26 process so that students will be enthusiastic too. As a result, students will accept
challenges, tasks, and assignments quite readily. An enthusiastic teacher hopes to empower students to act in ways they advocate Schunk, Meere Pintrich, 2014.
c. The Relation of Motivation to The Learning Process
The role of motivation to the learning process and a student’s performance
is really precious. Motivation will affect students how to learn so that they can make strategies for themselves in order to achieve the goal of learning. Motivation
is crucial to improve student ’s performance. Zimmerman, 2000 as cited in
Schunk, Meece and Pintrich 2014 notes that: Students motivated to learn about a topic are apt to engage in activities
they believe will help them learn, such as attend to instruction, mentally organize and rehearse material to be learned, take notes to facilitate
subsequent studying, check their level of understanding, ask for help when they do not understand the material, hold positive beliefs about the value
of learning and their capability for learning, and create a productive emotional climate for learning. p5
Motivation can empower students to act positively and enthusiastically in the learning process. Motivated students will be more active in the classroom
rather than unmotivated students because they realize their goals in learning. Unmotivated students will seem not enthusiastic to follow the class and they
become passive learners. Therefore, a lecturer who can cultivate great motivation well to the students will bring successful learn
ing. Motivation affects students’ feelings and performances in the learning dynamic. There are explanations about
classification of emotions related to students’ feelings. Schunk, Meece and
Pintrich 2014 propose a general taxonomy of emotions that is relevant to motivation, learning, and achievement of students.
27
Table 2.2 Taxonomy of Student’s Emotions
Positive Negative
Task-related Process-related
Enjoyment Boredom
Prospective Hope
Anxiety Anticipatory joy
Hopelessness Resignationdespair
Retrospective Relief
- Outcome-related joy
Sadness Pride
Disappointment -
Shameguilt
Social Gratitude
Anger Empathy
Jealousenvy Admiration
Contempt Sympathylove
Antipathyhate
Students who attain motivation seem to have positive feeling toward the learning environment. In addition, students’ performances are also improved
because of motivation in learning. Motivated students tend to have efforts and persistences. Based on Schunk, Meere, and Pintrich 2014, a good learning
performance is the outcome of excellent skills in planning, rehearsing, organizing, monitoring, making decisions, solving problems and assessing progress.
B. Theoretical Framework
In this part, the researcher describes how the theories will assist to solve two research problems of the study. First, how the implementation of
constructivist pedagogy in Bahasa Inggris I Class B was best described. Second, to what extent constructivist p
edagogy affects students’ motivation to learn English. The researcher chose this class because the lecturer of the class tried to
implement constructivist pedagogy to teach his students. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
