plagiat merupakan tindakan tidak terpuji · mereka punya untuk meraih kesuksesan. hal itu menjadi...

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LECTURERS’ PERCEPTION ON SELF-FULFILLING

PROPHECY IN THE ENGLISH LANGUAGE

EDUCATION STUDY PROGRAM

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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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,


111214084


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PERNYATAAN PERSETUJUAN PUBLIKASI

LEMBAR PERNYATAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS

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

Nama : Denyk Aprilia Kartikawati

Nomor Mahasiswa : 111214084

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

LECTURERS’ PERCEPTION ON SELF-FULFILLING

PROPHECY IN THE ENGLISH LANGUAGE

EDUCATION STUDY PROGRAM

beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan

kepada Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam

bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan

secara terbatas, dan mempublikasikannya di internet atau media lain untuk

kepentingan akademis tanpa perlu minta ijin dari saya maupun memberikan

royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 29 Juli 2015

Yang menyatakan



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ABSTRACT

Kartikawati, D.A. (2015). Lecturers’ Perception on Self-Fulfilling Prophecy in

the English Language Education Study Program. Yogyakarta: Sanata Dharma

University.

Sometimes students are lack of confidence in their potentials to reach

success. It becomes lecturers’ responsibility to convince the students on their

potentials. Implementing self-fulfilling prophecy or showing lecturers’

expectation can be an alternative strategy. Lecturers’ expectation is essential to

the students’ confidence. Lecturers’ expectation, whether it is low or high,

becomes self-fulfilling prophecy. The researcher would like to investigate this

topic more because there are not many studies which discuss self-fulfilling

prophecy, especially in Sanata Dharma University. Moreover, there are still many

aspects which can be explored on the implementation of self-fulfilling prophecy

based on lecturers’ perception as an educator.

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

lecturers’ perceptions on self-fulfilling prophecy in relation to students’

motivation? 2). To what extent do self-fulfilling prophecy understandings

influence ELESP’s ways of teaching?

This research used qualitative approach. The participants of this research

were four lecturers of Sanata Dharma University Yogyakarta who implemented

self-fulfilling prophecy on how the way they teach. This research used semi-

structured interview as a data gathering technique.

For the first research problem, it can be concluded that all of the

participants implemented self-fulfilling prophecy in a positive way. Based on the

interview, the purpose of implementing self-fulfilling prophecy is either to make

the students be on track on their lesson or to make the students feel appreciated

and trusted. Self-fulfilling prophecy is implemented in a form of delivering high

expectation communication to their students to increase students’ motivation in

learning. From the second research question, it can be seen that implementing

self-fulfilling prophecy really influences their way of teaching. When lecturers

believe in the students’ potentials, they will find a way to make the students

achieve what the lecturers expect on them.

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

beneficial in encouraging students’ motivation in learning although each of the

lecturer has different way of teaching. Then, as recommendation, this research can

be used to conduct another research related to this topic and as references in

implementing self-fulfilling prophecy.

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.



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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

4. Lecturer’s Beliefs ................................................................................ 57

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

Ways of Teaching ........................................................................................ 60

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

2. Providing Students with Opportunities to Develop Their Skills . 64

3. Providing Students with Opportunities to Practice Their Skills .. 65

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

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

A. Conclusions ................................................................................................ 70


xiii

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


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

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

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

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

makes them different is that the ‘lecturer’ term is usually used by university

students while ‘teacher’ term is usually used by students in school. However, in

this research the term that is used is ‘lecturer’ because the scope of the research is

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

the way lecturer teaches.

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

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

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

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

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

their potentials or implementing self-fulfilling prophecy. Lecturers’ expectation,

whether it is high or low, becomes a self-fulfilling prophecy. Research on second

and foreign language learning suggests the expectations that teachers form for

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

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

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

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

one of the best strategies to encourage students’ confidence in learning. Lecturers’

belief to the students can be defined as self-fulfilling prophecy. Merton (1948)


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.


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

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

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

own purpose either encouraging students’ motivation or improving students’

performance. One of the strategies is by implementing self-fulfilling prophecy. As

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

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

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

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

researcher would like to analyze whether self-fulfilling prophecy implementation

really has its role in the teaching-learning process based on lecturers’

understanding. Since the researcher will graduate from the English Language

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

candidate, the researcher would like to know the lecturers’ perceptions of ELESP

about the self-fulfilling prophecy implementation on the way they teach.

B. Research Problems

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

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

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

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

to students’ motivation?


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

ELESP lecturers’ ways of teaching?

C. Research Limitation

In order to enable in-depth study, the scope of the study has to be

narrowed by some limitations. Firstly, this research focuses on lecturers’

understandings as perceptions on providing self-fulfilling prophecy. The

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

positive one, is really useful in encouraging students’ confidence or increasing

students’ motivation based on lecturer’s perceptions.

Secondly, the research focuses on whether the lecturers’ perceptions

influence the way lecturers teach. The result or the students’ achievements are not

covered in this research because the researcher only would like to analyze the

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

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

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

awareness of the lecturers’ expectation is an interesting issue, it is beyond the

scope of this research. However, the researcher might find the negative

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

D. Research Objectives

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

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


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

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

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

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

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

like to know to what extent of lecturers’ perceptions on believing self-fulfilling

prophecy influence the way the lecturer teaches. The researcher might find out

different lecturers’ experience of teaching are influenced by self-fulfilling

prophecy from each of the participant. This research also might find out the

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

E. Research Benefits

This research is expected to give some valuable contributions to all

educational communities, especially for the English education. The researcher

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

English teachers, English teacher candidates and English learners about lecturers’

perceptions on believing self-fulfilling prophecy. The expected contributions are

presented as follows.

1. For Faculty of Teachers Training and Education

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

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

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 lecturers-

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

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

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

good relation will also influence the student’s motivation in learning. Self-

fulfilling prophecy may be implemented in different ways by different lecturers

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

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

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


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3. For Students of Sanata Dharma University

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

students of Sanata Dharma University, especially for English Language Education

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

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

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

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

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

and learning process. Then, they can improve their students’ motivation or

performance through self-fulfilling prophecy.

4. For the Future Researchers

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

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

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

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

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

fulfilling prophecy from different points of view such as students’ perception on

the implementation of self-fulfilling prophecy.

F. Definitions of Terms

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

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

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


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 self-

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

treats a target (student) which, in turn, shapes the target’s subsequent behavior in

the direction of the initially false believe. They define self-fulfilling prophecy as

lecturers’ beliefs on the students’ abilities or potentials. Thus, this research would

like to analyze the lecturers’ belief in self-fulfilling prophecy based on the

lecturers’ perception. The perception itself comes from the lecturers’ experience

in delivering self-fulfilling prophecy in the way they are teaching ELESP

students.

3. Motivation

There are many definitions of motivation that are stated by several

researchers around the world. Motivation as Schunk (as cited in Schunk, Pintrich,

& Meece, 2008, p. 5) state that it is essential to students in the learning process

since it can influence what, when, and how people learn. It will help the students

in achieving the goals of learning because motivation involves goals that must be

achieved. A key point is that motivation bears a reciprocal relation to learning and

performance; that is, motivation influences learning and performance and what

students do and learn will influence their motivation (Pintrich, 2003; Schunk,

1995) as cited in (Schunk, Pintrich, & Meece, 2008, p. 5). Motivation is relevant

to learning because learning is an active process requiring conscious and

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 self-

fulfilling prophecy implementation based on lecturers’ experience in teaching.

There are three terms that the researcher used to complete this research.

They are perceptions, self-fulfilling prophecy and motivation. The details of those

terms are going to be found in the following chapter.


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CHAPTER II

REVIEW OF RELATED LITERATURE

To give a fundamental theory to this research, this chapter presents a

discussion on the related literature as a theoretical base upon which the research

presented in the chapter was conducted. The discussion includes review of the

related theories, the theoretical description, and the theoretical framework.

A. Review of Related Studies

The researcher found some studies related to this topic. For example,

Brophy (1983) has already conducted his research entitled "Research on the Self-

Fulfilling Prophecy and Teacher Expectations”. The finding in Brophy’s research

was that delivering expectation to the students was crucial. The teacher’s

expectation behavior became a self-fulfilling prophecy; the students’ performance

can come to reflect the teachers’ belief about their ability. Related to Brophy’s

(1983) research, this research also seeks to prove the importance of having a self-

fulfilling prophecy based on lecturers’ perceptions.

The next related study is from Suthami (2015) who investigated about

humanistic education implemented in Critical Reading and Writing (CRW) II

class in relation to students’ motivation and characters development. Humanistic

education is actually a part of self-fulfilling prophecy. It is closely related to

students’ motivation and engagement since humanistic education’s goal is to

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


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.

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

StimuliSensor's

selection of stimuli

Perception, organization

and interpretation

of stimuli

Behavioral response


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 self-

fulfillilng prophecy. A number of lecturers tend to convey differential

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

them. The term of self-fulfilling prophecy as Merton (1948) originally states in the

beginning is a false definition of the situation evoking a new behavior which

makes the originally false conception comes true. In other words, the prediction

that were made by a person at the beginning of something will affects that

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

It is also supported by Madon, Willard, Guyll & Scherr (2011), who

explain that self-fulfilling prophecy is a false belief that leads to its own

fulfillment, and it involves three events. First, one person (a perceiver) must hold

a false belief about another person (a target). For example in negative 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 self-

fulfilling prophecy. That is, the students tend to give to lecturers as much or as

little as lecturers expect of them. Therefore, it can be said that when the lecturers

engage in differential treatment of high- and low- expectation students, the

students are aware of these differences. However, this research does not address

the students’ awareness of the differential treatment.

3. Motivation

Many researches were conducted to find the correlation between

psychology and education (Madon, Willard, Guyll & Scherr, 2011). Therefore, it

cannot be denied that psychology really affects education from several sides. One

of the examples is the lecturers’ behavior can affect students’ motivation in many

ways. Improving self-fulfilling prophecy as a lecturer might affect both the

lecturer and the student’s psychology.

Therefore, lecturers need to have skills to motivate the children in order

to have a good achievement. It is now widely known that the motivation

influences the achievement. The relation between self-fulfilling prophecy and

motivation is interesting because motivational psychologists believe that the

variations in self-fulfilling prophecy can cause the variations in achievement

behavior. The need to expect the students to show interest is an example of the

more general issue of teacher expectation. It is not enough for lecturer to be


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 Description Examples

Performance Provides information on

accuracy of work; may

include corrective

information

“That’s correct.”

“The first part is right

but you need to bring

down the next number.”

Motivational Provides information on

progress and

competence; may

include social

comparisons and

persuasion

“You’ve gotten much

better at this. You are

doing a great job.”

“I know you can do

this.”

Attributional Links student

performance with one or

more attributions

“You’re good at this.”

“You’ve been working

hard and you’re doing

well.”

Strategy Informs students about

how well they are

applying a strategy and

how strategy use is

improving their work

“You got it right because

you used the steps in the

right order.”

“The five-step method is

helping you do better.”


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

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

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

positive reinforcement is “the presentation of a desirable reinforce after a behavior

has been exhibited” (p. 65). By accepting reinforcement from the lecturer after

performing some expected behaviors, the students will repeat the behavior and

they will not do bad behaviors or unexpected behaviors which do not support the

English learning process.

According to the law of effect, behavior is determined by its

consequences. Responses become more probable as the result of others.

Meanwhile, Thorndike (1898) derives this principle from his observation of food-

deprived cats placed inside a box with food outside. In the attempts to escape, the

animals would, by accident eventually operate a device that released the door,

allowing the cats to consume the food as (cited in Slavin, 2009). The animal was

placed in the box. Thus, an accidental behavior that originally had very low

probability occurred with increasing frequency as a result of its consequences.

Moreover, Skinner (1974) as cited in Slavin (2009) elaborates the law of effect

proposed by Thorndike by systematically manipulating consequences and

studying the effect on behavior.

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

between behavior and its consequences. For an example when students’ behavior

is immediately followed by a pleasurable consequence, the students will engage in

that behavior more frequently. It is believed that showing expectation to the


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. Self-

fulfilling prophecy ought to be a starting point in the study of educational

psychology.

Lecturer behavior or lecturers’ attitude can be one of the effects for a

lecturer having a self-fulfilling prophecy. The actual behavior of a lecturer in the

classroom as the lecturers interact with students reflects both the lecturers’ motive

for being lecturers and her or his implicit theory of what teaching is. It cannot be

denied that lecturers’ behavior on the class really affect the students’ behavior


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 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 self-

fulfilling prophecy understandings influence ELESP lecturers’ ways of teaching?”

The researcher choose the theory from Dornyei (2005) that discusses the way

teachers provide class action as a learning facilitator which related to self-

fulfilling prophecy. Theory of engagement suggested by Schreck (2011) is also

applied to see the lecturer-student relationship. Those theories are applied to

provide a basis in summarizing the lecturers’ perceptions on the implementation

of self-fulfilling prophecy as a lecturer. The theories are also used to show that

teachers’ attitude affects the students’ perspective toward motivation in learning.

The researcher also uses the theory related to motivation to see how students’

motivation becomes one of the impacts of lecturers having self-fulfilling

prophecy. Those theories facilitate the researcher to answer the two research

questions formulated in the first chapter.


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.


35

CHAPTER III

RESEARCH METHODOLOGY

This chapter provides a description of the method used in this research in

order to answer the two research questions stated in Chapter 1. There are six sub-

chapters that will be discussed. They are: the research method, the research

setting, the research participants, the instruments and the data gathering technique,

the data analysis technique and the research procedure.

A. Research Method

This research discusses lecturers’ perception on the implementation of

self-fulfilling prophecy. Moreover, the researcher would like to analyze the

impact of implementing self-fulfilling prophecy in order to encourage students’

confidence or motivation. The way the researcher conducted the research would

be delivered in this chapter.

The researcher used qualitative method in order to get in-depth

description of the lecturers’ perception on the implementation of self-fulfilling

prophecy. It is supported by Lichtman (2013) who claims that:

The main purpose of qualitative research is to provide an in-depth

description and understanding of the human experience. It is about

humans. The purpose of qualitative research is to describe, understand,

and interpret human phenomena, human interaction, or human discourse

(p. 17).


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 in-

depth 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 self-

fulfilling 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.


45

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 self-

fulfilling prophecy in order to improve students’ motivation based on lecturers’

perception. Meanwhile, the second part is how the implementation of self-

fulfilling 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


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 Example

Performance 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)

Motivational They need someone who always say “Hey guys you

can do it!”. That’s my keyword. (Ms. Martha,

25/03/2015, my translation)

Attributional 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 Example

Strategy “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 self-

fulfilling 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,


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 self-

fulfilling 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 self-

fulfilling 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 teaching-

learning process.

As stated in the previous section, all of the participants implement self-

fulfilling 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,



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 self-

fulfilling 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:

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, self-

fulfilling 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

(1)

Self-Fulfilling Prophecy

(2)

Lecturers' Belief

(3)

Lecturers'way of

teaching

(4)

Good relation

(lecturers and

students)

(5)

Students' motivation


69

opportunities to practice their skills; and (4) providing students with performance-

based feedback.


70

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 self-

fulfilling 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,


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 self-

fulfilling 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 self-

fulfilling prophecy in their way of teaching. Lecturers may implement self-

fulfilling 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.


75

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APPENDICES


79

APPENDIX A

PERMISSION LETTERS


84

Appendix B. Guidelines of Questions

No Questions Theories

RQ.1

1. Do you believe that what the

teachers expect to the students will

influence their motivation? How?

2. In what way do you implement self-

fulfilling 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. When teachers expected that

certain children would show

greater intellectual

development, those children

did show greater intellectual

development (Rosenthal &

Jacobson, 1968).

2. Self-fulfilling Prophecy is a

false definition of the situation

evoking a new behavior which

makes the originally false

conception comes true

(Merton, 1948).

3. 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).

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?

1. The teacher has the primary

responsibility to develop,

encourage, enhance, and

maintain motivation in the

students. (Schunk, Pintrich,

and Meece, 2008).

2. Believing in the students’

abilities might influence the

lecturers’ way of teaching.

(Madon, Willard, Guyll and

Scherr, 2011).

3. 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)


85

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 self-

fulfilling prophecy. Jadi saya akan menanyakan tentang apa itu self-

fulfilling 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

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 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. 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 kadang-

kadang 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 self-fulfilling 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 kadang-

kadang 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?

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.

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 kadang-

kadang 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

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

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


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

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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 kadang-

kadang 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

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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 self-fulfilling prophecy


105

Appendix D. Data Analysis

No. Statements Theories

1 The Concept of Self-fulfilling Prophecy

- 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).

- 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

(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 Nah itu berarti aku kasih mereka

- 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).

- 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)

- When teachers expected

that certain children

would show greater

intellectual development,

those children did show


development (Rosenthal

& Jacobson, 1968).

- Self-fulfilling Prophecy is

a false definition of the

situation evoking a new

behaviour which makes


106


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

the originally false

conception comes true

(Merton, 1948).


107


harus dilihat bahwa masing-masing punya

keunikan dengan perannya masing masing.

Kalo ada orang yang punya sentuhan-

sentuhan 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 satu-

satunya 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 “self-

fulfilling 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


108


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)

- 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).

2 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, 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

- 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


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 (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

- 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


- 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


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).

- 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)



- When teachers expected

that certain children

would show greater

intellectual development,

those children did show


development (Rosenthal

& Jacobson, 1968).

- 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)


112







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).








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).


113


- 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 pengalaman-

pengalaman 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


114


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 warning-

warning 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,


115


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 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


116


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. 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


lebih tinggi dan mahasiswa itu lebih

rendah itu terjadi ketimpangan dan

prosesnya tidak akan seenak kalau sejajar

(Mr. Daniel).

- 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 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 (Ms.

Martha).

teacher as a learning

facilitator (Peterson,

1992).

4 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).

- Self-fulfilling

Prophecy is a false

definition of the

situation evoking a

new behavior which

makes the originally

false conception


118


- 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).

- 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 (Ashton-

Warner 1963; Ayers,

1993; Carini, 1982;

Curwin, 1992; Heath,

1983; Kohl, 1967) as

cited in Suthami

(2015)

- One of the

components vital to

develop a healthy

level of motivation is

trust (Peterson, 1992)


119


aku kasih mereka latihan yang bisa

mengembangkan ide, kurang lebih begitu,

jadi kira-kira masih ada tindakan apa sih

yang bisa aku lakukan untuk meningkatkan

kemampuan mereka, kurang lebih begitu.

Jadi lebih ke needs analysis ya, melihat

kebutuhan mereka, kurangnya apa terus

apa yang masih bisa ku lakukan sebelum

ujian akhir, kurang lebih seperti itu (Ms.

Martha).

- No, untuk apa label positif negatif,

maksudnya aku perlu tahu itu supaya gini,

supaya aku bisa memanfaatkan yang pinter

untuk membantu yang kurang (Ms.

Martha).

- Sejauh ini tidak ada yang berbeda.

Maksudnya gini, kalau secara klasikal itu

tidak ada masalah jadi tidak ada yang

berbeda. Tapi misalnya individual

assignment atau group assignment mereka

mengalami kesulitan pasti akan saya

approach. Tapi kalau secara klasikal,

semuanya sama (Mr. Daniel).

- I never think about it, tapi yang jelas I

always do my best. Tapi yang jelas

sebelum mengajar itu saya pasti

menyiapkan dan saya membayangkan kira-

kira di kelas itu membahas ini ini ini, terus

kira-kira nanti sampai berapa lama, sampai

berapa jauh. Lalu nanti harus di follow up

bagian apa. Dan selama ini masalah

percaya atau tidak itu kan.. kalau selama ini

yang saya berikan berdasarkan fakta, jadi

saya yakin kok (Mr. Daniel).


120


5 The Influence of Self-fulfilling Prophecy

- Not necessarily that way, but I believe that

what teacher expect will influence the way

the teacher teaches, so for example in the

first meeting we will always do syllabus

orientation and then the goals we will

mention it one by one so our job as a

teacher is to make sure that we can achieve

those goals so we will think hard if, if by

the usual method, it seems like the class is

not engage with the, with the achievement

of the goals then we have to try think out

of ways how to make them engage to the

topic (Ms. Richa).

- Yeah, once again, if I expect something I

will find a way to make sure that it

happens, if that doesn’t happen then I will

force myself to find other way that are

interesting for them (Ms. Richa)

- Jelas influence, itu hal proaktif yang bisa

kulakukan di dunia ini instead of

complaining ya… kenapa sih ini itu.. no I

don’t want to complain about that. Lebih

ke ambil peran, lebih dimana sih aku bisa

ambil peran di dunia ini. Mungkin aku

nggak bisa jadi pilot atau menteri, tapi aku

bisa menghasilkan calon-calon menteri

yang baik (Ms. Martha).

a. Creating a Warm and Friendly

Environment

Ya saya ajak, saya mendengar cerita-cerita

mereka, saya memahami diri mereka. Saya

mencoba untuk mengenal mereka satu per

satu sejauh mungkin. Saya mencoba untuk

- Self-fulfilling

prophecy occurs

when a perceiver’s

false belief influence

how she or he treats a

target (student)

which, in turn, shapes

the target’s

subsequent behavior

in the direction of the

initially false believe

(Madon, Willard,

Guyll and Scherr,

2011).

- Believing in the

students’ abilities

might influence the

lecturers’ way of

teaching. (Madon,

Willard, Guyll and

Scherr, 2011).

- Rosenthal (1973)

focused more on

broad dimensions of

behavior that transmit

teachers’ false beliefs

to students including

the degree to which

teachers (1) create a

warm and friendly

environment for

students, (2) provide

students with

opportunities to

develop their skills,

(3) provide students

with opportunities to

practice their skills,


121


menikmati cerita- cerita kisah kisah hidup

mereka. Saya mencoba menyelami ke

khasan hidup mereka dan saya akui kadang

saya angkat cerita-cerita unik tersebut jadi

mereka merasa dipercaya dan dihargai

secara individu (Mr. Jono).

- Memang, kecenderungan saya untuk

mendekati mahasiswa. Jadi saya

memposisikan bukan sebagai dosen tapi

dengan teman. Dengan begitu, asumsi saya

kalau umpamanya belajar dengan teman

nanti akan lebih enak semua-semuanya.

Jadi diskusi lebih enak, terus materi akan

juga lebih enak tersampaikan. Karena

asumsi saya, kalau umpamanya saya

memposisikan diri sebagai dosen yang

lebih tinggi dan mahasiswa itu lebih rendah

itu terjadi ketimpangan dan prosesnya

tidak akan seenak kalau sejajar (Mr.

Daniel).

- Iya tetap, seperti contohnya satu kasus, ada

kelas lalu ada beberapa mahasiswa yang

jarang masuk atau masuk sekali atau dua

kali dan beberapa kali bolos. Saya melihat

dia ketinggalan. Yang saya lakukan adalah

mendekati ‘ngopo to’ apakah ada masalah,

kalo ada masalah atau kesulitan mbok yo

ngobrol (Mr. Daniel).

- Well, it will always problem in every

classroom and they are varied, yeah so

from small problems to major problems but

fortunately I’ve never experienced dealing

with troublesome, a very troublesome

students so just normal problem so for

example some students fell asleep during

the class so I will just wake them up and

and (4) provide

students with

performance-based

feedback.


122


then ask them to go to the restroom to

wash their face to make sure that they are

fresh enough to join the lesson (Ms.

Richa).

- I’m not certain about the method because I

will always look at the classroom first so I

observe what kind of students are they so

what are their characteristic but the one

thing that I keep what do I keep doing since

my first time teaching here is that I put

myself not as their, not as a teacher that

they have to respect very much but more as

a friend and a facilitator so I try hard to

create an atmosphere where student will

not be ___ too ask me a question if they

have problem or difficulties so they are not

ashamed or embarrassed to make mistakes

that’s the one thing that I keep doing (Ms.

Richa)

- Personal approach, by, I will come to him

or her and then I will ask, like what I’ve

told you before so I will ask them whether

they face difficulties or not, where, and

what can I do to help, and then I will tell

them what they need to know, If I, from

their exercises if I can already identify

which part is their weakness then I can

explain more on that part (Ms. Richa).

b. Providing Students with Opportunities

to Develop Their Skills

- Kalau mapping itu kan untuk classroom

management kira-kira kalau umpamanya

rame, aktif, ya aktif atau rame jadi satu

kelompok itu kan yang lain akan jadi diam.

Makanya kalau ada yang rame ya di pin

poin kira-kira saya akan lebih banyak

mendekati yang rame supaya ngerem.

Rosenthal (1973)

focused more on

broad dimensions of




the degree to which


warm and friendly

environment for


123


Supaya yang lainnya juga ikut (Mr.

Daniel).

- Music, jokes, fulling around, yaa yang saya

usahakan itu berusaha supaya kegiatan di

kelas itu santai. Karena dengan posisi kita

santai, tidak tegang, kita akan menyerap

banyak hal (Mr. Daniel).

- No, we have to be fair, maybe it only

influences in the group work so I will try to

group some of the active students with the

passive students, so that they can be, they

can be the trigger to motivate the passive

students to speak up (Ms. Richa).

- Yes, I guess so, because as I’ve told you, I

will always try to find a way, so in every

meeting, if it’s possible, I will, if it’s

possible I will give a mini game, at least to

attract their attention and sometimes I will

put them into a competition mode and then

I will give small prizes to the winners so

that they feel happy (Ms. Richa).


students with

opportunities to





and (4) provide

students with

performance-based

feedback

c. Providing Students with Performance-

Based Feedback

- Yes, I guess, I often do that so whenever

they answer question whether is wrong or

right, even it is wrong I still appreciate

them for trying, so once again my goal is

not to make them speak because they know

the answer is correct, but I want them to be

brave to speak up so even if the answer is

wrong I will still appreciate them, if the

answer is correct I will usually say “good

job!” or “excellent!” something that will

make them happy and motivated and feel

appreciated (Ms. Richa)

- Rosenthal (1973)

focused more on

broad dimensions of




the degree to which


warm and friendly

environment for


students with

opportunities to




124


- 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).



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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