66 or she should provide beneficial strategies which can accept and encourage
students’ activeness in the classroom and even outside the classroom. One student found that in Bahasa Inggris I Class B the lecturer gave liberty which demanded
discipline and personal growth of each student. An achievement of constructivist pedagogy was concluded in his point of view. Constructivist pedagogy believes in
students that they are precious gifts. From this class, the researcher found that the implementation of
constructivist pedagogy needs high beliefs from the lecturer that every student can grow. Constructivist learning engaged students to rejoice the process of learning.
Moreover, selecting extensive materials would attract students’ interests so that they could be involved in the learning. Ultimately, constructivist pedagogy
fostered students to have self-autonomy and become proactive in the classroom. This activeness prepared them to be active in society.
67
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter expounds two parts. The first part is the conclusions of the
study. The second part contains the recommendations for English lecturers and future researchers who want to conduct the similar inquiry.
A. Conclusions
This study was conducted to know the implementation of constructivist pedagogy in Bahasa Inggris I Class B of Theology Study Program. The findings
of the research showed that the implementation of constructivist pedagogy was drawn in terms of constructivist activities as the learning strategies and
constructivist materials. Constructivist activities were materialized in three major aspects, namely: a Valuing the learning process; the lecturer honored students’
standpoint through a learning environment. b Students’ enthusiasm building; he brought up students by investing high expectation and self-reflexivity in order to
evoke their excitement in learning. c Accountability seeking; the learners were motivated by a real model that is responsible toward what he preaches.
In addition to the types of activities, the application of constructivist pedagogy was also supported by the selected materials in the class. Learning
materials also contributed as media to construct knowledge. Since the class used content-
based learning, subject matter was aligned with students’ needs. The lecturer selected learning materials which could facilitate students to be engaged
68 in a dialogue and be responsible and independent for learning. They were 1
framing story through homilies and children stories, 2 attracting students’ interests through world knowledge, and 3 seeking students’ point of views
through reflective passages. Three authentic material themes were integrated to help students not only attain information but also find the sense of their life.
The observation and interview results of the research also showed that the implementation of constructivist pedagogy
affected students’ motivation in the form of good feelings and performances in learning English. The lecturer gave
rooms for improvement and respected students’ efforts. Constructivist pedagogy could encourage the students to have self-autonomy. Moreover, the students
became independent and responsible in the process of learning.
B. Recommendations
After conducting this study, the researcher wants to give recommendations about the implementation of constructivist pedagogy for English lecturers of
Bahasa Inggris I and future researchers.
1. English Lecturers of Bahasa Inggris I
The lecturers are expected to prepare learning materials where students’ interests can be attracted. The researcher recommends English lecturers of Bahasa
Inggris I to choose topics which are up-to-date and relevant to the students of Theology Study Program. The researcher hopes that the lecturers select
constructivist activities which make the students can share their ideas by offering cooperative learning. Therefore, the students can improve their four English skills
