The Role of An Effective Model to Students’ Motivations
28 The theory of constructivist pedagogy by Brooks and Brooks 1993
supports the researcher to find the features of constructivist learning in Bahasa Inggris I Class B. This theory aids the researcher to see how the lecturer reaches
constructivist pedagogy appropriately through the theory of high expectations and the theory of self-reflexivity. Rewarding student
s’ effort in the learning process combined with strong beliefs that every pupil is a potential gift allows students to
have high self-acceptance and high self-esteem. The theory of an effective model by Schunk, Meece, and Pintrich 2014 helps the researcher to seek the
accountability of the lecturer who implemented constructivist pedagogy. The theory of content-based learning purposed by Brinton, Snow and
Wesche 1989 helps the researcher to analyze the selecting materials in Bahasa Inggris I Class B which can involve students in the learning activities. From this
theory, the researcher sees how selected materials, students’ opinions and beliefs
are often rephrased and incorporated into repertoire of ideas presented in the classroom.
The theory of cooperative learning supports the researcher to recognize the strategies that help in implementing constructivist pedagogy. Constructivist
pedagogy instructs teachers to give self-autonomy followed by beneficial strategies such as cooperative learning and good circumstance for learners. Hence,
they are responsible to learn and perceive the joy of learning. The theory of motivation by Schunk, Meece and Pintrich 2014 helps the
researcher to identify the perceived effects of constructivist pedagogy. This theory describes the students’ motivation to learn English. All of the theory descriptions
29 that have been explained before were used as the basic for making categories for
the observation and interview results. Both observations and interviews are explained more in chapter three.
30