The Effects of Lecturers’ Personality on Students’ Learning Motivation

ABSTRACT The objectives of the research are; (i) to find out the kinds of lecturers’ personalities they have at English Education Study Program of FKIP UKI Toraja, (ii) to describe whether the lecturers’ personalities affect students’ learning motivation at English Education Study Program of FKIP UKI Toraja, (iii) to describe the personalities which give positive and negative effect to students’ learning motivation. The researcher employed qualitative method. The subjects of this research were the lecturers and students at English Education Study Program of FKIP UKI Toraja. The data of this research was collected by employing recording, observation and interview. The obtained data was analyzed in three major phases are; reduction, displaying, conclusion/ drawing verification. The result of the research revealed that (1) The lecturers’ personalities of the lecturers in teaching English at English Education Study Program of FKIP UKI Toraja are; extrovert, sensing, thinking, feeling and judging. (2) The lecturers’ personalities affect students’ learning motivation in studying English at English Education Study Program of FKIP UKI are extrovert, sensing, thinking, feeling and judging that gave positive and negative effect on students’ learning motivation. (3) The lecturers’ personalities have the positive and negative effect on students’ learning motivation. Keywords: Personality, Learning motivation. INTRODUCTION Teaching English as a foreign language (TEFL) involves teaching adults and children whose first or main language is not English. Indonesia is one of the country which learning English as foreign language. It means that in Indonesia English do not use as a medium to convey the instruction but English is taught in schools as an important subject. The movement towards English as a foreign language began at independence, and English is now the main foreign language being learned in Indonesia. English is taught for eight or nine years from primary school (from Grade 4 or 5) through high school (Renandya in Lauder, 2008). (Day, 1993) stated that EFL lecturers use a range of course books and materials, plus a variety of audiovisual aids. There's a strong emphasis on dialogue and role-playing, but more formal exercises, language games and literature are also used. English lecturers instruct students on how to use the English language correctly. Fernanda (1990:308) points out that the professional English language lecturer’s needs for his language lessons: Knowledge of the best and most effective methods to use, an understanding of the purpose and aim of each method he uses and confidence and skill in his handling of them. In addition to be an English lecturer’s should have a good qualification, good competence, good performance, and good personality in order to encourage students’ ability in using English (Richards, 2011). Lecturers are concerned with their students' self-concept, with their motivation, with the effects of learning on peer relationships, and with the development of character, aspiration and civic virtues. These aspects of the student important as they are in their own right are also essential to intellectual development. Personality is such a crucial aspect of psychology that every main branch of psychological research has attempted to contribute to the existing knowledge in this area. Thus, the scope of theorizing can be as broad as the differences among the various paradigms in psychology. This is why the field of personality is “filled with issues that divide scientists along sharply defined lines and lead to alternative, competing schools of thought” (Pervin and John, 2001, p. 25). In this case of English Education of FKIP UKI Toraja, the researcher found that some of the students there had good achievement and motivation in particular subject in studying English, but they have lack of motivation and achievement in another subject with different lecturers. A study was done by Cooper and Benis (1997) looking at lecturer’s personality, lecturer’s behavior and their effects upon pupil achievement