develop various aspects of competence; 2 All stages in CLD forces the teacher to prepare lesson and the material. It enables him to develop their mastery of the material.
3 The Problems left to be solved
The weaknesses which always appear and are difficult to cope with are the some students did not participate at all in presentation. The use of media such as laptop,
computer and other media are still less.
B. Discussion of Research Findings
The research findings show some important points as follows: 1 the improvement of students’ motivation and participation; 2 the teachers’ awareness for
professional development; 3 the change of attitude; 4 the improvement of English mastery; 5 the improvement of mastery of technical terms; 6 the improvement of self
confidence; 7 the establishment of cooperation and collaboration; 8 the improvement of the students mastery of describing process; 9 the improvement of critical thinking;
and 10 the improvement of social communication. These ten values can be classified into six main themes: 1 the improvement of
students’ motivation and participation; 2 the improvement of professional competence; 3 the establishment of thinking skills; 4 the improvement of social communication;
and 5 the improvement of English competence.
1. The Improvement of students’ motivation and participation
The application of CLD in the classroom can develop and increase the motivation of the students and the teachers very effectively. Students learn more and
enjoy learning when they are actively involved, rather than passive listeners. Marlowe and Page 1998: 12 explain:
Although information is important, passively accumulating disconnected information is not learning. Passively receiving ready made knowledge from
someone or something else is not learning. To learn, a student has to be mentally and often physically active.
Moreover Marlowe and Page 1998: 17 say: a.
Students learn more when they are actively engaged in their own learning. b.
By investigating and discovering for themselves, by creating and re-creating, and by interacting with the environment, students build their own knowledge structures.
c. Learning actively leads to an ability to think critically and to solve the problems.
d. Through an active learning approach, students learn content and process at the same
time. According to CLD, the centre of instruction is the learner. Meaningful
understanding occurs when students develop effective ways to resolve problematic situations. Such situations foster motivation, because students have an opportunity to
experience the pleasure and satisfaction inherent in problem solving.
2. The Improvement of Professional Competence
The application of CLD in the classroom can develop the teacher’s professional competence. In PP NO.192005, it is stated that:
Kompetensi professional merupakan penguasaan materi pembelajaran secara luas dan mendalam, yang mencakup penguasaan materi kurikulum mata
pelajaran di sekolah dan substansi keilmuan yang menaungi materinya serta penguasaan terhadap struktur dan metode keilmuannya.
Referring to the competence and its essential indicator, it is appropriate that
English teachers should relate the material with the real world that the students may face
after they graduate from the vocational schools. The competence above can be achieved through all activities in the CLD which involve the teachers and the students who
explore the issues of teaching and define the solution by themselves. The teachers collaboratively discuss the problem faced by the students in the classroom.
Constructivist classes reveal a shift of thinking in which the underlying assumptions about what knowledge is, about how people learn, and about what is important are
different. One can grow from a traditional view of teaching in which one seeks to control one’s subject area and students to becoming comfortable with the shift in
thinking that may be necessary to be a constructivist teacher. Lester and Onore 1990 indicate that teacher’s personal beliefs about teaching account for the kinds and extents
of change that teachers are able to make. We view our situation through the lens of our personal construct system. Our beliefs about teaching and learning account for how we
think and act as teachers. Teachers are individuals who are often drawn into teaching by a love of kids.
Constructivist teachers develop skills and abilities to empower students and to make them feel competent and significant. Perhaps some of what a constructivist teacher does
is intuitive. Constructivist teaching also requires intelligence, creativity, patience, responsiveness, and the ability to live with ambiguity permitting one to spontaneously
abandon a plan in order to accommodate specific individual or classroom situations. And while the job of being a constructivist teacher is demanding, its value is evident in
the impact on students’ learning and personal development.
3. The Establishment of Thinking skills
