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
62 motivation from the learning activities and materials based on constructivist
pedagogy that was created by the lecturer. Motivation effects toward students of Bahasa Inggris
I Class B were mirrored in two points: 1 students’ feeling, and 2 students’ performance.
1. Feelings of Students
Since constructivist learning demands students to be involved actively in the learning environment, a constructivist lecturer should create optimistic and
enjoyable atmosphere in the process of learning. Students’ feelings should be considered as energy to empower them in enjoying the joy of learning. Feeling is
related to students’ impression or emotion toward the process of learning. Positive emotions, such as the experience of enjoyment in doing assignments may raise
motivation of a student. Negative emotion, such as boredom in the class allows negative actions.
Based on the interview sections to the students in Theology Study Program, they seemed have positive emotions. They were proud, happy, and
enthusiastic and even felt alive. If students feel pride, however, they usually are thinking about particular event such as succeeding learning Schunk, Meece
Pintrich, 2014. Positive feeling was experienced by the students. As what one pupil, Na said that:
Saya begitu menikmati semua tugas yang diberikan.. terlebih ada sisi positif dalam mengerjakan tugas-tugas bahasa Inggris karena butuh
refleksi. I do enjoy all assignments that are given. Especially, there is positive side
in doing English assignments because it needs reflection. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
63 According to Schunk, Meece and Pintrich, 2014, Na received the
process-related emotions of enjoyment. He was not bored in the English learning activities. It reflected that the students accepted pleasantness rather than
unpleasantness. Reflections helped him to detect his feeling. A process of learning purports to want students to be thinking, exploring
individuals who generate ideas and test them out Brooks Brooks, 1993. Autonomy, initiative, and leadership are to be nurtured in individual classrooms
by a constructivist teacher. The lecturer yielded cooperative learning in Bahasa Inggris I Class B. He provoked a sense of belonging in a learning community. As
a result, the students were happy to take responsibility for their own learning and became problem solvers and, perhaps more significant, problem finders in
cooperative learning. Fra stated in the interview section that: Jadi ketika saya bersama J, kami sering diskusi dengan N dengan N,
kadang bertanya gimana hasilnya, gimana prosesnya, kadang saling membagi kesulitan dan itu menjadi kebahagiaan bersama bagi kami.
So when I was with J, we often discussed with N and N, sometimes we asked about the results, the process, sometimes we shared our difficulties
together and it became our happiness.
A community-centered approach supports core learning values. Fra attained happiness from cooperative learning methods. In pursuit of new
understanding, students are led by their own standpoints and informed by the ideas of others Brooks Brooks, 1993. Fra and his friends were glad to get
freedom to play with ideas, explore issues, and encounter new information through a community. A learning community can make a sense of comfort with
questioning rather than knowing the answer and can create a model who has PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
