37 Program Sanata Dharma University because they had the experiences in the
learning process which was studied by the researcher in this paper. The third step was employed because the researcher also wanted to fit the observation data and
interview data. Therefore, this interview could strengthen the observation data and decrease the possibility of bias.
F. Research Procedure
There were some steps to conduct this research. Those are discussed in this part. First, the researcher asked the permission to the lecturer to conduct the study
and observe his class in Bahasa Inggris I Class B of Theology Study Program Sanata Dharma University Yogyakarta. Second, in the first presence of the
researcher, the lecturer introduced the researcher and explained what she did in the class that was to observe the learning activities as partial fulfillment of the
requirements of a thesis. Therefore, the students could welcome the researcher to conduct the research. The data was collected in the table which consisted of the
class activity, researcher’s reflection, and researcher’s question. Third, the researcher came to the class every Monday at 09.30 a.m. up to 11.00 a.m. for one
semester and observed the class by taking note all the activities of the class. Fourth, after the class was done, the researcher discussed the observation result
with the lecturer in order to confirm the data. Fifth, in the end of the semester, there were interviews for students of Bahasa Inggris I Class B to clarify and
complement the data. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter discusses the research findings from the two problems formulated in this research. First, the implementation of constructivist pedagogy
in Bahasa Inggris I Class B was best described. Second, to what extent the implementation of Constructivist pedagogy affected students’ motivation to learn
English. The findings were analyzed using theories that have been introduced in chapter II. Since this research used a qualitative approach, the findings were
portrayed in a form of description.
A. The Implementation of Constructivist Pedagogy
Constructivist learning believes that students can construct their own knowledge through experiences and relations with others. The process of
constructing knowledge runs continually by reorganizing a new idea Brooks Brooks, 1993. The implementation of constructivist pedagogy in Bahasa Inggris
I Class B was reflected in two forms. The first part was the application of constructivist activities and the second part was the supporting materials in
implementing constructivist learning.
1. The Application of Constructivist Activities
Constructivist pedagogy could be seen whilst the lecturer taught the class. The lecturer actively inquired into students’ thinking and created classroom
conditions under which students ’ standpoints could be revealed. He often invited
