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3. Students are involved in higher – order thinking
According to Bonwell Eison, students should be involved in activities in which they were able to think more deeply 1991. They described the activities
such as analysis, synthesis, and evaluation. Before active learning was implemented, the students did nothing but received anything given by the English
teacher. Therefore Cross Carney stated that too much time is given to the teaching of form, grammar drills, and punctuation, and not enough to thoughtful
observation, and communication of ideas 1946: 27. Silberman said, “When learning is passive, the learner comes to the
encounter without curiosity, without questions, and without interest in the outcome,” 1996: 4. Before the implementation of active learning, the students
did not want to ask questions to the teacher although they actually needed more information of something they did not understand. In the implementation of active
learning, the students were learning to not only listen to teache r‟s explanation, but
also give responses. Silberman 1996 added, “When learning is active, the learner
is seeking something. He or she wants an answer to a question, needs information to solve a problem, or is searching for a way to do a job.” In active learning, the
researcher gave opportunities to the students to give response in a form of answering or asking questions. While they had an English class employing active
learning, the students often asked the researcher about the things they did not know such as the vocabularies and further explanation about the material they
were learning, as can be seen in the third field notes cycle two, first meeting number eleven.
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Besides, the students also had the chance to share their ideas and their opinions about something. When the researcher asked a question to the students,
of course the students should think about the answer. Moreover when the researcher asked the students to analyze and think about their friends‟ opinions.
Then the students should be able to express their opinions. The must think harder. However, this stimulated the students to get accustomed to thinking deeply and
seriously. The students could also express their agreement and disagreement and expressed the reasons.
4. Students are engaged in activities