students to demonstrate the full range of thinking skills, rather than mere retention of facts. Carnegie Council on Adolescent Development, 1989: 13.
Students adapt learning to the real world, gaining problem solving skills and ability to do a critical analysis of a given set of data. These skills enable the student to
adapt to a constantly changing real-world environment. Thus, classroom learning does not result in acquisition of absolute truth; it also results in a resource of personal
knowledge. Evaluation in constructivist perspective examines the thinking process. As there are more than one ways of solving problem, each student’s approach is more
important than a particular solution.
4. The Improvement of social communication
Students must learn how to clearly articulate their ideas as well as to collaborate on task effectively by sharing the burden of group projects. Students must
therefore exchange ideas and so must learn to negotiate with others and to evaluate their contributions in a socially acceptable manner. This is essential to success in the real
world, since they will always be exposed to a variety of experiences in which they will have to navigate among others’ ideas.
Constructivist classroom are active learning. Marlowe and Page 2000: 21 state that in active learning:
a. There was a greater exchange of ideas between students
b. Students participation doubled;
c. Students learned how to organize and form hypotheses and to use, interpret, and
apply evidence; and
d. Students looked at knowledge as tentative rather than absolute.
A central strategy for constructivism is to create a collaborative learning environment. Collaborative learning does not just entail sharing workload or coming to
a consensus, but allows the learners to develop, compare, and understand multiple perspectives on an issue. The goal is the rigorous process of developing and evaluating
the arguments. Learners should be able to explain and justify their thinking and openly negotiate their interpretations of and solution of instructional tasks.
5. The Improvement of English competence
The goal of English teaching is to enable the students to communicate in the target language. To do this the students need knowledge of the linguistics\forms,
meanings, and functions Larsen and Freeman, 2000: 128. All stages in CLD enable the students to use the four skills in integrated way. English is used as medium of
communication when the teacher presented their material. During the presentation of the discussion result, the teacher and the students try to use English.
CHAPTER V DISCUSSION OF RESEARCH FINDINGS
Chapter IV of the thesis has provided the overview of the research findings of the application of CLD used in this study. The research findings show some important
points as follows: 1 the improvement of students’ motivation and participation, 2 the teachers’ awareness-raising for professional development, 3 the change of attitude, 4
the improvement of English mastery, 5 The improvement of mastery of technical
