C. The Objectives of the Study
The objectives of the study are 1 to find that constructivist learning design can improve the quality of English teaching and learning; the effectiveness of
constructivist learning design to improve the quality of English teaching and learning; and 3 the consequences when constructivist learning design applied.
D. The Benefits of the Study
The results of the study can give benefits. For the students, constructivist learning design can make the students enjoy learning English. This kind of instruction
design will be meaningful for the students. The students will learn through experiences, discussions, analysis, and role plays. For the teachers, it will improve their method of
teaching and can apply this approach in their classroom. For school, it will support the school culture to use constructivist learning in instruction.
CHAPTER II LITERATURE REVIEW
This chapter discusses the theoretical description underlying the research, rationale, and action hypothesis.
A. Theoretical Description
1. The Nature of English Language Teaching
a. The Meaning of English Language Teaching
Even though in the Indonesian system, English is a compulsory subject in the secondary School, it is not used as a medium of instruction. Like in Thailand, in
Indonesia English is a foreign language; students us English in the classroom. Huda, 1999: 118. It means that they communicate in the national language outside the
classroom. Teaching a language does not mean teaching what the language is, but how
language is used in communication. Larsen and Freeman 2000: 128 state that the goal of English teaching is to enable students to communicate in the target language. To do
this students need knowledge of the linguistic forms, meanings, and function. They need to know that many different forms can be used to perform a function and also that
a single form can often serve a variety of functions. They must be able to choose form among these the most appropriate form, given the social context, and the roles of
interlocutors. The role of English teacher in language teaching is as a facilitator. The teacher
facilitates communication in the classroom. Heshe must be able to promote communication. During the teaching learning process, a teacher acts as an adviser,
answering students’ questions and monitoring their performance. The role of the teacher is less dominant than in a teacher-centered method. Students are seen as more
responsible managers of their own learning. Larsen-Freeman, 2000: 129. The teacher is the most powerful person in the classroom. There are some
important things that should be taken care of by teachers that: 1
Learners must feel their activity is purposeful.
2 If the learners feels save, they will be more able to take part in the lesson.
3 Learners are motivated if the lessons are interesting.
4 Learners should be told new things.
5 Learners need new things and how to do new things.
6 Learners need guidance.
7 Learners should be encouraged Edge, 2001: 9.
b. The Meaning of English Language Learning
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