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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter discusses the research findings from the two problems formulated in this research. First, the implementation of constructivist pedagogy
in Bahasa Inggris I Class B was best described. Second, to what extent the implementation of Constructivist pedagogy affected students’ motivation to learn
English. The findings were analyzed using theories that have been introduced in chapter II. Since this research used a qualitative approach, the findings were
portrayed in a form of description.
A. The Implementation of Constructivist Pedagogy
Constructivist learning believes that students can construct their own knowledge through experiences and relations with others. The process of
constructing knowledge runs continually by reorganizing a new idea Brooks Brooks, 1993. The implementation of constructivist pedagogy in Bahasa Inggris
I Class B was reflected in two forms. The first part was the application of constructivist activities and the second part was the supporting materials in
implementing constructivist learning.
1. The Application of Constructivist Activities
Constructivist pedagogy could be seen whilst the lecturer taught the class. The lecturer actively inquired into students’ thinking and created classroom
conditions under which students ’ standpoints could be revealed. He often invited
39 students to be engaged in the classroom by asking questions, answering questions,
sharing ideas and feeling, discussing the materials, discussing the assignments and even dis
cussing students’ difficulties. In this part, the researcher presents two examples of the way the lecturer teaches under the form of constructivist learning.
The lecturer viewed students as thinkers with emerging understanding about the world.
Based on the observation on October 26, 2015, when discussing a material about body posture in the classroom, the students were asked to mention as many
as possible about how animals show their powers through body posture based on their knowledge. They seemed to have a dialogue and asked each other about the
power of posing in animals confidently. The students were also invited to discuss people’s characteristics through body posture. The lecturer drew out and worked
with the pre-existing understanding that students bring in the class. In accordance with Brooks and Brooks
1993, constructivist learning encourages learners’ inquiry by asking thoughtful and evoking students to ask questions of each other.
He offered an open-ended opportunity for students to interact with purposefully selected materials.
In the class, the lecturer emphasized students to understand the texts or materials by generating 5W+1H questions. One of the topics in the class was
Laudato Si. Laudato Si is an encyclical by Pope Francis which asks people to take care of the earth. He
tried to foster students’ critical thinking about the earth by asking whether global warming is caused by nature or human activity. The
students looked to have tough discussion in the class about the environment. From PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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