Meaningful learning principle in EYL online classroom: Students' responses

Tapani, Ulfa (2020) Meaningful learning principle in EYL online classroom: Students' responses. Diploma thesis, UIN Sunan Gunug Djati Bandung.

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Abstract

Young learners are known as active learners because they have a lot of energy which make them potentially have a perfect time to learn a new language (Uysal & Yavuz, 2015). Since the outbreak of Coronavirus Disease (COVID-19) spreads around the world, most governments temporarily close educational institutions (UNESCO, 2020). Consequently, the interaction between teachers and learners shift into online environments. In online classroom environment, teacher has a central role in the integration of technology (Taghizadeh & Hasani Yourdshahi, 2019). Therefore, it is a challenge for the teacher to design the learning process as meaningful as possible. This study is aimed: (1) to explore how the attributes of meaningful learning principle are reflected in the EYL online classroom (2) to find out the students’ responses to the meaningfulness of the online learning process. A qualitative study was applied in this study, particularly a descriptive analysis. The participants are the teacher and students of fifth SDIT Insan Cermat. To obtain the data, observation and interview were used. The observation was conducted to find out the attributes of meaningful learning theory by Jonassen, et al (2003) reflected in the learning process. Moreover, the interview were conducted to know students’ responses to the meaningfulness of the learning process. The result of this research shows that most of the attributes of meaningful learning in the EYL online classroom are reflected except cooperative learning. Cooperative learning is not reflected in the practice of online classroom because the teacher did not use interactive application. However, the students feel the learning process more meaningful when they learn in physical classroom. According to their responses, they prefer physical classroom because they feel more understand when the teacher explain it directly while they play games and they are more motivated when they learn together with their friends. In conclusion, the finding shows that the attributes of meaningful learning in EYL online classroom into good criteria of meaningful learning based on Jonassen’s, et al (2003) theory. However, the students need the atmosphere of physical classroom where they can actively participate in the learning process and they can learn together with their friends because the students find it hard to learn meaningfully in the online classroom.

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