60 themselves. Based on the observation on November 23, 2015, the students were
divided into small groups to discuss introvert and extrovert characteristics. They could share their point of views to their classmates. From this discussion, each
member had a turn to identify themselves as introvert or extrovert person. They mentioned the strengths and the weaknesses of being introvert or extrovert. Other
members would give some suggestions to overcome their weaknesses or to find their potential. It could be seen from this activity that the students constructed
their own understanding about introvert and extrovert through collaborative learning. According to Brooks and Brooks 1993, the growth of knowledge is the
result of student construction made by them and collaborative learning has a significant role in constructing cognitive development.
B. Constructivist Pedagogy Affects Students’ Motivation to Learn English
Suparno 1997 states that in constructivist learning, teacher should be able to motivate learners so that the success of learning can be theirs. Regarding the
role of motivation during learning, it can influence what, when, and how people learn Zimmerman Schunk , 2008 as cited in Schunk, Meece Pintrich, 2014.
Motivated students are apt to engage in activities they believe will help them improve, such as mentally organize and rehearse material to be learned, attend to
instruction, evaluate their level of comprehension, ask help when they do not understand the subject matter, hold positive beliefs about the value of learning and
their capability for learning, and create a productive emotional climate for learning Zimmerman, 2000 as cited in Schunk, Meece, Pintrich, 2014.
61 Motivating students became habit of the lecturer in Bahasa Inggris I Class
B in order to succeed effective learning. Tough creed and high acceptance from the lecturer motivated students’ feeling. Moreover, learning strategies which
offered fluent practices and self-authority also gave impacts on students ’
performance. Ni, one of the students asserted that: Pak M adalah guru yang baik dalam menjelaskan dan memberikan
motivasi bagi kami untuk terus get an improvement. Mr. M is a good teacher in explaining and giving motivation to us to keep
getting an improvement. Ni found that the lecturer gave motivation to the students to develop their
talents. Ni had willingness to use his opportunities in the learning process to improve himself. Motivation in the classroom also touched Hen. He admitted that:
Lalu bagi saya juga ini tergantung dari pengajarnya. Menurut saya Pak M ini selain juga memberikan tuntutan untuk bisa berjuang juga tetapi mau
memberikan motivasi. Jarang – jarang sih para dosen mau memberikan
motivasi ketika mahasiswa nya dalam situasi yang sulit. For me, it depends on the teacher. I think Mr. M not only gives
encouragement to struggle but also provides motivation. It rarely happens that lecturers want to give motivation when their students in a difficult
condition. Hen was helped because of motivation that was given by the lecturer. The
lecturer did not only empower students to have a hard effort but also motivated them. He appreciated the class because he could find motivation. He rarely got
motivation from another class. The lecturer proved constructivist pedagogy through motivating the students in order that they would be engaged in the
learning process. Motivation really helped Hen especially when he was in a difficult time. Motivation encouraged Hen to work hard in the process of learning
by holding positive beliefs and trusting his ability. The students grasped PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
