Rajab, Gusrianda Bin (2019) LECTURER SELF-DISCLOSURE AND STUDENTS’ MOTIVES TO COMMUNICATE IN EFL CONTEXT AT HALU OLEO UNIVERSITY. S1 thesis, Universitas Negeri Makassar.
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Abstract
ABSTRACT Gusrianda Bin Rajab. Lecturer Self-Disclosure and Students’ Motives to Communicate in EFL context at Halu Oleo University. Supervised by Prof. Muhammad Basri, MA.,Ph.D and Prof. Dr. Kisman Salija, M.Pd. This research was conducted to find out how the students perceived teacher self-disclosure, students’ motives to communicate with the lecturer, and how the lecturer’s self-disclosure impact on students’ motivation. This research was conducted at English Department of Halu Oleo University, and 30 students were selected as the subject of this research through purposive sampling. This research applied descriptive qualitative design. The instruments of this research were questionnaire and interview. There are two kinds of questionnaire used in this study to find out teacher elf-disclosure, and to find out the students motives to communicate with the lecturer. Semi structured interviews were conducted to find out how the students perceived lecturer’s self-disclosure and how the lecturer’s self-disclosure impact on students’ motivation. Lecturer self-disclosure in this study focused on three dimensions of self-disclosure: amount, relevancy, and negativity. The result of this study showed that amount and relevance in teacher self-disclosure were mostly happen in the classroom. The amount of self-disclosure showed that the lecturer did not use self-disclosure frequently, and the relevance of self-disclosure used by the lecturer showed that the lecturer use self-disclosure through telling experience and relate it to the subject and context of the topic. Whereas there was no negativity disclosed by the lecturer. There were five motives analyzed to find out the students’ motives: relational, functional, participatory, excuse making and sycophancy. The researcher found that only two motives that the students mostly used namely Functional and Excuse making motives. Furthermore, teacher self-disclosure impact on students’ motivation in the classroom. Students’ motivation increased when the lecturer share personal experience, and related to the subject because it makes students more engaged with the subject. Key Word: Self-Disclosure, Students’ communication motives, Students’ Motivation
| Item Type: | Thesis (S1) |
|---|---|
| Subjects: | PASCASARJANA |
| Divisions: | PROGRAM PASCASARJANA |
| Depositing User: | UPT PERPUSTAKAAN UNM |
| Date Deposited: | 18 Nov 2019 01:41 |
| Last Modified: | 18 Nov 2019 01:41 |
| URI: | http://eprints.unm.ac.id/id/eprint/15571 |
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