summary and drew the key concepts based on the data gathered during the interview. Finally, the last step was done by interpreting the data. In interpreting the data, the researcher used some theories which were related to the subject matter. Then, the finding would be presented descriptively. Dealing with the implementation of self-fulfilling prophecy, the researcher categorized the data obtained from interview based on the lecturers’ belief and perception in using self-fulfilling prophecy. Furthermore, the researcher categorized the similar perception based on lecturer’s background of education and also the lecturers’ discipline. In order to find the answer of the second


43 research problem, the researcher categorized the influence of self-fulfilling prophecy toward the lecturers’ way of teaching.

F. Research Procedure After the researcher completed this chapter and consulted the instruments used in this research, the research was conducted. There were several steps in conducting this research. The steps were asking for the lecturers’ permission, interviewing the lecturers as participants, and gathering the data. Here were some procedures that had been done when the researcher conducted the research: 1. Asking permission from the chairperson of PBI to conduct research in PBI area and interviewing some of lecturers there. The permission letter can be seen in the Appendix A. 2. Asking the lecturers who would be the participant of this research. 3. After obtaining the permission, the researcher made the appointment when the time is appropriate to do the interview with every lecturer. 4. Conducting the interview with the participants in a different place and time. 5. Recording the participants’ voice with an audio recording. 6. Transcribing each of the audio recordings one by one into script. 7. Categorizing the data recording into several themes. 8. Gathering information from the participants which were relevant to answer the two research questions.


44 9. Re-analyzing the finding and made a conclusion based on the interview. 10. Consulting the data with the thesis advisor. 11. Presenting and interpreting the findings. Those steps helped the researcher in conducting the research. Then, the result of the interviews would be presented descriptively.


CHAPTER IV RESEARCH FINDINGS AND DISCUSSION This chapter presents the results and discussion of this research. It discusses the data acquired from the result of interview from English Language Education Study Program lecturers as participants. This chapter answers the two questions stated in the problem formulation. Therefore, there will be two discussions in this chapter. The first part is the meanings or the concepts of selffulfilling prophecy in order to improve students’ motivation based on lecturers’ perception. Meanwhile, the second part is how the implementation of selffulfilling prophecy influenced their way of teaching. Then, each problem will be discussed and analyzed using theories that are stated in the review of related literature.

A. Lecturers’ Perception on the Implementation of Self-fulfilling Prophecy This section reviews the implementation of self-fulfilling prophecy based on the lecturers’ perception. This section is divided into 4 parts namely (1) the lecturers’ concept of self-fulfilling prophecy, (2) lecturers’ role in implementing self-fulfilling prophecy, (3) lecturers-students relation, and (4) lecturers’ belief.

1.

The Lecturers’ Concept of Self-Fulfilling Prophecy In this section, the discussion deals with the lecturers’ perception on the

implementation of self-fulfilling prophecy toward the English Language 45


46 Education Study Program (ELESP) students. This section discusses the perception on self-fulfilling prophecy and also the importance of implementing self-fulfilling prophecy based on lecturers’ perception as a learner facilitator. The researcher conducted interviews in order to answer the first research question about the meaning of self-fulfilling prophecy based on the lecturer’s perception. The researcher drew the lecturers’ perception on the implementation on self-fulfilling prophecy according to the interviews with four lecturers of the English Language Education Study Program (ELESP) students. Based on the interview, some facts were revealed. The first one is that all of the participants implemented the positive self-fulfilling prophecy on the way they teach. Second, all of the participants tried not to label the students as low learners or high learners. The participants believed that all of their students have their own enormous potentials to be developed. Third, the participants’ ways of teaching were influenced by their belief or expectation toward their students. The participants were assured that the confidentiality of their real name will be confidential in this research. Thus, the researcher did not provide the participants’ real names on this research. To be more specific, the researcher named the first participant as Ms. Richa, the second participant as Mr. Daniel, the third participant as Mr. Jono and the fourth participant as Ms. Martha. The term of self-fulfilling prophecy itself, as Merton (1948) originally states, means that students will perform in ways the lecturers put the expectation. On the other words, self-fulfilling prophecy is the way lecturers thought about their students’ ability that might affect both their way of teaching and their


47 students’ motivation or performance. The importance of lecturers as learner facilitators cannot be separated to self-fulfilling prophecy. It is related to what Peterson (1992) states that teacher is an arranger of learning experience. Being a good learner facilitator is a lecturers’ responsibility. Implementing self-fulfilling prophecy is also one example of how lecturers try to fulfil the responsibility itself. The way lecturers’ implement self-fulfilling prophecy to their students is crucial. Moreover, self-fulfilling prophecy is also related to high expectation given by the lecturers’ to their students. Every lecturer has their own perception on self-fulfilling prophecy since the definition of perception itself is a process by which individuals organize and interpret their sensory impressions in order to find meaning or give label to their environment (Robbins, 2001, Kreitner & Kinicki, 1992). Although the researcher chose the participants based on the researcher’ experiences in joining their class, two of the participants were not really familiar with the self-fulfilling term. However, based on the interview, they definitely implemented it in class. Ms. Richa and Mr. Daniel shared they never realized that what they have been doing in class is a part of self-fulfilling prophecy before. “To be honest, I have told you before that I am not familiar with this term. But after I read your email, then I have realized that the way I motivated my students to be on track with me is called self-fulfilling prophecy.” – (Ms. Richa, 11/03/2015) It can be shown from Ms. Richa’s statement that although the lecturers’ were not really familiar with the self-fulfilling prophecy term, the lecturer still implemented it in the class. Based on the interview, every participant had their own perception about self-fulfilling prophecy because each of the participants


48 implemented it in a different way. The different concept of self-fulfilling prophecy proposed by each of lecturer happened because each person has his or her own unique filter so they can perceive things differently (Altman et al., 1985) Being asked about self-fulfilling prophecy, Ms. Martha stated that self-fulfilling prophecy was the way the mind thinks that is the way the action works. “Self-fulfilling prophecy, as far as I know is whatever you think about yourself. If you think that you will be successful, then you will be. Henry Ford has once said, if you think you will not be successful, then you will not be.” – (Ms. Martha, 25/03/2015, my translation) Ms. Martha always tells her students to be aware of their way of thinking because based on her opinion, the way people think will affect the way people do. Although self-fulfilling prophecy was implemented in different ways, the researcher can draw a conclusion that the outline of self-fulfilling prophecy is still the same. The lecturers’ role in this part is to make sure that every student notices their potentials to succeed. Ms. Martha added, “It doesn’t matter where the students’ start, what matters is where the students want to finish”. This research also found that when the participants implement self-fulfilling prophecy, means that they are aware of the importance as lecturers to be a good facilitator to their students. Furthermore, self-fulfilling prophecy as Mr. Jono stated that, “when we labelled someone is good, then it will appear good sustainable qualities by itself”. So, it can be assumed that the good qualities of students are affected on the lecturers’ thought or label of the students’ ability.


49 2.

Lecturers’ Role in Implementing Positive Self-fulfilling Prophecy Peterson (1992) states that the key role for the instructor or the lecturer as

a learning facilitator lies in providing good learning experience for the students. Therefore, lecturers have important roles for being models for their students. When lecturers show good characters and can communicate good things to the students, students will have the right role model that they can follow and trust. This section divided the lecturers’ role into three parts namely: (1) guiding students; (2) increasing students’ motivation; and (3) showing high expectation.

a.

Guiding Students Based on the interview, it could be concluded that the role of lecturers in

education is do not only give students the knowledge but also being a guide for their students. In the interview, Ms. Martha shared a university student is a person who is looking for something; either looking for knowledge or finding their meaning of life. Basically, the university students are on the way out of their home which means they are out of their comfort zone. Physically, they usually stay at home, meanwhile in the university phase, they are going out to find out their meaning of life. On the way out of home, they meet many people. There are good people, there are also bad people. Therefore, Ms. Martha shared university time is crucial for students because when they meet bad people then they can directly follow it. Here, their physical, biological and mental are full of question marks. She added, usually it can be said that university student is a person who is alone in the crowd. They usually asked themselves, “What am I doing here?”.


50 Therefore, they need guidance because teachers or lecturers either in a school or in a university are the students’ second parents. Furthermore, the lecturers need to give support to the students so that they are still on a good track with the lecturers’ guidance. Schreck (2011) said that it is lecturers’ responsibility to set up the norms and guidelines that give students a clear understanding of what is expected from them and what behaviors simply will not be tolerated.

b.

Increasing Students’ Motivation Motivation is important in the teaching-learning process. Related to

lecturers’ role in increasing motivation, 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; and 3) Motivation is like a drive. The motivation is used to determine our rapidity to achieve the goal. From Hamalik (2009) theory, it can be said that motivation causes certain behavior and learning will not occur without motivation. That is why teacher need to be aware of students’ motivation in teaching. Not only students who have to be motivated but the teachers also have to be motivated in teaching. Being asked about the relation between the implementation of self-fulfilling prophecy and students’ motivation, Ms. Martha shared that motivation is one of the effects of the teacher implement self-fulfilling prophecy. She added that everything that begins in the mind will really happen to the real world because of it. “Lecturers’ role is to motivate the students to think clearly. It is because what they think is what will be happen. If we can choose, do you want to


51 choose the successful way or the failure way? If we say that I will succeed from the beginning, our mind will try to find a way to succeed”. – (Ms. Martha, 25/03/2015, my translation) Students need someone to show them that they have potential to reach their dreams. Ms. Martha believed that every student has their own dreams to be reached. As stated before, one of lecturers’ roles in education is motivating students. Therefore, self-fulfilling prophecy might be implemented well in the teaching-learning process for both lecturers and students. Mr. Daniel had different style in motivating his students. He shared that he always played music or gave some jokes in order to make students relaxed. He thought that when students feel relaxed, it would be easier for him in delivering the material. Ms. Martha and Mr. Jono had the similar ways in motivating students. Both of them stated that they always try to know their students in person. Listening to students’ story or problem is also the way for lecturers to engage with students. In addition, the meaning of increasing students’ motivation for Mr. Jono was setting the high standard from the beginning of the class. He believed that every student has the same opportunity to reach their dreams. However, those opportunities must be based on the attitude and character that students implied. “High expectation is a standard. I believe people have the same capacity to grow and develop and work more if everyone has a focus for sustainably having discipline together. (Mr. Jono, 23/03/2015, my translation) What Mr. Jono shared is related to Wallace (1998, p. 18) as cited in Dornyei (2001, p.184) that in developing professionally as a language teacher on continuous basis, they have access to a wide variety of methods. One of the


52 methods is by reflecting on interesting and/or problematic areas in more structured way. Mr. Jono added, he always asked their students to reflect what they have done in class. He always used written reflection to know the students’ commitment to learn. Then, he gave feedback to his students’ handwritten by telling them that he really proud to have students like them. Giving feedback such as praise to students can be one of the best ways to make students motivated. In giving feedback to his students, Mr. Jono always tried to use words which were motivating and encouraging. There are various types of teacher feedback and one of the common used by the participants is motivational feedback which can be seen on table 2.1. Those types of feedback are performance, motivational, attributional, and strategy. Based on the findings, most of the participants gave those types of feedback to their students to make the students feel appreciated and motivated to follow the teaching-learning process. The table of the feedback can be seen as follows. Table 4.1 Lecturers’ Feedback based on Interview

Type Performance

Motivational

Attributional

Example 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, 11/03/2015) They need someone who always say “Hey guys you can do it!”. That’s my keyword. (Ms. Martha, 25/03/2015, my translation) 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”, “you’re really good at this” and so on. (Ms. Richa, 11/03/2015)


53 Type Strategy

Example “Your vocabulary will be improved if you write more journals” (Ms. Martha, 25/03/2015, my translation)

Lecturers often provide students feedback which is designed to motivate rather than to inform about accuracy of answers. One type of feedback which lecturers usually use is motivational feedback. Another common type of motivational feedback is persuasive, like “I know you can do this”, or “keep up the good work”. The feedback has a purpose to engage students in the task and experienced success. The students’ engagement in the task is closely related to motivation improvement. Ms. Richa shared that she often uses motivational feedback to make the students feel appreciated then motivated to follow the learning process. “I often do that. So, whenever they answer question, whether it 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, 11/03/2015) The research found that each of lecturer as a participant delivered different ways of motivating their students. Lecturers who implemented selffulfilling prophecy may have different ways with those who did not implement self-fulfilling prophecy. However, all of the participants of this research were implementing self-fulfilling prophecy on their way they teach ELESP students.


54 c. Showing High Expectation The discussion on this section is related to the discussion on the previous section. Both might be overlapping because lecturers’ role is actually to motivate students. Showing high expectation is one of the lecturers’ strategies to encourage the students’ motivation. However, this part is only discussed about the lecturers’ perception on the implementation of self-fulfilling prophecy that might influence their attitude in showing high expectation to students. When teachers have high expectations for students and provide tasks that are engaging and of high interest, students build self-esteem, increase confidence and improve academic performance (Brophy, 2008; 2010) as cited in Williamson (2012). The lecturers’ role in implementing self-fulfilling prophecy in the class is to help the students to always have a positive thinking. “For me, we are all God’s child. I believe that each of us is a God’s child with enormous potentials. However, sometimes humans with the influence of their environments always think that ‘if what I have done is alright and enough, why should I do more?” Well, I think that is why Indonesia does not have good progress. There is a research which proves that we only use 10% of our brains, why do not we maximize all of the capacity of our brain?” - (Ms. Martha, 25/03/2015, my translation) Ms. Martha stated that showing high expectation to students is important since lecturers are the students’ guidance. Moreover, the use of high expectation in classroom has been very crucial since it can raise students’ motivation and determine the success of the students (Suthami, 2015). Based on the interview, Ms. Martha believed that every person has enormous potentials yet sometimes people do not maximize their potentials well. All of the participants said that showing high expectation to students is important. One thing that Mr. Jono always


55 does in his class is that he always convince their students that in class, they can do better than before. “I am sure if you are consistent with your responsibility in this class, you will be growing fast even faster than you have ever imagined before.” – (Mr. Jono, 23/03/2015, my translation) Mr. Jono did not convey the feedback directly but he claimed that the words he used to his students are always meaningful and have a great power. What Mr. Jono did to his students demonstrates the connection with the theory of high expectation proposed by Williamson (2012), who states that the culture of high expectation is providing the students with high level of support. Furthermore, all of the participants hope that showing their expectation to their students can make the students motivated to fulfil what the lecturers expect.

3. Lecturers-Students Relation Mostly, good lecturers make a good relation with their students. Schreck (2011) in her book states that before an educator, can reach, and in turn, teach, the students, he or she must first develop a meaningful relationship with the students. Hence, it is important as a lecturer to have a good relation with their students. It is also believed by Peterson (1992), who states that providing good learning experience for the students is the key role for the instructor or teacher as a learning facilitator. Sometimes, a number of educators forgot how powerful their words, their attention and their interest can be for students. When the students feel comfortable and put their trust in their lecturers, both lecturers and students will


56 have good experiences in learning. Thus, they will be motivated to always be on track in order to obtain the goal of the class. “One thing that I keep doing since my first time teaching here is that I put myself not as a teacher who they have to respect very much but more as a friend and a facilitator.” – (Ms. Richa, 11/03/2015) “I put myself not as a lecturer but more as a friend. Therefore, I think that if the students learn with friends, it would be more comfortable in everything. The discussion would be good, and the lesson would be well achieved. In my opinion, if I put myself as a lecturer who has a higher level than the students have low level, it would happen inequality. The learning process would not as comfortable as if parallel” – (Mr. Daniel, 13/03/2015, my translation) Being a friend for their students was one of the ways that Mr. Daniel and Ms. Richa used to gain students’ attention. One of the goals of implementing selffulfilling prophecy is when lecturers reach students’ attention from personal approach. Mr. Jono claimed that it is important for lecturers to have a personal approach to their students in order to develop self-fulfilling prophecy to their students. In this research, the researcher chose participants from different periods of teaching experience. One of the participants has been teaching at English Language Education Study Program Sanata Dharma University for more than ten years. The other participants have been teaching at English Language Education Study Program of Sanata Dharma University for more than 15 years or less than 5 years. However, the periods of the teaching experience in the English Language Education Study Program students at Sanata Dharma University do not bring any difference for lecturers in implementing self-fulfilling prophecy.


57 4.

Lecturer’s Beliefs Before starting the class, all of the lecturers have already set their

standard to be achieved by every student in the class. The goals of teaching or the standards are stated in the syllabus given to every student in the first meeting of the class. Then, the self-fulfilling prophecy is started from there. All of the participants said that they implement self-fulfilling prophecy from the first time they meet their students. It happened when the lecturers believed that all of their students are good and the lesson will be well achieved. As Peterson (1992) states, trust or belief is a part of self-fulfilling prophecy. Hence, the way lecturers believed on their students’ achievement can be defined as self-fulfilling prophecy. “At first, all of you deserve to get an A. At the end, all of you also deserve to get an A but it depends on the tests” – (Mr. Daniel, 13/03/2015) The way Mr. Daniel implemented self-fulfilling prophecy is to make equality to his students. At first, he gave an A for all of his students. Then, in the end of the class, the result is, of course, based on the test. At least, he tried to set his expectations to their students at the same stage at the beginning. Each lecturer has their own way to believe in their students. They put their trust to the students to make the students either engaged to the lecturers or the teaching-learning process. Every trust that they put on their students is based on their goal that they set from the beginning of the class. Ms. Martha shared how she built the trust between her and her students, “So, I see that we must to listen to our students first. We have to make them believe in us first, and then they will believe everything we talked


58 to them. That’s my opinion because for me, communication starts with connection… That is the motto that I always apply in my life”. (Ms. Martha, 25/03/2015, my translation) All of the participants agreed that being a lecturer is not only about asking for respect from their students. Lecturers are the learning facilitators that students should feel comfortable around. Ms. Martha believed that when the lecturers have made a good connection with their students, the lecturers would be way much easier to deliver material to the students. Make a good connection to the students means the lecturers must have a good relation in order to know their students’ potentials. Moreover, Mr. Jono has the same perception to Ms. Martha’s on self-fulfilling prophecy, “The meaning of self-fulfilling prophecy is actually to give a label on a phenomenon. When we give a label or a certain judgement, it will affect the quality or attribute that is also on the characteristic of the child or the men whom we labelled. This means that when we labelled someone is good, then it will appear good sustainable qualities by itself.” – (Mr. Jono, 23/03/2015, my translation) Labeling here, in the self-fulfilling prophecy means belief or trust. As what Peterson (1992) believes, one of the vital components to develop a healthy level of motivation is trust. When lecturers believe in their students’ potentials then the potentials will increase like what the lecturers expect. Mr. Daniel shared when lecturers give a label to their students, meaning the lecturers want to know which treatment should be given to the students. Being asked the same question, Ms. Martha stated that giving a label to the students is a must. However, it must be in a positive way. She stated that the label is not to see who the smartest and less smart student is. It is, more or less, to know what the students need. In class, most of the participants have done such kind of placement test to know where the


59 students occupying the level. Mr. Daniel also has the same opinion with Ms. Martha that the purpose of labeling is to know which students who need more help. “What I usually do is directly mapping whenever I enter the class. It is to know which one is active and inactive students. So far, there is no different treat to a number of students; my treatment is the same to every student.” - (Mr. Daniel, 13/03/2015, my translation) Moreover, in giving such kind of label, Ms. Richa assumed that it should not be intended to discriminate the students. Self-fulfilling prophecy has its role on giving a label to the students. Yet, though the students are at a high and low level, lecturers should have believed in their students’ potentials or achievements no matter what. It must be done that way to see each student objectively. “If we are being judgmental, we will not be able to see something objectively. So, that’s one thing that I avoid from the first time whenever I teach, I try hard not to be a judgmental person”. (Ms. Richa, 11/03/2015) The participants shared that implementing self-fulfilling prophecy might bring both positive and negative sides. Yet, based on the interview, most of the participants implemented the positive side of self-fulfilling prophecy. The example of implementing self-fulfilling prophecy in a negative way is that when lecturers expect too much on the students without seeing the students’ condition. Another example is when the lecturers become subjective to several students because the lecturers only believe in the potentials of several students in the class. One of the participants, Ms. Martha, shared that it is quite natural to have a kind of spontaneous negative self-fulfilling prophecy. Mr. Jono shared that he has once given negative label to his students.


60 “I am only a human, when there were students who have such kind of potential distractor, I will think harder to make those students know that I do not like their attitude. I wrote it sometimes”. (Mr. Jono, 23/03/2015, my translation) Each participant has different way in trying to be objective to the students. Though Mr. Jono has once given negative label to their students, he still tried to make the students understand his objective in teaching. A good teacher will refuse to label their students with bad label; they look at each student and see the gem that is inside of every of them and communicate the vision back to the student (Ashton-Warner 1963; Ayers, 1993; Carini, 1982; Curwin, 1992; Heath, 1983; Kohl, 1967) as cited in Suthami (2015). Self-fulfilling prophecy has its role in Mr. Jono’s behavior. If he did not implement the positive self-fulfilling prophecy to his students, he would leave the inactive students and pay more attention only on a number of active students in class.

B. The Influence of Implementing Self-Fulfilling Prophecy in Lecturers’ Ways of Teaching This section answers the second question as presented in the problem formulation: to what extents do the lecturers’ perceptions on self-fulfilling prophecy influence their way of teaching? The findings in this section were acquired through having interviews with four lecturers of English Language Education Study Program, Sanata Dharma University. Similar to the previous part, the researcher did not provide the participants’ real name due to the confidentiality of their real names. The four participants would be coded as Ms. Richa, Mr. Daniel, Mr. Jono, and Ms. Martha. As stated in the second chapter, this


61 research did not address to discuss students’ achievement. Although the answer to this question is probably difficult to pin down with certainty, implementing selffulfilling prophecy brings different effect from every lecturer. In this research, the researcher would like to know to what extents do the perceptions on the implementation of self-fulfilling prophecy influences the lecturers’ way of teaching. Lecturers’ belief on their students might influence their way of teaching. Giving high expectation is one of the characteristics of teacher’s implementation of self-fulfilling prophecy to their students. As Rosenthal and Jacobson (1968) suspect from his past research, the teachers' expectations of their students' behavior became a self-fulfilling prophecy. Rosenthal and Jacobson (1968) also state that when teachers expected certain children would show greater intellectual development, those children did show greater intellectual development. High expectation, for all of the participants, is really important to be shown to the students. Each lecturer has different style in delivering high expectation to their students. Mr. Jono shared that high expectation is not always about promising something high and good. Yet, he always asked for students’ commitment to learn more and keep their commitment. He always tells his students that their commitment to learn is supported by the good environment around the class. Research by Cotton (1989) states that merely holding certain expectations for students have no magical power to affect their performance or attitudes. Rather, it is the translation of these expectations into behavior that influences outcomes.


62 Being asked to what extent the self-fulfilling prophecy influence her way of teaching, Ms. Richa shared that, “Not necessarily that way (influence their way of teaching) but I believe that what teacher expect will influence the way the teacher teaches.” – (Ms. Richa, 11/03/2015) Ms. Richa said that whenever teachers believe or expect something for their students, then the way teacher teaches or the lecturers’ attitude will be obviously influenced. Moreover, Mr. Daniel seemed in line with Ms Richa, he stated, “It (the implementation of self-fulfilling prophecy) influences in the way that I know who needs more help”. – (Mr. Daniel, 13/03/2015) Implementing self-fulfilling for Mr. Daniel means to be equal to all of his students. He has his own belief about the students’ potentials. He truly disagreed that the belief is used to differentiate teachers’ attitude toward students in a negative way. Therefore, he used his belief to help his students who need more help than others. All of the participants use the personal approach due to make the students feel appreciated and respected so that they are engaged to the teachinglearning process. As stated in the previous section, all of the participants implement selffulfilling prophecy in a positive way. Therefore, this part discusses the influence of positive self-fulfilling prophecy toward their teaching based on lecturers’ perception. The effect of self-fulfilling prophecy which has been shown by the lecturers is related to Rosenthal’s (1968) theory which focused on 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


63 practice their skills; and (4) provide students with performance-based feedback (as cited in Madon, Willard, Guyll and Scherr, 2011). The researcher would like to analyze the influence of self-fulfilling prophecy into their way of teaching based on those four aspects which Rosenthal (1968) suggests as cited in Madon, Willard, Guyll and Scherr (2011). Being asked about the influence of implementing self-fulfilling prophecy, each lecturer has their own perceptions. However, all of the participants said that whether they realized or not, implementing self-fulfilling prophecy influence their way of teaching.

1.

Creating a Warm and Friendly Environment Based on Madon, Willard, Guyll & Scherr’s (2011) research, to create a

warm and friendly environment might be the one of teachers’ characteristic in implementing positive self-fulfilling prophecy. This part may make bias to the previous section because it is closely related to the discussion of encouraging students’ motivation. “The one thing that I keep doing since my first time teaching here is that I put myself not as a teacher that they have to respect very much but more as a friend and a facilitator.” – (Ms. Richa, 11/03/2015) “I put myself not as a lecturer but more as a friend. Therefore, I think if the students learn with friends, it would be more comfortable in everything. The discussion would be good, and the lesson would be well achieved. In my opinion, if I put myself as a lecturer who has a higher level and the students have low level, it would happen inequality. The learning process would not as comfortable as if parallel” – (Mr. Daniel, 13/03/2015, my translation)


64 The interview result with Mr. Daniel and Ms. Richa showed that both lecturers tried to create a warm and friendly environment with their students. The main purpose in creating a warm and friendly environment is to make a good relation to the students so that the students would be engaged to both the lecturer and the material. In addition, Ms. Martha shared that because she believes in her students’ ability, she usually used small talk or narration to engage students’ interest. “Interest refers to the liking and willful engagement in an activity” (Schunk, 2008, p. 233). She always encourages the students by kept telling them about how to work hard and reach their dreams. Moreover, she often tells her own story when she became students in the past years. Whether students are motivated or not, it depends on her narration to the students. “I invite them to listen to my stories while I understand them. I tried to know them one by one as deeper as possible. I also tried to enjoy their life stories while seeing through their unique life. I admit that sometimes I lift their unique story so that they feel trusted and respected as an individual” – (Mr. Jono, 23/03/2015, my translation). Closely related to Ms. Martha’s way, Mr. Jono always asks about his students’ story and he tried to know them personally by listening to their story.

2.

Providing Students with Opportunities to Develop Their Skills Self-fulfilling prophecy might not be really useful when the one who

implements it does not have any change of behavior (Madon, Willard, Guyll and Scherr, 2011). It is related to what Ms. Richa shared that her attitude is influenced by her expectation to their students. She is not only expecting her students high by giving advice to students but she tried to change her own behavior in order to


65 make the students engage to the lesson given. In her teaching process, she tried to provide her students with opportunities to develop their skills. “Yes, I guess so, because as I’ve told you, I will always try to find a way, so in every meeting, 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. Then, I will give small prizes to the winners so that they feel happy.” – (Ms. Richa, 11/03/2015) Ms. Richa often used mini game to attract their attention. It is believed that when students are attracted to the class activities, they would have their own willingness to develop their skills without a force from their teacher (Schunk, 2008). “Well first of all, I will assign them for a group work and then I will make sure that this particular student is in one group with at least one active student. If he or she is involved in the discussion then that’s good, I will only monitor this group longer than the others, but if he or she keeps silent then usually I will approach him or her and then I will ask “any difficulties?” if they say no then I will ask them “okay so what have you understood so far?” and then they will tell me what they understand then I can just add something that I believe they need to know I can add something.” - (Ms. Richa, 11/03/2015) In believing her students, Ms. Richa always monitored her students so that the students truly master the material.

3.

Providing Students with Opportunities to Practice Their Skills When lecturers are implementing positive self-fulfilling prophecy and

believe in their students’ ability, they will find a way to make the students master the materials. One of the ways is by giving opportunities for the students to practice their skills. Based on Madon, Willard, Guyll & Scherr (2011), lecturers who implement negative self-fulfilling prophecy toward their students will act differently in class. In implementing negative self-fulfilling prophecy, lecturers


66 perhaps do not call the students, spend only a little time with the students and track the students into a low ability group. On the contrary, lecturers who implement positive self-fulfilling prophecy would call the students more often to answer the questiosn or to re explain the teachers’ explanation. High expectation is closely related to this section. “You have to get an ‘A’ means an expectation. I usually give warnings ‘what is needed’ to certain class. What kind of exercises that may be needed from this class, which one is needed to be strengthened. For example, we need a good time management, need more listening or reading exercises. That is the examples of warning that I give to my students in order to make the students reach the target I set from the beginning.” – (Mr. Daniel, 13/03/2015) Mr. Daniel shared when he believed in his students, he would do something to make his students be on track with him and obtain a maximal achievement based on his target that he set from the beginning of the class. When he thought that his students need more practice in listening or reading or any other skills then he would try to give the students more exercises. Mr. Daniel said that lecturers need to know what students’ need in order to help the students pass the course. Different to Mr. Daniel, Ms. Richa often directly pointed her students to be more active in her class. “For the discussion I will point them, I will point them to be the speaker of the group, so that they feel like I give them trust, I want to hear them speak as well not only the active students but them as well.” - (Ms. Richa, 11/03/2015) Although each of lecturer did different strategy in making the students engaged to the lesson, those strategies can be classified as lecturers’ implementation of selffulfilling prophecy. The way Ms. Richa pointed the inactive students to speak is


67 because she expected that all of her students are active in her class or at least tried to engage with the class activity. 4.

Providing Students with Performance-Based Feedback Lecturers need to realize that providing students with meaningful

feedback can greatly enhance learning and improve student achievement. It is related to Schunk (2008) who claims that a major teaching function is providing different forms of feedback (see table 2.1 and 4.1). Lecturers who believe in their students’ ability would like to find a way in order to facilitate students’ success. One of the ways is providing feedback to convince the students about their ability. When students have access to this feedback information, they will develop an awareness of their learning. Then, they would be more easily to recognize the mistakes and eventually develop the strategies for tackling weak points of themselves. All of participants said that giving a feedback is important to make students feel controlled and appreciated by the lecturer or the teacher. Being good lecturers means believing in the students’ ability no matter the reality is. Based on Rosenthal’s (1968) research that students’ outcome will be influenced by lecturers’ belief on their students’ potentials in achieving learning. Most of the participants believe that when students feel respected by the lecturers, it can motivate students to be motivated in their class. In addition, based on the interview, all of the participants defined that their way of teaching is influenced by the implementation of self-fulfilling prophecy.


68 Based on the findings, the relation between self-fulfilling prophecies, lecturers’ belief, lecturers-students good relation and students’ motivation could be seen from the chart as follows:

(1) SelfFulfilling Prophecy

(2) Lecturers' Belief

(3) Lecturers' way of teaching

(4) Good relation (lecturers and students)

(5) Students' motivation

Figure 4.1 Relations between Self-fulfilling Prophecy and Students’ Motivation

According to Madon, Willard, Guyll & Scherr, (2011), self-fulfilling prophecy means lecturers’ belief on the students’ abilities or potentials. In increasing motivation, lecturers need to have good belief on their students to obtain the students’ engagement. The next one is when the lecturers have a good belief on the students; it will influence their way or their manner of teaching which might influence the relation between the lecturers and the students. Based on Madon, Willard, Guyll & Scherr (2011), the lecturer-student good relation will increase the students’ motivation. According to the perception of lecturers, selffulfilling prophecy has been helpful in increasing the students’ motivation. It is proved when lecturers’ implement self-fulfilling prophecy, it affects their way or manner in teaching their students such as Rosenthal’s (1968) suggestions: (1) creating a warm and friendly environment for students; (2) providing students with opportunities to develop their skills; (3) providing students with


69 opportunities to practice their skills; and (4) providing students with performancebased feedback.


CHAPTER V CONCLUSIONS AND SUGGESTIONS In this chapter, the researcher is going to present the conclusions and the suggestions. The conclusions would summarize the major findings that were discussed in the previous chapter of this research. Then, the suggestions section would cover suggestions that are useful to enhance the implementation of selffulfilling prophecy for faculty of education Sanata Dharma University, the ELESP lecturers, ELESP students as the teacher’s candidates and future researchers.

A. Conclusions There were two problems formulated in this research. They were lecturers’ perception toward self-fulfilling prophecy which is implemented in their class of English Language Study Program (ELESP) and to what extent do the perceptions on self-fulfilling prophecy influence their way of teaching. This research found some findings as follows. The first problem was answered by conducting interviews with four lecturers of English Language Education Study Program. The interview was conducted face to face with each of participant in a different time. The result of data analysis indicated that all of the participants implemented self-fulfilling prophecy in a positive way. All of the participants chose to implement positive self-fulfilling prophecy rather than negative self-fulfilling prophecy. Moreover, 70


71 the implementation of self-fulfilling prophecy was also successful to encourage students’ motivation based on the lecturers’ perception. All of the participants had the experience of implementing self-fulfilling prophecy because most of them implemented self-fulfilling prophecy on how the way they teach although some of them did not realize it before. All of the participants realized that being good educators is important to make the students engaged to the learning process. They also realized that lecturers have big roles in either students’ success or failure. Believing in the students’ potentials and making the students aware of the lecturers’ care are the way the lecturers implement self-fulfilling prophecy. The second research problem was also answered by the interview. Based on the lecturers’ perception, the researcher found that although the implementation of self-fulfilling prophecy is different, the outline and the purpose of self-fulfilling prophecy is still the same. It is revealed that the lecturers’ behavior toward the students was influenced by the self-fulfilling prophecy implementation. All of the participants said that when they believe their students or put their trust to their students, it would influence their way of teaching. When the lecturers believe in their students, it will influence the choice of the material, the way lecturers motivate students, and also the way lecturers’ teach. To conclude, there are different views among lecturers which cannot be categorized as right or wrong. It needs to be kept in mind that each lecturer has his or her own unique strategy to fulfil his or her roles as an educator. Based on the findings, it would be good if lecturers have their personal approach to make the good relation between the lecturer and the student. However, if the educators do


72 not consider such kind of self-fulfilling prophecy as one of the important strategies, they might have other excellences. It cannot be denied that selffulfilling prophecy has an important roles in education. However, educators need to realize that self-fulfilling prophecy is not the one and only strategy to enhance the students’ learning capacity.

B. Suggestions According to the conclusion above, it was shown that the lecturers gave positive perception about self-fulfilling prophecy. It is believed that it can be used in teaching-learning process such as encouraging students’ motivation. Therefore, in this part, the researcher would like to give some suggestions to English Language Education Study Program, ELESP lecturers, ELESP students and future researchers.

1. For Faculty of Teachers Training and Education Based on the findings of this research, the Faculty of Teachers Training and Education can incorporate self-fulfilling prophecy theory to one of the chapter of Introduction to Education course. The Faculty of Teachers Training and Education can also employ self-fulfilling prophecy to Micro-teaching class since the students as teacher candidates have already learned about self-fulfilling prophecy in the Introduction of Education. Thus, the students can practice to implement self-fulfilling prophecy in Micro-teaching class. Teacher candidates in Sanata Dharma University need to be introduced to self-fulfilling prophecy since


73 the beginning to make well-quality teacher candidates from Sanata Dharma University.

1.

For Lecturers of English Language Education Study Program Lecturers need to realize that either encouraging students’ motivation or

gaining students’ attention to learn is the teachers’ role as an educator. Based on findings, the researcher found that implementing self-fulfilling prophecy was important in the teaching-learning process. Although this research were gathered the data from four ELESP lecturers with the reason that the participants can represent all of the lecturers, some of the lecturers might not implement selffulfilling prophecy in their way of teaching. Lecturers may implement selffulfilling prophecy as the consideration that implementing self-fulfilling prophecy may bring both negative and positive side. Lecturers also should know that it will be easier to teach students when there is a good relation between lecturers and students. One way of making a good relation is by implementing self-fulfilling prophecy, make students trust and being assumed as a real human being that should be respect of.

2.

For ELESP Students as Teacher Candidates Students at English Language Education Study Program (ELESP) are

expected to be teachers. Knowing that all of participants give positive perception on self-fulfilling prophecy, ELESP students could consider self-fulfilling prophecy as one of the approaches that they could use later when they become


74 teachers. Teacher candidates must remember that being a teacher is a big responsibility. In case of gaining students’ motivation, teacher candidates later can implement self-fulfilling prophecy so that the lesson would be well achieved.

3.

For Future Researchers For future researchers who will discuss further related to this topic, there

are still related topics which can be developed from this research. The further researchers can inquire further into the topic such as analyzing students’ perception on the lecturers’ implementation of self-fulfilling prophecy. Also, the further researcher can do an experiment to the research to know that the lecturers’ beliefs in the students really gives impact to the students’ achievement in the matter of scores.


REFERENCES Altman, S., Valenzi, E., & Hodgetts R. M. (1985). Organizational behavior theory and practice. Orlando, FL: Academic Press. Ary, D., L. C. Jacobs, A. & Razzavich. (2002). Introduction to research in education. (6th ed.). Belmont, CA: Wadsworth. Brophy, J. E. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75, 631–661. Christopher. J. P (2004). Studies in qualitative methodology. Boston: Elsevier Ltd. Cotton, K. (1989). Expectations and students outcomes. Portland, OR: Northwest Regional Educational Laboratory. Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press. George, J. M. & Jones, G. R. 2005. Understanding and managing organizational behavior. NJ: Pearson Education, Inc. Hamalik, O. (2009). Proses belajar mengajar. Jakarta: Bumi Aksara. Kaufman, C. (2012). Using self-fulfilling prophecy to your advantage. Psychology for writers. Retrieved on April 15, 2014, from https://www.psychologytoday.com/blog/psychologywriters/201210/using-self-fulfilling-prophecies-your-advantage. Keegan, S. (2009). Qualitative Research: Good decision making trough understanding people, cultures, and markets. London: Kogan Page. Kothari, C. R. (2004). Research Methodology: Methods and techniques. (2nd ed.). New Delhi: New Age International (P) limited Publishers. Kreitner, R., & Knicki. A. (2008). Organizational behavior (8th ed.). New York: Richard. D. Irwin. Lesser, S. (1999). An Introduction to phenomenological research. Retrieved on August 15, 2015, from http://www.psyking.net/HTMLobj3825/Introduction_to_Phenomenological_Research-Lester.pdf Litchman, M. V. (2013). Qualitative research in education: A user guide. (3rd ed.). Thousand Oaks, CA: Sage Publications.

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 76 Madon, S, Willard, J, Guyll, & M, Scherr, K.C. (2011). Self-fulfilling prophecies: Mechanism, power, and links to social problem. Social and Personality Psychology Compass, 5/8, 578-590. Merton, R. K. (1948). The self-fulfilling prophecy. Antioch Review, 8, 193–210. Moustakas, C. (1994). Phenomenological research method. London: Sage Publications. Peterson, R. (1992). Managing successful learning. London: Kogan Page. Rosenthal, R. & Jacobson, L. (1966). Teachers’ Expectancies: Determinates of pupils’ IQ gains. Psychological reports, 19, 115-118. Rosenthal, R. & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectations and students intellectual development. New York: Holt. Rosenthal, R., & Jacobson, L. (2000). Teacher expectations for the disadvantaged. In P., K.Smith, and A.D. Pellegrini (Eds.), Psychology of Education: major themes (pp. 286-291). London: Routledgefalmer. Slavin, R. E. (2009). Educational Psychology. (9th ed.). Upper Saddle River, NJ: Pearson Education. Schunk, D. H, Pintrich, P. R. & Meece, J. L. (2008). Motivation in education: Theory, research, and application. Upper Saddle River. NJ: Pearson Education. Schreck, M.K. (2011). You’ve got to reach them to teach them. US: Solution Tree Press. Suthami, G.F. (2015). Humanistic Education Implemented in Critical Reading and Writing II class in Relation to Students’ Motivation and Characters Development. Yogyakarta: Sanata Dharma University. Tsiplakides, I. & Keramida, A. (2010). The relationship between teacher expectation and student achievement in the teaching of English as a foreign language. English Language Teaching. 1-5. Walker, J.E., Shea, T.M & Bauer, A.M. (2007). Behavior management (9th ed.) Upper Saddle River, NJ: Pearson Education, Inc. Williamson, R. (2012). Importance of high expectation. Retrieved on April 12, 2014, from http://gearup.ous.edu/sites/default/files/Research Briefs/ResearchBriefHighExpectations.pdf

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 77 Wookfolk, A.E. (1995). Educational psychology (6th ed.). Boston: Allyn and Bacon.


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APPENDICES


79

APPENDIX A PERMISSION LETTERS


Appendix B. Guidelines of Questions

No

RQ.1

Questions

Theories

1. Do you believe that what the teachers expect to the students will influence their motivation? How? 2. In what way do you implement selffulfilling prophecy toward your students? 3. Let me know the reason why you implement/ not implement it? 4. Do you give ‘label’ to your students? Why and how is it? 5. How do you make your students put their trust on you?

1.

2.

3.

RQ.2

6. What are the effects of implementing self-fulfilling prophecy? 7. How does the implementation of self-fulfilling prophecy influence your way of teaching? 8. If you have unmotivated students, how do you recognize them and how do you encourage them? Is it also influenced by self-fulfilling prophecy? 9. How do you praise or motivate your students? Why? 10. How do you respond your active and less active students? 11. Have you ever given negative reinforcement to your students? How was the effect?

84

1.

2.

3.

When teachers expected that certain children would show greater intellectual development, those children did show greater intellectual development (Rosenthal & Jacobson, 1968). Self-fulfilling Prophecy is a false definition of the situation evoking a new behavior which makes the originally false conception comes true (Merton, 1948). 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). The teacher has the primary responsibility to develop, encourage, enhance, and maintain motivation in the students. (Schunk, Pintrich, and Meece, 2008). Believing in the students’ abilities might influence the lecturers’ way of teaching. (Madon, Willard, Guyll and Scherr, 2011). It is lecturers’ responsibility to set up the norms and guidelines that give students a clear understanding of what is expected of them and what behaviors simply will not be tolerated. (Schreck, 2011)


Appendix C. Example of Interview Transcript Interview, Ms. Martha (not real name), 25/03/2015.

Researcher

: Sebelumnya saya mengucapkan terimakasih ms. Martha atas waktu yang diberikan untuk saya melakukan interview mengenai selffulfilling prophecy. Jadi saya akan menanyakan tentang apa itu selffulfilling prophecy menurut ms Martha? Apakah ms. Martha mengimplementasi hal itu?

Ms. Martha

: Self-fulfilling prophecy itu, setahu saya ya, apapun yang kamu katakana terhadap dirimu. Henry Ford pernah mengatakan, kalau kamu berpikir kamu akan sukses, maka kamu akan sukses. Kalau kamu berpikir kamu tidak akan sukses, maka kamu tidak akan sukses. Jadi dalam pikiranmu itu apa, maka akan terjadi. Kalau implementasi di kelas itu biasanya sebagai guru kita harus memotivasi mahasiswa karena kalau aku sih mengingatkan mahasiswa the power of mind ya, the power of thinking. Kalau kita udah punya negative thinking terhadap suatu mata kuliah misalnya mata kuliah itu sulit maka yang terasa adalah sulit. Kalau mata kuliah itu susah maka akan terbebani. Jadinya tugas guru adalah memotivasi supaya apapun yang mereka pikirkan, kan apa yang mereka pikirkan akan terjadi. Kalau kita bisa memilih dua jalan itu, kamu mau milih jalan sukses atau jalan gagal? Jadi kalau dari awal kita udah bilang aku mau sukses, otak kita itu akan cari jalan menuju kesuksesan. Jadi self-fulfilling prophecy adalah apa yang begin in the mind ya itu yang akan terjadi nanti.

Researcher

: Apakah ms. Martha setiap melihat mahasiswa itu selalu keep in mind, oh ini mahasiswa pinter nanti pasti hasilnya bagus. Oh ini mahasiswa yang kurang nih nanti pasti juga kurang.

Ms. Martha

: Ya enggaklah, kalau aku tuh melihat mahasiswa itu unfinished product. It doesn’t matter where you start, what matters is where you want to finish, yang penting itu. Jadi ada mahasiswa saya itu misalkan ada skill itu dia baru mulai disini, masuk kelas itu oh ini udah pinter, udah membaca misalkan katakanlah dia membacanya udah banyak jadi udah tau, ini ada yang belum. Surprisingly, kadang anak-anak 85

Commented [DA1]: Concept of Self-fulfilling Prophecy

Commented [DA2]: Role of lecturers in implementing self-fulfilling prophecy

Commented [DA3]: Example of the self-fulfilling prophecy implementation


86 yang udah di tengah itu jalannya pelan-pelan karena mereka merasa udah tau, sedangkan anak yang nggak tahu ini malah jalannya cepet. Jadi hasil akhirnya itu bisa surprising. Aku suka nggak heran kalau misal anak yang pinter itu hasilnya baik. Tapi yang aku bikin amaze itu anak-anak yang nggak bisa. Misalnya kan dari awal kita punya placement test. kira-kira anak itu start nya dimana, misal dari skala 110 itu dia dimana. Yang satu udah anak tangga ke 6, sedangkan yang satu bener-bener 0. Yang suka bikin kita amaze itu wih ini anak usahanya keren ya. Misal dia dari 0 tapi bisa menyalip dari anak tangga ke 6, misal semua berakhir di 10 atau 9, anak ini bisa. Kalau aku tuh merasa lebih berharga ya, seorang guru itu merasa lebih berharga ketika seorang anak yang tidak tahu itu sukses. Kalau misalnya dia pinter dan sukses, itu tuh bukan usahaku, itu udah biasa. Tapi kalau ada anak yang nggak tahu kemudian ikut di kelasku, aku motivasi, mendengarkan dan berjuang sesuai yang ku harapkan, misalnya. Daaaan sukses, itu tuh yang aku merasa duh ya Tuhan terimakasih sukses. Tapi kalau anak-anak yang masuk udah pinter, dan mereka hasilnya baik itu kepuasannya itu tidak banyak gitu lho, kalau mau melihat tingkat kepuasan dosen ya, itu sebenarnya dari situ. Dari anak yang dari awal kita anggap startnya itu kurang di anak tangga kedua atau kesatu, ke 0, tapi dia bisa melompat sampai misal ekspektasi kita 10, dia bisa sampai 10. Sedangkan anak yang sudah sampai 6, itu bisa sampai 10 itu kan effort nya sedikit, kurang lebih begitulah. Researcher

:Berarti dari placement test itu ms Martha bisa melabeli mahasiswa?

Ms. Martha

: Ya kita itu, ya mau tak mau ya, itu tak terhindarkan. Karena gini mbak, sebenarnya pelabelan mahasiswa itu bukan untuk oh itu bodo itu pinter, tapi lebih ke treatment apa yang aku bisa kasih untuk anak ini. Misalnya, anak-anak di kelas saya itu, katakanlah tadi pagi ujian speaking ya. Itu tuh selain sebagai ujian progress, itu juga sebagai pelabelan. Maksudnya gini, aku kasih tanda oh anak ini kurangnya dimana, kaya misalnya kebanyakan itu vocabnya itu nggak di improve itu lho mbak. Jadi aku bisa kejar mereka ke yang itu. Ada yang lain itu tidak bisa mengembangkan ide, jadi cuman, misalnya disini aku kasih mereka tugas untuk mendeskripsikan barang atau benda berdasarkan ini, ya cuman the function is nananana satu kalimat, the component is

Commented [DA4]: Placement test (labeling)

Commented [DA5]: Lecturers’ expectation

Commented [DA6]: Giving label to students


87 nananana satu kalimat gitu tapi tidak bisa mengembangkan kalimat. Nah itu berarti 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. Researcher

: Jadi tujuannya bukan untuk melabeli ya oh kamu pinter dan oh kamu enggak yaa miss ya..

Ms. Martha

: No, untuk apa, maksudnya aku perlu tahu itu supaya gini, supaya aku bisa memanfaatkan yang pinter untuk membantu yang kurang. Karena menurutku, anak itu kan belum selesai, perjuangannya kan bukan sampai hari ini, emangnya kalau dia bodoh terus ngopo gitu. Justru tantangan dong buat kita piye carane anak itu bisa. Cuman kan kadang mahasiswa itu beda-beda ya mbak, background dan pengalamannya berbeda dan sebagainya. Jadi ada sebagian yang menyambut baik uluran tangan dosen, misalnya aku pengen bantu kamu ini itu. Tapi ada yang kadang ada yang dari awal dia di anak tangga kedua ya di anak tangga kedua terus nggak mau itu. Nah itu kadang-kadang yang membuat kita suka desperate ya misalnya dosen itu kadang merasa gagal itu kalau ‘aku kok nggak bisa memotivasi anak ini ya’ gitu. Tapi kalau ada anak yang nggak bisa, kemudian walaupun dia lompatnya dari anak tangga kedua sampai ke empat, cuman dua sih, tapi dia itu attitude nya berubah menjadi lebih baik, itu kita sebagai guru itu merasa bangga gitu lho. Aku mungkin tidak bisa menyulap nilai dia ya dari nilai D menjadi C, nilai C menjadi B tapi dia menjadi lebih rajin, di kelas lebih ceria, itu tuh hal yang nggak bisa dinilai kan. Masaa kita bisa menempelkan nilai pada senyumnya dia sepuluh kali lebih mahal gitu kan enggak, nggak bisa semua itu di angka-kan, jadi kepuasan guru itu sebenernya bukan ke angka, bukan ke banyaknya anak pinter di kelas gitu. Walaupun kalau di kelas banyak anak pinter itu aku ya seneng yak karena tugasku menjadi lebih ringan, gitu. Tapi kadangkadang itu it’s more than that. Jadi education kan bukan mengajari orang-orang pinter saja.

Researcher

: Jadi apakah di setiap kelasnya ms Martha itu ms Martha selalu menunjukkan high expectation?

Commented [DA7]: Why should give label to students?

Commented [DA8]: Why should give label to students?


88 Ms. Martha

: Yaa.. aku sih merasa karena mereka bisa gitu. Kalau aku sih melihatnya gini mbak, kita semua itu kan anak tuhan. Anak tuhan dengan potensi yang sangat besar. Tapi kadang-kadang pribadi manusia sendiri sama lingkungan itu tuh berpikir bahwa kaya gini aja kita udah baik-baik aja, ngapain berusaha lebih, gitu. Nah itu yang menurutku yang bikin Indonesia nggak maju maju, karena mungkin kau tahu ya ada research yang membuktikan bahwa kita itu ternyata baru memakai otak kita 10%. Jadi aku sih melihat aku sendiri, aku nggak pake orang lain sebagai contoh tapi aku sendiri, kadang-kadang aku lebih mengalah pada rasa malas, rasa ah kayanya aku nggak bisa ah nggak aja gitu. Padahal sebenarnya aku bisa, cuman karena aku nggak PD lah, kata orang aku nggak bisa lah, tapi aku cuman mengira. Padahal kalau kita itu anak tuhan, kita itu diciptakan dengan sempurna, jadi kita itu bisa kalau istilahnya kita mau melangkah gitu. Ada joke yang lucu itu tentang tuhan dan manusia ya. Orang itu bilang tiap malem dia berdoa, tuhan tuhan tolong aku menang lotre, itu setiap malam, sampai suatu malam dia desperate sekali. Tuhan kenapa sih aku nggak pernah menang lotre?? Tuhan bilang, kamu tuh mbok beli lotrenya dulu, bagaimana aku bisa bikin kamu menang wong kamu nggak pernah beli lotre. Intinya adalah kita harus melakukan peran kita dulu, supaya kita bisa. Nah kalau menurutku, mahasiswa-mahasiswa itu butuh ditunjukkan bahwa mereka itu punya potensi. Mereka butuh seseorang yang mengatakan bahwa kamu bisa. Mungkin di luar sana banyak yang bilang, kamu tuh ngapain cah wedok kuliah mbok jadi ibu rumah tangga aja gitu kan. Padahal mungkin ya kita tidak tahu suratan tangan Dia apa, tuhan bilang apa ke dia, mungkin ketika dia dilahirkan tuhan itu bilang kamu itu jadi menteri perempuan. Tapi akhirnya dia mendengarkan orang di sekitarnya bilang kamu tuh perempuan nggak bisa ngapa-ngapain, akhirnya dia memilih untuk tidak ngapa-ngapain walaupun ibu rumah tangga itu sesuatu yang luar biasa yak arena tanpa dia anak-anak kita kaya apa. Nah mereka itu butuh sesorang yang menunjukkan bahwa mereka itu punya potensi, bahwa tuhan itu menaruh mimpi disini, menaruh apa istilahnya rencana masa depan disini yang harus mereka sendiri yang merealisasikan. Tuhan itu menaruh disini, tuhan butuh tangan kita, kaki kita untuk bergerak, nah aku tuh merasa sebagai guru tugasku itu untuk menghidupkan itu karena kadang-kadang kalau guru itu terlalu

Commented [DA9]: High Expectation

Commented [DA10]: Showing high expectation


89 sibuk untuk memikirkan materi, kadang kita lupa untuk ngurusin ini tuh manusia yang kadang-kadang bangun tidur mereka kehilangan semangat, bangun tidur mereka bahkan tidak tahu mau ngapain sih hari ini. Jadi dia butuh seseorang yang setiap hari tuh bilangin ke mereka, hey guys you can do it. Nah jadi kata kunci saya sih cuman itu, guys you can do it itu. Kalau itu bisa dibilang sebagai high expectation, mungkin it’s high expectation karena aku tidak pernah berpikir bahwa mereka akan gagal. Aku tidak pernah berpikir atau mengira kalau mereka itu akan you cannot do it gitu nggak ada dalam kamus saya bilang you will never make it. Dalam pikiran saya itu you can do it, you can do it, if you try. Researcher

: Jadi ketika ms Martha percaya bahwa anak itu perlu dibimbing, perlu ditunjukkan high expectation, apakah hal itu mempengaruhi cara mengajar ms Martha?

Ms. Martha

: Oh iya mungkin ya, mungkin di pemilihan materi, mungkin di pemilihan prosedur mengajar, aku biasanya ngasih ngasih games gitu kan kita pernah ya.. terus yang jelas adalah gini. Ini yang kadang agak berat ya, Den. Kadang kan aku apa, aku juga manusia juga, jadi kadang-kadan aku jua loose spirit, tapi aku harus ngajar, gimana aku harus burn that spirit jadi kadang aku harus acting, misalnya. Atau aku banyak ngasih, ngobrol-ngobrol gitu lah, cerita pengalaman lah. Mungkin aku lebih gini, dulu ketika aku masih muda, itu aku struktur ngajarnya dateng, kemudian games tentang pelajaran itu, kemudian aktivitas tentang pelajaran itu, diskusi tentang pelajaran itu, exercises jawab tentang semua pelajaran itu. Tapi setelah aku tambah tua, maksudnya setelah aku punya anak itu aku mikir bahwa ini sia-sia banget aku jadi dosen misalnya sampai tua jadi dosen aku cuman bahasa tentang materi sehari-hari cuman bahas tentang materi aja, what a waste of time. Jadi aku menyisipkan sesuatu misalnya video, cerita-certia tentang value atau apa, biasanya tentang.. yang jelas itu tentang mimpi. Aku suka memberi mereka video atau cerita tentang mimpi. Mimpi itu harus disirami setiap hari, kurang lebih seperti itu. Terus aku beberapa kali ikut PI itu, hibaPI itu tentang pembelajaran itu tidak hanya kognitif tapi juga afektif sama compassion gitu. Itu lebih membuatku itu melihat mahasiswa itu yang berkembang itu jangan cuman ini (otak), aku nggak menilai mahasiswa hanya berdasar ini

Commented [DA11]: Showing high expectation Motivational feedback Increasing students’ motivation

Commented [DA12]: Influence of implementing selffulfilling prophecy


90 (otak) saja, ini penting juga karena mereka dating kesini kan memang untuk ini. Tetapi aku tidak mau Sanata Dharma itu hanya mencetak sarjana-sarjana kertas saja, sarjana yang di atas kertas mereka bagus tapi harinya nggak bagus, gitu. Jadinya aku merasa bahwa tugas gutu itu dua itu, jadi disini (otak) sama disnini (hati) dan tentu saja compassion ke orang lain bahwa supaya mahasiswa itu berguna nggak cuman buat dirinya sendiri, tapi juga buat orang lain, kurang lebih visi misiku itu seperti itu. Tapi yah.. pelaksanaannya sih ya kecil-kecil ya, paling di kelas gitu. Yaaa doing small things lah ya, nggak misalnya demonstrasi, hahaha tapi ya small things in the classroom gitu. Researcher

: Jadi tadi ms Martha kan bilang dulu pas masih muda ngajarnya monoton, itu apakah sudah mengimplementasi self-fulfilling prophecy atau baru baru aja?

Ms. Martha

: Mungkin kalau self-fulfilling prophecy itu aku udah tahu dari dulu yaa.. karena aku kan katolik, jadi di kitab suci kan ada, terjadilah menurut imanmu gitu ya.. jadi kamu tuh udah diajarin, pokoknya kalau kamu itu percaya kamu pasti bisa. Tapi kalau kamu nggak percaya, kamu pasti nggak bisa. Intinya semua itu adalah iman, kalau kita beriman, kita pasti bisa. Nah, itu tuh yang membentuk aku. Jadi aku tuh percaya banget bahwa kalau kita bilang ke diri kita kita bisa, kita pasti bisa. Kalau self-fulfilling prophecy mungkin udah dari dulu ya, cuman waktu aku jadi dosen, kan biasa dosen baru kan yang penting intinya adalah bagaimana menjadi dosen yang baik secara administrative dan sebagainya. Tapi semaking ke belakang kan jadi tahu ya bahwa panggilan sebagai dosen itu tidak hanya sekedar menyampaikan materi. Menjadi dosen yang baik itu mungkin kadangkadang harus mengorbankan materi. Kalau misalnya mahasiswanya stress atau gimana ya masaa dipaksain. Jadi ada kompromi-kompromi gitu antara, gini, antara ini manusia untuk pelajaran atau pelajaran untuk manusia. Jadi fokusnya ini ke manusianya atau ke materinya, gitu. Jadi kalau dulu aku fokusnya lebih ke materinya, sekarang aku fokusnya lebih ke manusianya. Jadi kadang-kadang materi itu yaaah sambil lalu, yaa intinya ini lah guys, terus lebih ke hal-hal yang kaya gitu, misalnya kita belajar grammar itu pakai cerita atau apa gitu. Terus kita belajar grammarnya tapi kita belajar juga value nya gitu gitu

Commented [DA13]: Experience in teaching Influence of implementing self-fulfilling prophecy

Commented [DA14]: Goal of teaching

Commented [DA15]: Experience in teaching Influence of implementing self-fulfilling prophecy The way lecturers’ teach


91 lho, jadi lebih kesitu sekarang. Kalau aku menyia-nyiakannya, aku nggak bahagia eh kalau cuman materi doing. Researcher

: Saya juga ngerasain waktu kelas public speaking ya ms, itu valuenya di setiap kelas itu adaaa aja, jadi kita tuh kalau hot seat di depan kelas tuh semuanya jadi semangat untuk menceritakan tentang hidupnya, tentang mimpinya, kita jadi lebih tau tentang kaya gitu-gitu. Jadi nggak cuman focus ke materi. Terus ms Martha udah berapa lama ngajar disini?

Ms. Martha

: Aku pertama ngajar di Sadhar itu dari tahun 2000, tapi mulai diangkat jadi dosen itu tahun 2008. Jadi sekarang udah 7 tahun yaa, walaupun secara de facto aku udah disini 15 tahun. Udah lama yaa... Kamu masih umur berapa ya itu..

Researcher

: Saya masih SD kelas 1 itu ms, udah lama juga ya… Apakah selama mengajar disini ms Martha pernah menemukan masalah masalah dengan mahasiswa?

Ms. Martha

: Banyak macamnya ya, mahasiswa itu hidupnya penuh warna... Satu hal yang aku mau share ke kamu, satu adalah mahasiswa itu adalah apa ya, orang yang sedang mencari. Entah mencari ilmu, mencari jati diri, pokoknya mereka itu sedang dalam perjalanan keluar dari rumah, jadi kalau secara fisik itu mereka biasanya di rumah, itu pergi. Ketika pergi ini mereka ketemu banyak orang. Ada orang baik, orang jahat. Jadi disini ini crucial, waktu-waktu yang mahasiswa ketika mereka menjadi mahasiswa itu waktu yang sangat crucial karena kalau mereka ketemu orang jahat, mereka bisa ketularan. Nah disini ini perkembangan secara fisik, biologis, sama ini (hati) ini kan istilahnya sedang penuh dengan questions mark. Disini ini perlu guidance, dia perlu seorang mentor. Terus lagi, mahasiswa itu, menurutku ya.. kadang-kadang alone in the crowd. Ya seperti tadi itu, karena secara psikologis dia itu meninggalkan rumah biarpun dia, kaya kamu misalnya, tinggal sama orang tua, tapi sebenernya dia itu alone in the crowd. Dalam arti dia itu sedang lebih ke dalam, bertanya pada dirinya sendiri, what am I doing here? Nah itu tuh butuh guidance. Terus mahasiswa itu, karena kesepian itu, bayangkan saja ya misalnya katakanlah yang merantau, mereka itu nggak pernah ketemu dengan orang tuanya, paling cuman telpon dan sebagainya, bisa di bayangkan

Commented [DA16]: Periods of teaching

Commented [DA17]: Guiding Students Experience in teaching


92 ya.. ada yang hilang dari relationship dengan orang tua. Jadi relationshipnya itu bayangkan baru. Baru dengan dosen, dengan teman baru, baru dengan orang tua sudah semakin menjauh karena jarak misalnya. Jadi kalau lagi seperti itu, itu kupikir mereka perlu ada guidance. Kemudian ada satu lagi, aku jadi DPA tahun 2005, itu anak 2005 ku itu ada yang hamil 4 cewek-ceweknya. Tapi ya waktunya berbeda-beda, tapi total itu anakku yang hamil itu 4. Pas pertama aku rada stress, kenapa anakku bisa kaya gitu padahal kan mereka anak orang baik-baik dan sebagainya. Terus ada dosen temen disini yang bilang, wah murid e Martha ki mesti kaya gitu eh. Kaya aku tuh merasa kok kaya aku tuh tidak bermoral gitu. Tapi itu pelajaran hidup da nada lagi mahasiswaku itu dua orang laki-laki, 2 atau 3 ya itu tuh DO. DO tuh yang satu karena perempuan, diputus, yang satu karena dia kuliah di UGM juga tapi juga nggak lulus jadi malah disini jugak dilulusin sekalian. Yang ketiga itu kalau nggak narkoba, game online. Jadi tiga-tiganya DO. Nah terus kuceritakan yang cewek-cewek 4 ini, mereka berakhirnya anaknya itu dilahirkan. Semua memilih untuk melahirkan anaknya. Ada yang satu menikah, satunya menikah terus bercerai, satunya menikah juga sampai sekarang dan punya anak, anaknya udah besar-besar, ada yang TK, ada yang udah kelas 2 SD. Terus satu lagi itu yang diberikan ke orang tuanya kemudian diaku adek. Tapi kesemuanya lulus, amazing kan? Betapa berat sekali ya ketika aku mendampingi mereka ketika negosiasi dengan orang tuanya, menuntut dia menikahi anak itu, dan sebagainya itu aku disana gitu. Walaupun tidak ikut kesana tapi bapaknya sering kesini konsultasi, aku ngomong sama bapaknya. Jadi aku mengikuti dari hari ke hari itu perkembangannya kaya apa itu aku lihat dan betapa OMG.. OMG… gini ya.. ya ampun.. jadi tau rasanya sebagai orang tua itu malu, takut, terbebani lah macem-macem. tapi yang amazing dari mahasiswaku itu yang walaupun mereka 7 tahun, jadi tahun 2012 itu aku pulang dari Australi, nah pulang dari study itu mereka itu lulus. Merka bilang, ms kami kan menunggu ms Martha lulusnya gitu. Walaupun aku tahu mereka itu berat untuk bayangkan aja mereka harus mencari uang ya, maksudnya kerja sampingan, kuliah, merawat anak. 3 hal ya.. ya kaya aku lah yang kaya aku lakukan sekarang jadi ibu rumah tangga. Ada yang dengan suaminya, ada yang sendirian dirawat dengan ibunya. Itu kan beban tambahan ya, anak-anak yang

Commented [DA18]: Students need guidance


93 nggak seperti itu aja suka nggak lulus lho karena malas lah karena apa. Tapi mereka berjuang karena mereka berpikir, semuanya sama, karena.. kenapa kamu akhirnya memutuskan lulus? Karena melihat anakku. Mau jadi apa anakku kalau ibunya nggak lulus S1 gitu. Dan ternyata punya anak itu bagi mereka adalah penambah semangat. Anak-anak itu anak-anak yang malas dulu, maksudnya malas itu gini, kuliah itu kaya nggak tahu, ngapain sih gue kuliah gitu, tapi ketika mereka punya anak, mereka jadi tahu kenapa aku harus kuliah. Jadi tuh everything happens for a very very good reason. Jadi itu ya mungkin tuhan mengirim anak-anak itu pada mereka supaya mereka berhasil. Itu cerita tentang mahasiswaku bahwa perempuan itu is a lot tougher than man. Ada yang bahkan diperkosa tapi tetep berjuang. Aku sampai menulis cerita ini di buku, diterbitkan kok di kanisius, cinta sang guru judulnya. Itu salah satu artikelku ada disana. Kan banyak orang, kumpulan cerita-cerita gitu ada satu disana aku cerita tentang anak itu. Itu amazing gitu lho, rasanya sebagai guru itu nggak cuman terima gaji, happy itu enggak. Justru yang bikin happy itu bukan gajinya, kadang lihat gajinya aaah gitu tapi lihat mahasiswanya itu lebih membahagiakan, yang lebih membuat hidupku berarti. Kalau lihat gajinya aduh nggak usah dipikirin gitu. Tapi lihat mahasiswa sukses, datang kesini ms aku udah mau s3 itu ah seneng banget rasanya itu waow amazing padahal dulu suka dibilang nggak bakal lulusatau gimana tapi look at him now, he is a pHd student gitu. Jadinya kita harus melihat potensi mahasiswa despite mau mahasiswa itu kadan malas, kadang dia ogah-ogahan dan sebagainya, tapi kita itu harus mengesampingkan itu dan melihat dia itu bisa apa, gali disitu, lihat dia untuk bisa melihat itu. Itu tugas kita, kalau misalnya dia jelek, dia malas dan kita bilang lo males sih.. itu apa bedanya gitu lho, ya kan. Researcher

: Jadi selama ini ms Martha mengajar itu lebih ke personal approach juga mungkin?

Ms. Martha

: Mungkin malah lebih banyak personal approach nya karena menurutku kalau kita udah personal approach nya baik, mereka mau dengerin apapun yang aku katakan. Aku pernah gitu to lagi capek, banyak sekali pekerjaan, aku masuk kelas cuman hai hai bentar terus materi itu mahasiswanya ketok e ra mlebu. Terus lain kali di kelas lain

Commented [DA19]: Experience in teaching Implementing self-fulfilling prophecy Lecturers’ belief

Commented [DA20]: The way lecturers teach in implementing self-fulfilling prophecy


94 aku mulai haha hehe eh piye ceritane caah terus mereka cerita-cerita gitu abis itu aku cerita-cerita juga, banyak yang Tanya. Jadi aku melihat bahwa kita itu harus dengerin mahasiswa dulu, mereka percaya kita dulu, baru kita ngomong apa aja mereka percaya. Itu menurutku, communication starts with connection... that is the motto that I always apply in my life. Researcher

: Jadi apakah ms Martha itu selalu percaya kepada mahasiswa?

Commented [DA21]: How to make the students believe in the lecturers Warm and friendly environment

Ms. Martha

: Ya harus percaya ya walaupun kita jangan bodo-bodo amat ya, maksudnya ktia kan juga nguji mereka di satu pihak tapi kita kan perannya sebagai mentor, jadi kita percaya iya tapi tugas kita untuk mengecek apakah mereka melakukan yang kita harapkan enggak gitu. Karena itu tugas kita, bukan langsung aku percaya koe kok, terus uwes leleh luweh gitu enggak. Karena tugas kita, ketika kau bilang aku mau jadi guru itu tuhan langsung mengirimkan petir, tanggung jawab yo koe, jadinya aku ya harus tanggung jawab.

Commented [DA22]: Lecturer’s belief to the students

Researcher

: Jadi ketika ms Martha percaya itu, apakah itu akan influence ms Martha kepada mahasiswa itu?

Ms. Martha

: Most of the time sih iya, aku tuh bahkan sering kok mereka ujian itu aku tinggal, misal ke wc, aku sering ujian gitu mereka aku tinggal beli aqua gitu. Satu hal aku bilang ke mereka bahwa ujian itu bukan cuma menguji kalian ini ya, tapi menguji kalian berani jujur nggak. Kalau misalnya kalian mau jujur, minimal kalian cuma mau menipu aku, tapi kalian toh tidak bisa menipu diri kalian sendiri. Paling satu-satunya orang yang kau tipu cuma aku. Tapi orang yang paling kau tipu sebenernya dirimu sendiri. Kalau misalnya kamu sukses mengelabuhi ku kali ini, misalnya kamu dapat nilai bagus tapi dengan menipu, you will survive my class but you will not survive life. Jadi pilih yang mana, mau survive my class atau survive my life? Ku pikir dengan begitu kan mereka mikir, kalau misalnya mereka tetap menyontek ya itu resiko mereka ya, itu udah dia sama tuhan, bukan aku Karena aku udah memberi mereka pilihan mau aku percaya. Menurut saya cheating itu bukan cheating me tapi cheating yourself. Jadi kadangkadang aku pergi sek yo.. awas lho ya tuhan yesus ada dimana-mana haha. Jadi ya kalau ada yang menipu ya I will they will pay someday, aku tidak take it personally kalau ada yang menjiplak di kelasku tuh


95 paling cuma tak catet aja terus tak kasih tau gitu. Tapi biasanya sih aku nggak ngonangin ya, kalaupun ada ya mungkin aku nggak tahu. Researcher

: Apakah dengan ms. Martha percaya kepada mahasiswa itu apakah membuat mahasiswa termotivasi? Ada hubungannya nggak antara self-fulfilling prophecy dan motivasi?

Ms. Martha

: Aku pikir ada ya, tapi itu tergantung dari narasi, narasiku dengan mereka dulu. Kalau narasiku dengan mereka mateng maksudnya anak itu selalu dateng, terus denger dari awal aku tuh ngomong apa, terus istilahnya itu sebenarnya narrative di kelasku itu seperti apa, kalau dia udah tau pasti dia termotivasi karena kesuksesan ya di tangan dia. Kalau misalnya lu mau sukses ya lu kerja keras. Aku sih harapannya itu akan memotivasi mereka dan so far sih aku lihat anak-anak di kelasku tuh motivasinya tinggi, jarang membolos, aku lihat itu kadang ada yang zero absent seratus persen itu semua anak hadir terus. Itu bikin seneng gitu bayangin aja full attendance gitu ya, walaupun kadang-kadang ada moment dimana aku lagi bete ngajarnya cuman eh kita nonton film aja yuk, gitu. Gitu tapi ya semoga itu meningkatkan motivasi ya. Kalau aku motivasi ngeliatnya dari situ, dari tingkat anak melakukan tugasnya dengan semangat, terus attendance nya full, terus mau bertanya itu anthusiasme. Tapi memang ada moment dimana ada satu kelas itu yang motivasinya rendah, itu karena narasiku dengan mereka itu kurang berhasil ya. Aku punya kelas speaking itu jam sebelas, ruangannya di dekat hall PGSD, rebut terus dan anaknya juga cenderung rebut terus, terus aku juga males lah bertengkar dengan mereka gitu. Itu akhirnya ya aku merasa nggak deket gitu dengan mereka, kemudian mereka juga nggak ngerti my whole narrative itu seperti apa. Beda dengan anak 2010 misalnya, mereka itu kelas jam 11 juga, public speaking di ruangan yang sama. Itu mereka rebut sendiri, buka laptop, main HP. Suatu saat, I have to do something, pas aku ulang tahun lho itu aku marah. Waktu itu aku pas ngomong, dan kebetulan pada waktu itu aku sedang mengalami pulang dari study, 2 tahun menginggalkan keluarga, terus aku tuh ngajar sampe sore. Habis pulang study 2 tahun, begitu masuk kuliah kok ngajar sampai sore gitu, ninggalin anak lagi, anakku suka mewek-mewek kalau aku pergi karena udah pergi lama kok pergi lagi. Rasanya tuh aku ngpain sih, terus di satu moment itu aku lagi jelasin how to introduce others, aku

Commented [DA23]: Students’ motivation Effect in implementing self-fulfilling prophecy


96 tuh lagi ngomong gitu and nobody was listening to me. Terus rasanya itu di kepala dalam waktu satu detik mungkin tapi everything kept coming, what the hell I am doing here. Aku bilang gitu terus anakku aja seperti itu, aku ki istilahnya aku ki niggalke keluarga eh cah nggo ketemu koe ki, kok aku cuman dicuekin? Terus aku beres-beres aja, aku diem, tiba-tiba I feel okay mereka nggak mau dengerin aku ya sudah I have no choice, aku keluar. Aku nggak mau kok aku udah meninggalkan keluarga kayak gitu apa istilahnya aku sudah berkorban untuk datang, untuk membuat kelas ini sempurna untuk mereka bisa menjadi public speaker yang baik. Kok mereka nggak mau dengerin? Akhirnya aku keluar tanpa bilang apa-apa gitu terus aku nggak mau ngajar mereka. Aku bilang bahwa aku tuh kesini mau ngajar, aku menghargai kalian tapi kalian tidak menghargai saya gitu. Kalau kalian nggak suka saya, silahkan cari dosen lain. Kalau kalian masih mau saya ngajar, kalian ketemu saya, saya tunggu sampai jam satu. Tapi kalau kalian mau ganti, berarti kalian nggak akan ketemu saya hari ini, silahkan langsung ngomong ke mbak danik. Karena saya merasa setiap kali mengajar itu nggak pernah di dengerin. Itu sinyal bagi saya, seorang public speaker itu kan harus mendengar. Jadi kalau kamu nggak dengerin berarti kamu nggak denger saya. Aku bilang kayak gitu terus mereka begging begging gitu dan aku sudah expect, memang itu shock-therapy buat mereka. Waktu itu aku ya nggak tega ya meninggalkan mereka sebenarnya juju raja, tapi itu cuma untuk pelajaran aja dan habis itu kan ada negosiasi. Kan aku masuk ke kelas to, the next week tapi. Aku cerita bahwa coba kalian berdiri di depan sebagai public speaker. Oh sebelumnya nanya dulu, kamu punya pacar nggak? Iya. Pacarmu suka bilang cinta sama kamu nggak? Iya. Dia ngapelin kamu tiap minggu nggak? Iya. Dia peduli sama kamu nggak? Peduli. Kalau kamu cinta, show it! ya kan? Kalau kamu nggak menunjukkan, itu mungkin kamu nggak cinta. Sama dengan public speaker, ketika orang nggak dengerin kamu, nobody cares about you. Jadi kalau kamu cinta, kamu tunjukkanlah cinta itu. Intinya kaya gitu, terus semenjak itu mereka berubah. Dalam arti aku berubah bahwa ketika kamu ingin perubahan, you do something. aku bisa aja aku nggak peduli, aku cuman ngomong dan tunjukin slide itu aku bisa aja. Saya mendem aja mereka nyebelin kaya gitu mendem aja bisa. Memendam semuanya aku bisa aja, aku dateng tanpa anu mungkin tak


97 kosongin kelasnya aku bisa aja. Tapi aku nggak mau, aku nggak bahagia. Unless something has done, I will do it gitu lho dengan resiko mungkin aku ditegur kaprodi kek, aku dimarahin mahasiswa, I don’t care pokoknya I want something to be done. Kalau kalian nggak berubah, saya yang berubah, gitu maksudnya saya resign dari kelas kalian hahaha. Terus ternyata mereka masih menginginkan saya dan saya juga masih ingin ngajar mereka yaudah akhirnya ngajar lagi dan kami berubah… hubungan kami sangat mesra… Ternyata memang we have to do something, gitu. Dan setelah itu motivasinya, karena aku bilang bahwa kalian itu punya potensi, kalian itu great leaders of the world. Mungkin suatu saat kita tidak tahu ya kalian itu leaders of the world, itu misteri kita nggak tahu. Tapi semua itu harus dipupuk dari sekarang gitu lho, nggak mungkin suddenly kalian jadi leader itu tuh ngak mungkin. Nah itu harus dipupuk dari sekarang supaya saatnya ketika kalian menjadi leader, kalian udah siap gitu. Mungkin kata-kata itu memotivasi jadi mereka mulai saat itu aktif, melakukan public speaking dengan baik, terus temennya apa itu perhatian kalau ada yang main hp itu udah ssst ssst gitu. Itu control mereka sendiri, aku nggak… Mereka mau main hp nggakpapa aku udah cuek aja karena aku udah ngomong dari awal narrative ku adalah ketika kalian melakukan apapun itu show respect, gitu. If you love me you show it. jadi setelah itu mereka sadar bahwa if you love me, show it to me dan mereka sadar sendiri. Researcher

: Jadi anak-anak lebih termotivasi yaa ms untuk ikut kelasnya ms Martha?

Ms. Martha

: Jadi aku merasa kita memang sebagai guru itu harus jelas ekspektasinya kepada mahasiswanya. Nah yang jelas adalah bahwa ekspektasi kita selalu tinggi. Walaupun kadang nilai itu, kadang aku lebih banyak pake compassions nya nilai itu, karena aku lihat ini anak ini mungkin sekarang dia jelek yaa… tapi aku tahu dia akan baik gitu jadi kadang aku kasih dia nilai baik tapi tak janji dia jadi baik. Karena nilai yang jelek itu mungkin akan menghancurkan dia gitu lho, jadi kadang kita pakai gitu ya… kadang kita berdoa dulu kok mau kasih nilai apa, kan? Karena kita nggak tahu, bener nggak sih Tuhan keputusanku ini? Bener nggak sih kasih nilai dia kaya gitu? Tapi kadang memang dibutuhkan nilai jelek buat anak itu. Kadang kita

Commented [DA24]: Motivational feedback Students’ motivation Students’ awareness Implementing self-fulfilling prophecy

Commented [DA25]: High expectation


98 memberi dia nilai baik itu belum tentu merubah dia jadi orang baik atau menjadi mahasiswa yang lebih baik. Jadi, kadang itu aku harus kasih dia C. ada beberapa mahasiswaku yang wah ini anak ini harus dikasih C supaya mereka bangun karena kalau aku kasih B… Karena nilai mereka itu 69 ya, itu kan B kurang ya, tapi kalau mereka tak kasih B mereka akan merasa ah aku kaya gini aja B, padahal B kurus gitu ya. Nah akhirnya kayanya mereka butuh kaya wake up call jadi aku memutuskan aku kasih C supaya mereka sadar bahwa yaa kadangkadang pahit ya ketika dapet C itu mungkin akan benci sama aku, tapi aku melakukannya pakai cinta kok ke kalian bukan karena benci gitu lho… yang jelas itu tadi, motivasi kita apa ya, kalau motivasi kita itu cinta, apapun akan dierkati Tuhan. Tapi kalau motivasinya itu ingin balas dendam kok mahasiswa itu nyuekin aku sih, wes dendam aja itu tuh nggak akan diberkati. Jadi kalau aku ngasih C itu karena aku cinta karena aku mau kamu lebih baik. Aku bisa aja ngasih kalian semu itu A tapi does it help you? enggak kan? Researcher

: Jadi apakah ekspektasi yang diberikan kepada mahasiswa itu selalu sama atau beda-beda menurut pengalaman ms. Martha mengajar selama ini?

Ms. Martha

: Kalau general, sebagai manusia ekspektasinya semua sama… I want all my students without exception itu berhasil. Berhasil itu bukan dapet A, IP nya 3 koma berapa… berhasil menurutku itu adalah dia menjadi orang yang bahagia, jadi orang yang merdeka. Itu basic yaa, philosophical freedom itu seperti itu, philosophical success itu seperti itu… dia bisa aktualisasi dirinya, mengekspresikan dirinya secara penuh itu yang membuat dosen bahagia. Ekspektasiku itu kepada mahasiswa itu semuanya sama, cuman per-orang ketika kita sudah masuk pelajaran itu ekspektasi kita jadi beda-beda itu maksudku gini kaya tadi ada mahasiswa di anak tangga kedua itu kadang itu aku harus realistis gitu lho. Semua aku harapkan sih dapet nilai A yaa, tapi kadang-kadang emm… supaya kita tidak sakit hati atau gimana jadi kalian semua itu udah aku kasih nilai A, aku selalu bilang gitu, cuman tergantung kalian mau mempertahankannya apa enggak karena A itu bisa kepleset jadi B, itu semua tergantung ke kalian. Nah tapi memang ada mahasiswa di anak tangga kedua itu yaa ekspektasiku tetep semua dapet A. tapi kadang-kadang ada yang meleset, haha gitu yaa aku

Commented [DA26]: High expectation Goal of teaching


99 harus berani emm… yaa nggakpapa gitu ya, yang penting prosesnya gitu lho. Aku lebih melihat ke mereka kenapa sih mereka kok nggak bisa dapet itu ya... karena bener-bener 16 meetings itu ya untuk belajar sesuatu misalnya dia mulai dari anak tangga kedua, sedangkan untuk memperlajari materi itu dia harus at least… kaya sociolinguistics misalnya ya, itu kalau dia nggak pernah baca, dia nggak ngerti background linguistics, di males baca… itu dia nggak akan pernah bisa mengikuti pelajaran di anak tangga ke tujuh gitu lho jadinya perjuangannya masih panjang. Kecuali dia mau step by step itu dia lakukan sendiri dirumah, rajin sendiri, baru di kelas itu bisa berproses. Tapi kalau dia di rumah nggak pernah ngerjain tugas, nggak pernah baca, dia nggak bisa sampai ini gitu. Nah itu aku biasanya pakai visualisasi itu untuk menggambarkan betapa kita itu bukan miracle worker, kita itu hanya bisa menyemangati. Kaya aku tuh bisa membawa kuda itu ke tepian air tapi kan aku nggak bisa maksa dia minum! Minum! Gitu… kita nggak bisa maksa dia menelan air kan nggak bisa. Aku bisa membawa dia ke seluruh water whole in the world, tapi memaksa dia minum nggak bisa. Itu limitasi kita itu kadang kaya gitu, tapi tentu saja aku nggak bilang kaya gitu ke mereka ya… akhirnya adalah bahwa I expect high from you, tapi help me, help me to help you gitu. Jadi kita itu bukan miracle worker karena semuanya itu in your hand, in you. Jadi sebenarnya dosen itu perannya sangat sedikit ya untuk bisa memintarkan mahasiswa itu. Kita hanya bisa nunjukin, guys buku yang baik tuh ini lho… guys caranya gini lho… kita mau apply atau tidak ya we don’t know makanya disitu ada link, bagaimana tingkat mahasiswa mau melakukan apa yang kita omongkan itu supaya lebih tinggi, ya kan? Karena ada yang melakukannya secara tradisional, melakukannya dengan nilai atau ujian. Itu akan memaksa mahasiwa untuk membaca karena kalau enggak ya nggak dapet nilai kan. Nah aku tuh nggak seperti itu, maksudnya aku tuh nggak setuju dengan memaksa mahasiswa seperti itu karena apapun yang kau lakukan ya kamu harus mempunyai kesadaranmu sendiri. Jadi lebih kepada pembiasaan kesadaran diri gitu lho. Kebetulan keluargaku itu kaya gitu, kami itu nggak pernah dipaksa-paksa gitu. Semuanya itu kalau kamu mau ya itu karena kesadaranmu sendiri. Jadi aku tuh kalau disuruh maksa-maksa orang itu nggak bisa. Aku juga gitu sama anakku, anakku tuh baru tadi

Commented [DA27]: Different expectation to students

Commented [DA28]: Providing students with opportunity to practice or develop their shills


100 malem bisa baca. Tadi malem itu ensiklopedia segini itu dia baca dari jam 10 sampai setengah satu pagi. Itu di abaca saking semangatnya. Biasanya itu dia baca emmm jaaaam gatau ah gitu lho sampe pah kok anak’e kita kok nggak bisa baca-baca ya. Researcher

: Haha emang kelas berapa ms?

Ms. Martha

: Kelas satu. Maksudnya teman-temennya dia itu dari TK udah bisa baca. Anakku tuh cuman bisa nulis tapi nggak bisa baca. Suka baca itu cuman saaa naaa ah itu apasih… itu huruf apa sih… ah nda ngerti gitu lho. Jadi kan khawatir ibunya ini. Kita tahu yaa bahwa memaksa anak itu nggak bener. Kalaupun dia belajar, itu atas kesadarannya. Sekarang itu masnya itu beberapa mungkin minggu-minggu ini suka bilang ibuk aku mau belajar mau mengerjakan PR, gitu. Duluuuu aduh ayo nak mengerjakan PR… hik hik… kalau dia nggak mau ya sudah nggak dikerjain, kita bilang gurunya, buu lagi nggak mau mengerjakan PR gitu. Iya bu anak itu kalau lagi nggak mau jangan dipaksa nandi ndak malah trauma, gitu gurunya kan baik ya maksudnya se ide sama kami. Iya bu minta tolong ya bu dipahami, dia itu bukannya bodoh, dia itu kalau cerita yang macem-macem itu bisa, tapi dia nggak bisa melakukannya dalam paksaan. Jadi itu aku melihat mahasiswa itu nek dipekso ki yaa ketok e angel walaupun kau bikin stick rules ya. Dari awal, kalau lo pengen vocabularymu improve, ya lo dengerin gue. Hahaha karena aku pernah disana dulu, pernah menjalani perjalanan meningkatkan vocabulary. Jadi caranya begini, ini jalanku, kalau kalian mau ikuti ya bisa berhasil, kalau nggak yam au ya resiko tanggung sendiri. Paling gitu aja… ada mahasiswa yang bener-bener memanfaatkan, jadi buku journal itu dia tulis banyak, ada yang journal 4 minggu kok baru bikin satu. Jadi kadang-kadang itu alah cah kok minimalis banget lho koe ki. Aku ya paling nggak suka minimalis gitu. Kamu tuh bisa jump higher tapi kamu nggak mau gitu lho… sakit rasanya disini tuh melihat anak yang sebenernya bisa melakukan lebih tapi mm satu aja…. Jadi besok aka nada nilai dimana minimalisme itu tidak akan diterima. Nggak bisa, kita kerja itu nggak bisa minimalis. Kita kerja ya harus mati-matian bener. Minimalis ya gajimu minimalis, promosi lo minimalis, kamu nggak akan dihormati sama orang karena orang kalau bilang kau kerja apa nggak pernah kerja yang sesuai dengan yang di itu, ya standard nya dua kau dapet 2 atau


101 1,9…. Ndak bisa gitu, dalam cinta, rumah tangga, kita nggak bisa misalnya cinta sama suami kita minimalis gitu. Nggak bisa, dia bisa pergi ninggalin kita. Masaa kita mau minimalis, nggak bisa… kita harus melakukan semua itu sepenuh hati… Researcher

: Membuat mahasiswa sadar itu susah nggak sih ms?

Ms. Martha

: Susaaaaaaah, itu butuh narasi yang lama. Itu butuh pendekatan yang kadang-kadang itu aku dianggep aneh yaa maksudnya dosen yang mau glosot-glosot sama mahasiswa itu kan apa di lingkungan-lingkungan dosen ya, kok mau-maunya sih lo merendahnkan diri derajatmu? Padahal menurutku itu bukan merendahkan derajat. Tapi ya ada juga yang bilang seperti itu, kok mau-maunya apaaa gitu lah.. itu aku nggak mau dengerin orang lain karena kau tuh hidup sekali nggak butuh dihormati dalam arti orang harus tunduk.. enggak aku lebih suka kalau anak-anak pada hihihi halo miiiiiss….. gitu itu belih membahagiakan gitu daripada di diemin terus yaa gitu hahaha ngopo eh iki. Nah itu membuat sadar mahasiswa itu ya untung-untungan mbak, kadang kalau… istilahnya gini, kalau aku menguraikan tangan dia respon apa enggak, kalau dia respon yaa mari kita menyadarkan diri kita. Tapi ada yang kita udah ngulurin tangan berkali-kali dia malah apasih miss... gitu ada juga… banyak yang seperti itu, kadang kita terus berpikir bahwa well kita udah melakukan kapasitas kita. Kadang ada orang yang nggak bisa ditolong ya, artinya bahwa mungkin yang menolong bukan kita gitu lho, yang menyadarkan bukan kita. Kadang dia perlu somebody else, kan kita juga bukan miracle worker tadi walaupun kita bisa mempengaruhi hidup orang yaa.. aku percaya bahwa aku hidup di dunia ini kalau bisa ya ada orang yang lebih bahagia lah karena aku ada di dunia ini gitu. Itu prinsipku seperti itu. Tapi kalau ada orang yang nggak suka ya komentarku ah paling aurane ra cocok gitu. Kan kadang memang ada yang seperti itu. Kadang ada anak tertentu itu yang cocok sama aku. Suka sharing gitu gitu, mau curhat sama aku terus yaa semua itu harus di dengerin satu-satu. Tapi ada yang nggak cocok gitu tapi dengan dosen lain saaangat cocok gitu. Jadi itu semua ku pikir cocok-cocokan ya karena kalau semua ke aku ya ntar aku gimana hahaha stress sendiri. Ku pikir tuhan itu udah Maha Adil ya udah memberikan orang porsinya masing-masing gitu biar aku juga tidak telalu sombong dengan mahasiswa.

Commented [DA29]: Personal approach to students Warm environment Lecturers-students relations


102 Researcher

: Kalau ms. Martha ketemu sama yang nggak cocok auranya gitu mempengaruhi cara ngomong atau attitude ms. Martha ke mahasiswa nggak?

Ms. Martha

: Oh enggak lah, paling ada sih mahasiswa yang apa yaa.. mungkin beda tipe atau beda apa gitu, yaa paling cuman godain paling ya cuman hai hai hai gitu doang ngobrol biasa cuman tidak ke personal level gitu. Jadi professional aja kan misalnya dia dateng nyari siapa yaa eh sekarang dimana bla bla bla.. skripsi sudah sampai mana gitu, paling gitu gitu aja lebih ke professional gitu nggak masuk sampai ke hati karena apa? Masalah hati itu kan masalah cocok-cocokan tadi ya.. jadi mahasiswa saya itu ada yang levelnya itu cuman sampai dosen dan mahasiswa saja, ada yang levelnya itu sampai level teman. Jadi kadang sering biarpun udah lulus terus main kesini, biarpun ber semester-semester dia nggak pernah tak ajar tapi masih main kesini, itu menurutku level teman itu yang seperti itu. Tapi ada juga yang remain professional jadi hanya karena dia mahasiswa saya, hanya karena saya dosen mereka gitu. Ada yang seperti itu. Itu lumrah ya dalam kehidupan sehari-hari, kita nggak mungkin ya berteman dengan semua orang ya.. ada yang satu batch satu angkatan itu yang deket banget, suka main ke rumah misalnya. Tapi ada yang enggak sama sekali, belum pernah ketemu aja tau-tau minta rekomendasi, loh ini siapa ya? Hahaha.

Researcher

: Rekomendasi apa ms?

Ms. Martha

: Rekomendasi mau study misalnya, ms boleh minta rekomendasi untuk,,, eh anda siapa ya? Hahaha belum pernah ngajar, ketemu pun nggak pernah gitu. Ada yang seperti itu, ya ketawa aja haha.

Researcher

: haha jadi sebagai konklusi, menurut ms. Martha itu menerapkan atau mengimplementasi self-fulfilling prophecy itu penting nggak ms sebagai dosen?

Ms. Martha

: Penting mbak, karena kita guru, guru itu manusia. Beda kalau kita bikin tahu itu kan kita cuman sama tahu ya.. kita nggak perlu membangun koneksi dengan tahu. Tapi kalau manusia itu, ini manusia eeh what we are talking about gitu. Kalau saya selalu bilang ke mahasiswa saya itu gini, apa yang akan terjadi di tahun 2045? 17 Agustus 2045?

Commented [DA30]: The importance of implementing self-fulfilling prophecy


103 Researcher

: Kemerdekaan Indonesia ms…

Ms. Martha

: yang ke berapa?

Researcher

: Duh ke berapa ya ms.. 100 tahun?

Ms. Martha

: Iyaa 100 tahun, kira-kira tahun itu aku dimana? Aku masih hidup nggak?

Researcher

: semoga masih ms.. hehe

Ms. Martha

: Kamu dimana waktu itu? Kamu umur berapa kira-kira?

Researcher

: Duh matematikanya jelek banget nih ms, kalau 93 berarti mungkin sekitar 40 atua 50 ya ms..

Ms. Martha

: nah adek-adek kelasmu ini tahun itu, kalian ya, itu akan… aku mungkin akan lengser ya, aku sudah berapa yaa.. 80an tahun kali ya.. terus masaa kau jadi dosen terus? Kan nggak mungkin to? Terus siapa yang akan menggantikan aku? Ya kau, temen-temen satu angkatanmu, pokoknya generasimu gitu lho. Nah, itu kenapa penting bagiku untuk memberi high expectation kepada kalian… karena pas 100 tahun, aku ingin Indonesia ini masih berdiri. Aku masih ingin Indonesia itu tidak dijajah oleh bangsa lain. Aku ingin anakku itu masih bisa upacara bendera menyanyikan lagu Indonesia raya. Dan anakku mungkin jadi pemimpin waktu itu. Jadi, dengan kata lain, ketika kami lengser, kalian lah yang jadi pemimpin gitu lho. Dan ketika kalian jadi pemimpin itu tidak suddenly jadi pemimpin tapi dari sekarang itu bibit pemimpin itu dibesarkan, istilahnya disirami terus-menerus. Nah itulah kenapa menurutku penting untuk high expectation. Penting untuk menyadarkan mahasiswa bahwa mereka itu adalah future leaders. Mereka tidak hidup untuk hari ini, tapi hidup untuk hari-hari depan besok ketika kami yang tua-tua itu udah mati dan mereka bertanggung jawab kepada adek-adek mereka. Itulah pentingnya, dan itu tuh harus. Tugas guru itu untuk itu karena orang tua mungkin mereka sibuk mungkin anak-anak itu pada kos nggak ada yang narasiin, jadi narasi bahwa mereka itu adalah future leaders itu harus di bangun disini, sekarang ini. Aku tidak perlu platform yang harus berteriak-teriak di perempatan jalan, tidak. My platform is in the class room and I do not need to change a lot of people, nooo.. I just need to change myself and to change the students that I am taking care of.


104 Itulah makanya sangat penting bagiku untuk memulai narasi itu karena bangsa kita itu sangat bergantung pada itu. Dan aku yakin apa yang aku lakukan itu juga dilakukan oleh banyak orang. Jadi kalau aku melakukan disini, temanku yang lain di universitas lain melakukan hal yang sama, aku yakin pada saatnya nanti itu pendidik initumbuh bersama dan suatu saat Indonesia ini tumbuh Berjaya gitu lho. Itu gambar besarnya… nah aku adalah one small piece of the puzzle gitu lho yang akan membentuk the big picture. Researcher

: That’s why guru itu disebut sebagai pahlawan tanpa tanda jasa ya ms…

Ms. Martha

: Yaa memang menurutku sih iya, bukan dalam pandangan bahwa lo harus ngasih tanda paket sama gue. Itu bukan, tapi ahwa yang kita rawat itu siapa? Manusia. Mungkin itu yang membedakan dengan pegawai pabrik. Walaupun pegawai pabrik pun mereka bisa apa… menjadi pegawai yang baik, menjadi manusia yang baik juga, gitu ya tetapi yang ku lihat adalah produk yang kita hasilkan ini manusia, dan manusia itu kana da sisi baik ada sisi buruk. Kalau lebih banyak manusia dengan sisi baik, berarti baik juga dunia ini, gitu kan… 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.

Researcher

: Terimakasih ms. Martha atas obrolan kita yang sangat menginspirasi. Semoga dapat bermanfaat untuk semuanya.

Commented [DA31]: Showing high expectation Goal of teaching Guidng the students

Commented [DA32]: The influence of implementing selffulfilling prophecy


Appendix D. Data Analysis

No. 1

Statements

Theories -

-

Self-fulfilling prophecy itu, setahu saya ya, apapun yang kamu katakana terhadap dirimu. Henry Ford pernah mengatakan, kalau kamu berpikir kamu akan sukses, maka kamu akan sukses. Kalau kamu berpikir kamu tidak akan sukses, maka kamu tidak akan sukses (Ms. Martha).

Perception is a process by which individuals organize and interpret their sensory impressions in order to find meaning or give label to their environment (Robbins, 2001, Kreitner & Kinicki, 1992).

-

Kalau kita udah punya negative thinking terhadap suatu mata kuliah misalnya mata kuliah itu sulit maka yang terasa adalah sulit. Kalau mata kuliah itu susah maka akan terbebani. Jadinya tugas guru adalah memotivasi supaya apapun yang mereka pikirkan, kan apa yang mereka pikirkan akan terjadi. Kalau kita bisa memilih dua jalan itu, kamu mau milih jalan sukses atau jalan gagal? Jadi kalau dari awal kita udah bilang aku mau sukses, otak kita itu akan cari jalan menuju kesuksesan. Jadi selffulfilling prophecy adalah apa yang begin in the mind ya itu yang akan terjadi nanti (Ms. Martha)

The difference concept of self-fulfilling prophecy proposed by each of lecturer happened because each person has his or her own unique filter so they can perceive things differently (Altman et al., 1985)

The Concept of Self-fulfilling Prophecy

-

Maksudnya gini, aku kasih tanda oh anak ini kurangnya dimana, kaya misalnya kebanyakan itu vocabnya itu nggak di improve itu lho mbak. Jadi aku bisa kejar mereka ke yang itu. Ada yang lain itu tidak bisa mengembangkan ide, jadi cuman, misalnya disini aku kasih mereka tugas untuk mendeskripsikan barang atau benda berdasarkan ini, ya cuman the function is nananana satu kalimat, the component is nananana Nah itu berarti aku kasih mereka 105

When teachers expected that certain children would show greater intellectual development, those children did show greater intellectual development (Rosenthal & Jacobson, 1968). Self-fulfilling Prophecy is a false definition of the situation evoking a new behaviour which makes


106

No.

Statements 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). -

Misalnya kan dari awal kita punya placement test. kira-kira anak itu start nya dimana, misal dari skala 1-10 itu dia dimana. Yang satu udah anak tangga ke 6, sedangkan yang satu bener-bener 0. Yang suka bikin kita amaze itu wih ini anak usahanya keren ya. Misal dia dari 0 tapi bisa menyalip dari anak tangga ke 6, misal semua berakhir di 10 atau 9, anak ini bisa. Kalau aku tuh merasa lebih berharga ya, seorang guru itu merasa lebih berharga ketika seorang anak yang tidak tahu itu sukses (Ms. Martha).

-

Istilah itu kan sebenarnya untuk memberi label atas suatu fenomena bahwa ketika kita memberikan suatu label atau penilaian tertentu itu akan berdampak pada kualitas atau atribut karakteristik itu juga pada sang anak atau manusia yang kita labeli. Artinya ketika kita melabeli seseorang itu baik, di dalam dirinya sendiri itu akan muncul kualitas-kualitas baik yang berkelanjutan (Mr. Jono).

-

Saya hanya mengatakan ada begitu banyak variasi dengan keragaman yang sangat rumit diantara para dosen yang tidak bias dikategorikan baik atau tidak baik tetapi

Theories the originally false conception comes true (Merton, 1948).


107

No.

Statements harus dilihat bahwa masing-masing punya keunikan dengan perannya masing masing. Kalo ada orang yang punya sentuhansentuhan pribadi yang sangat luar biasa harus kita akui itu nilai plusnya. Tapi teman-teman lain yang tidak terlalu menempatkan itu sebagai hal pokok pasti memiliki keunggulan yang lain. Jadi saya melihatnya bukan bahwa ini adalah satusatunya cara di jalaini (Mr. Jono) -

Saya menganggap itu sebagi hal yang mutlak diperjuangkan tetapi cara untuk mendapatkannya itu menjadi tanggung jawab pribadi ke khas an masing masing dosen dan tidak pernah boleh itu di standarkan (Mr. Jono).

-

Yang biasa saya lakukan, saya masuk kelas langsung mapping. Kira-kira yang aktif mana yang pasif mana. Terus setelah itu di dalam dinamika kelas kan kita nggak tau, mana yang aktif tapi nilainya jelek kan bisa aja, kalau pasif nilainya bagus kan juga bisa. Itu saya baru tahu setelah misalnya ada kuis atau diskusi atau tes. Tapi sejauh ini perlakuan saya tidak ada yang berbeda, sama saja ke semuanya (Mr. Daniel).

-

Tidak harus seimbang tapi saya mencoba untuk memposisikan mahasiswa itu untuk mencapai excellent on their own right (Mr. Daniel).

-

Yaa, to be honest I’ve told you before that I am not familiar with this term “selffulfilling prophecy” but after I read your background that you’ve given to me through e-mail then I realized that oke maybe the way, the way to motivate

Theories


108

No.

Statements

Theories

be on track with me is called self-fulfilling prophecy, while in my class I just make sure that I can monitor all students well and then if I find that some students are not engage yaa, I will, usually I will approach them and then just ask them, just tell them jokes or asking them for example if they feel sleepy then I will ask them “you look sleepy”; “did you sleep well last night?” or “are you having a serious problem? So that your face is kind of gloomy” so I try to make jokes first with them. First of all so that they are not afraid with me. (Ms. Richa) -

2

No, because if you are being judgmental it means that no matter what she or he does, you will always consider it wrong or vice versa or right. If we already believe, okay this is the cleverest student in the class, so whatever he or she says it’s correct, it’s not good (Ms. Richa).

Lecturers’ Role in Implementing Self-fulfilling Prophecy a. Guiding Students -

-

Kalau implementasi di kelas itu biasanya sebagai guru kita harus memotivasi mahasiswa karena kalau aku sih mengingatkan mahasiswa the power of mind ya, the power of thinking. (Ms. Martha). Nah kalau menurutku, mahasiswamahasiswa itu butuh ditunjukkan bahwa mereka itu punya potensi. Mereka butuh seseorang yang mengatakan bahwa kamu bisa. Mungkin di luar sana banyak yang bilang, kamu tuh ngapain cah wedok

It is lecturers’ responsibility to set up the norms and guidelines that give students a clear understanding of what is expected of them and what behaviors simply will not be tolerated (Schreck, 2011). The key role for the instructor or lecturer as a learning facilitator lies in providing good learning experience for the students (Peterson, 1992).


109

No.

Statements kuliah mbok jadi ibu rumah tangga aja gitu kan. Padahal mungkin ya kita tidak tahu suratan tangan Dia apa, tuhan bilang apa ke dia, mungkin ketika dia dilahirkan tuhan itu bilang kamu itu jadi menteri perempuan. Tapi akhirnya dia mendengarkan orang di sekitarnya bilang kamu tuh perempuan nggak bisa ngapangapain, akhirnya dia memilih untuk tidak ngapa-ngapain walaupun ibu rumah tangga itu sesuatu yang luar biasa yak arena tanpa dia anak-anak kita kaya apa. Nah mereka itu butuh sesorang yang menunjukkan bahwa mereka itu punya potensi, bahwa tuhan itu menaruh mimpi disini, menaruh apa istilahnya rencana masa depan disini yang harus mereka sendiri yang merealisasikan (Ms. Martha). -

Jadi dia butuh seseorang yang setiap hari tuh bilangin ke mereka, hey guys you can do it. Nah jadi kata kunci saya sih cuman itu, guys you can do it itu. Kalau itu bisa dibilang sebagai high expectation, mungkin it’s high expectation karena aku tidak pernah berpikir bahwa mereka akan gagal. Aku tidak pernah berpikir atau mengira kalau mereka itu akan you cannot do it gitu nggak ada dalam kamus saya bilang you will never make it. Dalam pikiran saya itu you can do it, you can do it, if you try (Ms. Martha)

-

Well kalau bagus atau tidak itu kan berdasarkan relative ya.. Saya lebih cenderung ke equality jadi tidak membedakan ekspektasi antara yang lemah atau yang kuat. Tapi saya mencoba untuk menyeimbangkan. Saya mencoba dan berusaha untuk, bukan menyamakan, tapi

Theories In developing professionally as a language teacher on continuous basis, they have access to a wide variety of methods. One of the methods is by reflecting on interesting and/or problematic areas in structured way (Wallace, 1998, p.18) as cited in Dornyei (2001, p.184) When teachers have high expectations for students and provide tasks that are engaging and of high interest, students build self-esteem, increase confidence and improve academic performance (Brophy, 2008; 2010) as cited in Williamson (2012).


110

No.

Statements -

Theories

mendorong semuanya untuk maju. Kalo umpamanya yang lemah itu ternyata excellentnya disini, yasudah asalkan dia sudah excellent in their own right ya mau apa lagi. Tapi kalo umpamanya yang lain bisa lebih tinggi asalkan excellent in their own right it will be ok tapi saya tidak berusaha untuk membedakan (Mr. Daniel).

b. Increasing Students’ Motivation -

Kalau implementasi di kelas itu biasanya sebagai guru kita harus memotivasi mahasiswa karena kalau aku sih mengingatkan mahasiswa the power of mind ya, the power of thinking (Ms. Martha)

-

Tapi kalau ada anak yang nggak tahu kemudian ikut di kelasku, aku motivasi, mendengarkan dan berjuang sesuai yang ku harapkan, misalnya. Daaaan sukses, itu tuh yang aku merasa duh ya Tuhan terimakasih sukses. Tapi kalau anak-anak yang masuk udah pinter, dan mereka hasilnya baik itu kepuasannya itu tidak banyak gitu lho, kalau mau melihat tingkat kepuasan dosen ya, itu sebenarnya dari situ (Ms. Martha)

- The teacher has the primary responsibility to develop, encourage, enhance, and maintain motivation in the students. (Schunk, Pintrich, and Meece, 2008). - The teacher has the primary responsibility to develop, encourage, enhance, and maintain motivation in the students. (Schunk, Pintrich, and Meece, 2008). - Motivation is the process whereby goal-directed activity is instigated and sustained Schunk, Pintrich, and Meece (2008). - The praise which is given from others is effective to stimulate the students’ interest (Hamalik, 2009).


111

No.

Statements

Theories -

c. Showing High Expectation -

High expectation adalah sebuah standar saya bahwa meyakini orang punya kapasitas yang sama untuk tumbuh dan berkembang dan bekerja lebih kalo semua orang punya focus untuk secara berkelanjutan memiliki disiplin bersama (Mr. Jono).

When teachers expected that certain children would show greater intellectual development, those children did show greater intellectual development (Rosenthal & Jacobson, 1968). -

-

Tapi saya mengatakan bahwa ini lho kita, kalian dating kesini, kalian dating ke sebuah kultur belajar yang sangat kuat dan saya yakin kamu bisa kesini, bisa menjadi bagian kelompok komunitas yang hebat ini tetapi dengan syarat bahwa kamu juga mempunyai tanggung jawab dengan dirimu sendiri, dan aku yakin itu, bagianmu nggak sulit, tetapi dengan syarat memang kamu juga harus sepakat dengan nilai nilai yang kita punya (Mr. Jono).

-

Saya yakin kalo kamu konsisten disini kamu akan berkembang jauh seperti jauh dibandingkan yang kamu bayangkan sebelumnya (Mr. Jono)

-

Jadi jangan bayangkan bahwa high expectation itu hanya muluk-muluk memberikan apa ya janji-janji tentang sesuatu yang indah-indah tetapi nggak, tapi indah memang tetapi ini butuh komitmen yok mari saya yakin kamu bisa dan lingkungan disini sangat mendukung (Mr. Jono)

-

Jadi jangan bayangkan bahwa expectation itu hanya muluk-muluk

high

memberikan apa ya janji-janji tentang sesuatu yang indahindah tetapi nggak, tapi indah memang tetapi ini butuh komitmen yok mari saya yakin kamu bisa dan lingkungan disini sangat mendukung (Mr. Jono)


112

No.

Statements memberikan apa ya janji-janji tentang sesuatu yang indah-indah tetapi nggak, tapi indah memang tetapi ini butuh komitmen yok mari saya yakin kamu bisa dan lingkungan disini sangat mendukung (Mr. Jono) -

Jadi, high expectation ini saya tidak hanya memuji saja. Betul di berbagai macam relasi itu masing-masing ketika memberi refleksi tertulis saya ungkapkan pernyataan A B C saya bangga bangga dengan kamu, saya bersyukur saya melihat kamu disini, saya senang ketika kamu disini menunjukkan komitmen untuk belajar (Mr. Jono)

-

Saya yakin kalo kamu konsisten disini kamu akan berkembang jauh seperti jauh dibandingkan yang kamu bayangkan sebelumnya (Mr. Jono).

-

Jadi jangan bayangkan bahwa high expectation itu hanya muluk-muluk memberikan apa ya janji-janji tentang sesuatu yang indah-indah tetapi nggak, tapi indah memang tetapi ini butuh komitmen yok mari saya yakin kamu bisa dan lingkungan disini sangat mendukung (Mr. Jono)

-

Ee…. Saya manusia biasa ketika ada beberapa mahasiwa yang menunjukkan potensi pengacau gitu ya, saya selalu berfikir keras begini, ini bagaimana ya caranya para mahasiswa terutama yang ini juga tau bahwa saya tidak suka dengan perilaku ini, tapi biasanya saya tulis (Mr. Jono).

Theories


113

No.

Statements -

High expectation itu kan saya meyakini di satu sisi kamu bisa tetapi kamu tidak boleh menyerah begitu saja harus konsekuen dan konsisten teapi saya menghargai kehadiran anda sebagai mahasiswa di kelas saya (Mr. Jono)

-

Nah ini adalah sebuah nilai dimana dia biasa bernegosiasi dengan pengalaman buruk dimasa lalu dan pengalamanpengalaman buruk yang macam inilah pengalaman kemanusiaan dimana kita dapat bernegosiasi dengan pengalahan dan kita bias lurus dan mencari makna. Nah, inilah high expectation itu kan (Mr. Jono)

-

Biasanya ada sejumlah mahasiswa yang kadang-kadang ngalamun, kadang-kadang main hp atau apa karena tidak tau bagaimana saya bersikap dan biasanya dia caper di kelas itu ya bisanya saya jadikan bahan ledekan. Ah disitu itu saya tidak tau apakah itu termasuk labeling atau apa tapi saya menunjukkan sikap marah saya. Apakah itu masuk kategori label dan meletakkan mereka di low expectation? saya berusaha untuk tidak tapi saya tidaak tau bagaimana persaan mereka. Pernah ada beberapa mahasiswa yang secara intuitif itu begini, sikap nonverbal mereka itu kok begini. Kalo duduk mereka suruh dibelakang. Tapi saya merasakan bahwa saya berhasil mengubah mereka mempercayai saya (Mr. Jono).

-

Kalau aku sih melihatnya gini mbak, kita semua itu kan anak tuhan. Anak tuhan dengan potensi yang sangat besar. Tapi kadang-kadang pribadi manusia sendiri sama lingkungan itu tuh berpikir bahwa

Theories


114

No.

Statements kaya gini aja kita udah baik-baik aja, ngapain berusaha lebih, gitu. Nah itu yang menurutku yang bikin Indonesia nggak maju maju, karena mungkin kau tahu ya ada research yang membuktikan bahwa kita itu ternyata baru memakai otak kita 10% (Ms. Martha) -

Jadi kita membuat suatu threshold yang tinggi supaya mahasiswa bisa mencapai standar itu. Nah tinggal tantangannya memang bagaimana dinamika dalam kelas supaya mendorong mahasiswa supaya masuk dalam threshold tersebut (Mr. Daniel).

-

Penting, menurut saya penting. Bahwa “kalian harus dapat A” itu kan ekspektasi juga. Saya juga lakukan itu untuk kelas kelas saya dan saya juga memberi warning kelas ini butuhnya apa, butuh latian yang seperti apa, mana yang perlu diperkuat di kelas ini. Misalnya butuh time management yang bagus, butuh latian listening yang banyak atau butuh banyak membaca atau latihan. Itu warningwarning yang saya berikan agar mahasiswa dapat mencapai target yang saya set (Mr. Daniel).

-

I expect what I, what I have set in my lesson plan, so before every meeting I will always make like a simple draft of the lesson plan so what are the activities, and what are my expectations, right? And yeah some of the times, the class didn’t run as I, as what I expected, that’s normal. But once again, I will try to find a way, so I will not be to stick to my lesson plan I am going to be flexible, so if I see maybe for example,

Theories


115

No.

Statements the first semester students I was having speaking class on Monday, and then they were having their English Welcoming Days, when they have to stay a night some and it was very tiring for Saturday and Sunday and then on sun, on Monday at seven they have a speaking class, so at that time I can understand that they are tired so usually I will just, just use that meeting for playing games or if I have stock of a movie that is beneficial for discussion so not only any movies, but movie that will be beneficial for discussion, I will play the movie, so I will always look at the students’ condition (Ms. Richa) -

Nah, itu kenapa penting bagiku untuk memberi high expectation kepada kalian… karena pas 100 tahun, aku ingin Indonesia ini masih berdiri. Aku masih ingin Indonesia itu tidak dijajah oleh bangsa lain. Aku ingin anakku itu masih bisa upacara bendera menyanyikan lagu Indonesia raya. Dan anakku mungkin jadi pemimpin waktu itu. Jadi, dengan kata lain, ketika kami lengser, kalian lah yang jadi pemimpin gitu lho. Dan ketika kalian jadi pemimpin itu tidak suddenly jadi pemimpin tapi dari sekarang itu bibit pemimpin itu dibesarkan, istilahnya disirami terus-menerus. Nah itulah kenapa menurutku penting untuk high expectation. Penting untuk menyadarkan mahasiswa bahwa mereka itu adalah future leaders. Mereka tidak hidup untuk hari ini, tapi hidup untuk harihari depan besok ketika kami yang tua-tua itu udah mati dan mereka bertanggung jawab kepada adek-adek mereka. Itulah pentingnya, dan itu tuh harus. Tugas guru itu untuk itu karena orang tua mungkin

Theories


116

No.

Statements

Theories

mereka sibuk mungkin anak-anak itu pada kos nggak ada yang narasiin, jadi narasi bahwa mereka itu adalah future leaders itu harus di bangun disini, sekarang ini. Aku tidak perlu platform yang harus berteriakteriak di perempatan jalan, tidak. My platform is in the class room and I do not need to change a lot of people, nooo.. I just need to change myself and to change the students that I am taking care of. Itulah makanya sangat penting bagiku untuk memulai narasi itu karena bangsa kita itu sangat bergantung pada itu. Dan aku yakin apa yang aku lakukan itu juga dilakukan oleh banyak orang. Jadi kalau aku melakukan disini, temanku yang lain di universitas lain melakukan hal yang sama, aku yakin pada saatnya nanti itu pendidik initumbuh bersama dan suatu saat Indonesia ini tumbuh Berjaya gitu lho. Itu gambar besarnya… nah aku adalah one small piece of the puzzle gitu lho yang akan membentuk the big picture (Ms. Martha) 3

Lecturers-Students Relation -

-

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

Before an educator, can reach, and in turn, teach, the students, he or she must first develop a meaningful relationship with the students (Schreck, 2011). Providing good learning experience for the students is the key role for the instructor or


117

No.

Statements

Theories

lebih tinggi dan mahasiswa itu lebih rendah itu terjadi ketimpangan dan prosesnya tidak akan seenak kalau sejajar (Mr. Daniel).

4

-

Penting mbak, karena kita guru, guru itu manusia. Beda kalau kita bikin tahu atau tempe itu kan kita cuman sama tahu atau tempe ya.. kita nggak perlu membangun koneksi dengan tahu ataupun tempe. Tapi kalau manusia itu, ini manusia eeh what we are talking about gitu (Ms. Martha).

-

Susaaaaaaah, itu butuh narasi yang lama. Itu butuh pendekatan yang kadang-kadang itu aku dianggep aneh yaa maksudnya dosen yang mau glosot-glosot sama mahasiswa itu kan apa di lingkunganlingkungan dosen ya, kok mau-maunya sih lo merendahnkan diri derajatmu? Padahal menurutku itu bukan merendahkan derajat. Tapi ya ada juga yang bilang seperti itu, kok mau-maunya apaaa gitu lah.. itu aku nggak mau dengerin orang lain karena kau tuh hidup sekali nggak butuh dihormati dalam arti orang harus tunduk.. enggak aku lebih suka kalau anak-anak pada hihihi halo miiiiiss….. gitu itu belih membahagiakan gitu daripada di diemin terus yaa gitu hahaha ngopo eh iki (Ms. Martha).

Lecturers’ Belief -

Karena yang saya yakin bahwa semua mahasiswa itu baik, saya pada dasarnya meyakini orang itu baik tetapi saya juga paham betul bahwa kebaikan tersebut dihadapkan pada godaan-godaan (Mr. Jono).

teacher as a learning facilitator (Peterson, 1992).

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Self-fulfilling Prophecy is a false definition of the situation evoking a new behavior which makes the originally false conception


118

No.

Statements -

-

-

-

Theories

Saya memberikan label terhadap mahasiswa, namun label yang ini lebih ke label positif (Mr. Jono). Kalo saya mutlak. Walaupun toh itu sulit. Kepercayaan itu kan kadang bentuknya sangat kecil misalnya saya sedang menjanjikan nanti refleksimu saya baca di ekselsa nah tapi ternyata saya nggak melakukannya atau barang kali saya tidak memberikan umpan balik secara pribadi. Itulah kadang kepercayaan dari mahasiswa itu luntur. Maka sebenarnya kepercayaan itu hukumnya wajib, saya menuntut saya untuk tetap actual saya care dengan pribadi mereka. Inikan sebenarnya hakekat dasar dari high expectation itu karena they trust me kan? They trust me because I know them personally kan? Nah ini kan yang kompleks (Mr. Jono). Ya kita itu, ya mau tak mau ya, itu tak terhindarkan. Karena gini mbak, sebenarnya pelabelan mahasiswa itu bukan untuk oh itu bodo itu pinter, tapi lebih ke treatment apa yang aku bisa kasih untuk anak ini (Ms. Martha). Maksudnya gini, aku kasih tanda oh anak ini kurangnya dimana, kaya misalnya kebanyakan itu vocabnya itu nggak di improve itu lho mbak. Jadi aku bisa kejar mereka ke yang itu. Ada yang lain itu tidak bisa mengembangkan ide, jadi cuman, misalnya disini aku kasih mereka tugas untuk mendeskripsikan barang atau benda berdasarkan ini, ya cuman the function is nananana satu kalimat, the component is nananana satu kalimat gitu tapi tidak bisa mengembangkan kalimat. Nah itu berarti

comes true (Merton, 1948). -

Trust or belief is a part of self-fulfilling prophecy (Peterson, 1992).

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A good teacher will refuse to label their students with bad label; they look at each student and see the gem that is inside and communicate the vision back to the student (AshtonWarner 1963; Ayers, 1993; Carini, 1982; Curwin, 1992; Heath, 1983; Kohl, 1967) as cited in Suthami (2015)

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One of the components vital to develop a healthy level of motivation is trust (Peterson, 1992)


119

No.

Statements 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).

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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).

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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 kirakira 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).

Theories


120

No. 5

Statements 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).

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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)

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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

Theories -

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).

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

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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,


121

No.

Statements 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).

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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).

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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

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


122

No.

Statements

Theories

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)

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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


123

No.

Statements

Theories

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).

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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).

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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).

c. Providing Students with PerformanceBased 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)

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

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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


124

No.

Statements -

-

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).

Theories 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).

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