TEACHERS’ AND STUDENTS’ PERSPECTIVE ON HUMANISTI LEARNING

ELEMENTS IN BLENDED LEARNING

THESIS PROPOSAL
For English Education Master Degree

YANWAR NUGRAHA
1809067015

ENGLISH EDUCATION DEPARTMENT

GRADUATED SCHOOL
THE UNIVERSITY OF MUHAMMADIYAH PROF. DR. HAMKA
2021
 ABSTRACT

Blended learning becomes more popular now a days due to the pandemic
happened all around the globe and Indonesia is no exception. Bended learning
should involve humanistic learning to provide students’ need such as self-
actualization, privacy, and individuality. The participants consist of 60 students
and 3 teachers which are chosen using purposive sampling representing the
population in certain school. Furthermore, the teachers may not aware of the
existence of humanistic element in their learning process, it means the teachers
does not support students’ social interaction. In fact, democratic element is a heart
of humanistic learning, so that this research tries to investigate teachers’ and
students’ perspective about humanistic element in blended learning environment.
The questionnaire was distributed using google form avoiding physical distancing
and the interview section was conducted through phone or any possible way to
obtain the necessary data from teachers who implemented blended learning.
Qualitative data analyses is used to evaluate the data.

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 TABLE OF CONTENTS

ABSTRACT..........................................................................................................................................
CHAPTER I.........................................................................................................................................
A. Background of Research.........................................................................................................
B. Identification Problems...........................................................................................................
C. Limitation Problems................................................................................................................
D. Research Questions..................................................................................................................
E. The Objective of Research......................................................................................................
F. Significant of Research............................................................................................................
CHPATER II.......................................................................................................................................
A. Previous Study.........................................................................................................................
B. Literature Review....................................................................................................................
Concept of Perception.................................................................................................................
Humanistic Learning.................................................................................................................
Blended Learning......................................................................................................................
CHAPTER III....................................................................................................................................
A. Research Site and Participant...............................................................................................
B. Research Design.....................................................................................................................
C. Instrument..............................................................................................................................
Questionnaire.............................................................................................................................
Interview.....................................................................................................................................
D. Data Collection.......................................................................................................................
E. Data Analyse..........................................................................................................................

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 CHAPTER I

INTRODUCTION

A. Background of Research

Blended learning can be used in formal or informal education which combine

traditional classroom and online learning media. There are two blended learning

definition which are the most frequent cited in the literature by Graham (2004)

and Garrison & Kanuka (2004); both of them have been cited over 2000 times. The

first definition stated that Blended learning systems combine face-to-face

instruction with computer-mediated instruction (Graham, 2004) and other defined

blended learning as the thoughtful integration of classroom face-to-face learning

experiences with online learning experiences (Garrison & Kanuka, 2004). It can be

concluded that blended learning combines two different things, physical

classroom and artificial classroom, which demand the teachers to be able to

operate educational technology such as Google Classroom, Zoom, Google Meet,

and so on.

Even though there are lot of benefits adopting technology in education

learning process, especially blended learning implementation in classroom, there

may a failure to provide humanistic learning state in learning process which

blended learning implemented and this represent the crucial problem of this

research. In blended learning context, it fails to provide students’ privacy and

fulfil their needs as (Hunt et al., 2014) states that stakeholder, teachers and local

management, do not have enough experience and suitable learning management

system to meet students’ need effectively. Further, (Hofmann, 2011) consider

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technology affects to misunderstanding about the norm taught in classroom which

effect students’ social relation, learning, and academic performance.

Humanistic learning considers a student as personal who need to construct

self-actualization and characteristic first. Humanistic learning appears when

affective and cognitive aspects are harmonized in learning process even in

individual and group learning. Humanistic learning helps the students to

minimalize their fear of certain learning subject such as math, science, and

English, thus the students can develop their comprehend learning material freely

using their ways (Chen & Schmidtke, 2017). In addition, adopting technology in

education has to emphasis on the value of social development and involve human

interaction. Meanwhile, the teachers have to help the students to switch students’

perspective who see the technology as irrelevant or even as a treat for them.

Likewise, the teacher should provide an excitement and pure joy of learning

experience in learning process so that the students feel secure joining the class

(Rodríguez Ardura & Meseguer Artola, 2016).

From humanistic perspective sees that moral values should be the core of

education system in school because it supports human development (Veugelers,

2011). It expresses that learning is not just instrumental teaching but learning as a

bridge which help the students develop in social interaction context. There are

three main types of humanistic learning namely types of learning, humanist

perspective on moral education, and democratic education such as reflective

learning, diagonal learning, and democratic learning. Hence, democratic education

is the heart of humanistic learning.

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Based on the explanation above, the predominant of this research lies in

relation between humanistic learning and blended learning as a learning

environment in classroom. Blended learning requires the existence of humanistic

element to create humanistic learning atmosphere and create learning environment

that involve self-actualization, moral values, and individuality.

B. Identification Problems

From background of the research can be found several issues related to

humanistic learning in blended learning

1. Humanistic learning is often forgotten in learning process, thus

learning process seems not help students in social interaction.

2. Some students see the adopting technology in education as irrelevant

even as a treat for them.

3. Blended learning may give an opportunity for supporting humanistic

elements.

C. Limitation Problems

This research gives a limitation in investigating the perspective on humanistic

learning in adopting blended learning. Blended learning should provide

democratic learning which is the heart of humanistic learning.

D. Research Questions
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This research intents to answer these two questions

1. Does a blended learning environment promote humanistic elements?

2. What are teachers’ and students’ perspective about humanistic

elements in blended learning environment?

E. The Objective of Research

Research objective can be seen as follow;

1. To find how blended learning promote humanistic elements

2. To find teachers’ and students’ perspective about humanistic elements

in blended learning environment?

F. Significant of Research

The findings of the thesis will be significant in several ways such as. First,

tThe result of this research can be implemented in actual learning process which

pandemic occurred in certain country and also can be implemented in school,

university, and other education provider. The teachers have to consider humanistic

elements in learning process to provide students’ privacy and individual

improvement. The teachers also can use technology which support the learning

process seamlessly by considering providing humanistic elements. As for the

school can adopt blended learning while implemented humanistic learning to

make students more human. Hence, at the end of learning students have social

sense and have better social interaction after they graduated from their school.
 CHPATER II

THEORITICAL FRAMEWORK

A. Previous Study

There are several previous types of research around humanistic learning and

blended learning that can be found at every student level and previous researches

become the foundation to conduct this research. The first, investigating

humanistic learning in blended learning environment which is done by Al-Obaydi

(2021) and Nicole Leach (2018) investigated the impact of humanistic learning

approach to fostering adolescents. Further, there is research reporting about

humanistic elements in education practice at technical college which is done by

Chen & Schmidtke (2017) and Shakirova & Valeeva (2016) do research in humanistic

educational technologies of teaching foreign language.

The first comes from Al-Obaydi (2021) who investigate the Humanistic

learning elements in a blended learning environment. He uses purposive sampling

to get suitable respondents who implemented blended learning in their learning

process; the respondents consist of 110 college instructors and school teachers

from Iraq. The result shows that blended learning provides elements of humanistic

learning which are proved by interviewing teaching open-ended questions.

The second article comes from Leach (2018) who explains the impact of

humanistic approach to fostering adolescent. She concerns the movement on

humanistic learning and postindustrial skill and she arises the question if a

humanistic learning environment is effective in caring young students’

development of social skill. Her research adopts qualitative method for 3 years

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examining the role of humanistic learning environment in helping social skill;

hence, the research involved participants consist of 281 students, interviews from

17 parents, 5 teachers, and 37 students from mastery0oriented public-charter

school. The result shows each humanistic learning environment such as teacher-

student relationship, community, and respect are found in developing social skill.

The third research is conducted by Chen & Schmidtke, (2017) who investigate

humanistic elements in the educational practice. They focus on exploring which

humanistic elements occur in the learning process in united stated education and

how the instructors respond to humanistic elements. Their research involves

several instructors from the united stated and they use pragmatic qualitative

design to elicit participants’ feelings about and experience with humanistic

instruction. The result shows that humanistic elements occur in the learning

process in which instructors allow students some freedom and employ teamwork

or project learning.

The last research is humanistic educational technologies of teaching foreign

language which is conducted by Shakirova & Valeeva (2016); they try to investigate

the implementation of the humanistic approach adopted by English language

teachers in the learning process, analyze humanization approaches. This research

uses a theoretical method that allowed us to determine the main objectives and

results of using humanistic educational technologies in teaching foreign languages

in Russia and abroad and to substantiate the efficiency of its use. The result shows

that the most successful all-around personality development of students occurs in

the condition of using the humanistic pedagogical techniques of foreign language

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teaching Thus, there is a positive impact on the learning process and the process

of education. The student becomes more independent, learns to think outside the

box, takes into consideration the real circumstances, and works successfully in a

group, able to combine theoretical knowledge with practical results.

B. Literature Review

1. Humanistic Learning

The humanistic learning fundamental ideas root from Combs (1965), Rogers

(1961), and Maslow (1968) who concentrate on humans’ free will which should

exist in every environment, including education environment. The order of needs

that is structured by (Maslow, 1968) puts the physiological human need at the

bottom and self-actualization at the top. The order of needs are physiological

needs, needs a sense of security, needs for love and belonging, self-esteem, and

self-actualization (Suntoro et al., 2021). Furthermore, if the humans have enough

the lower basic needs, the other needs will be pleased naturally.

Humanistic learning theory is defined as combining physical and spiritual

activity as self-transformation process or multiple potential development.

Meanwhile, learning is outlined as conscious struggle mastering the knowledge as

a whole character formation process. The development of human potential

generally is gained through learning process in habituation form and various

abilities (Ismail, 2014). Humanistic learning is taken from the comprehension of

humanism school which sees the humans as the crucial factor in controlling their

attitudes and personality; besides, humanism school believes that the objective of

learning is making humans human and the success of learning process can be seen
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in the phenomenon where humans recognize themselves and their environment.

According to Huitt (2009), humanistic approaches make human as a center of

learning process and think that they have a capacity of goal setting, self-

actualization, and self-motivation.

2. Humanistic Learning Elements

There are three crucial elements in humanistic learning that should be

occurred in learning process even in any learning environment and the three

elements have to support each other. The three elements are reflective learning,

diagonal learning, and democratic learning (Al-Obaydi, 2021).

a. Reflective learning – the teachers have to provide certain time to the

students for delivering their interest and feeling; besides, the teachers

have to insert moral values in any learning material to help students in

social interaction. The teachers lead the students to develop their

personal and reflect learning process, hence the students can learn

autonomous.

b. Diagonal learning – learning process should provide discussion section

for students exchanging their perspective about learning material; thus,

the students can analyze and compare different students’ perspective.

Providing discussion section affects in enriching social and cultural

experiences from others perspective.

c. Democratic learning – learning process aims helping students to

develop their critical thinking, and objective of learning lead to

autonomous learning. The students are taught to appreciate diversity

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from limited context to limitless social interaction; hence, the teacher

encourage students to respect accepted norm in particular

environment.

The well-known figure of humanistic psychology such as Maslow (1968)

argues that humans act to recognize and appreciate their existence. Further, the

most popular hierarchy of needs theory has the level of human needs from the

lowest to the highest level.

Physiological need - it has a tendency to biological properties such as oxygen

needed to breathe, food, and drink as the energy to grow.

Security need – when the lowest needs have been met, humans try to gain

the need at the higher level, called security needs. The manifestation of security

needs is shown in a form of protection, avoidance of fear, avoidance of chaos and

so on. This needs desires life development and life seamlessly.

Love and belonging need – Its emphasis that this need does not relate to

sexual needs due to the fulfillment of sexual need is a part of physiological needs.

Love and belonging needs tend to seek love from others.

Self-esteem need – it is considered as human capability compare to another

creature. The fulfillment of this need, humans are acknowledged as a creature who

gain perfect form. Further, humans desire prestigious recognition from their

environment.
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Self-actualization need – humans realize their potential to grow everyday in

such a way and they seek personal growth and peak experiences (Suntoro et al.,

2021).

3. Blended Learning

Blended learning can be used in formal or informal education which combine

traditional classroom and online learning media. There are two blended learning

definition which are the most frequent cited in the literature by Graham (2004)

and (Garrison & Kanuka, 2004)); both of them have been cited over 2000 times. The

first definition stated that Blended learning systems combine face-to-face

instruction with computer-mediated instruction (Graham, 2004) and other defined

blended learning as the thoughtful integration of classroom face-to-face learning

experiences with online learning experiences (Garrison & Kanuka, 2004). It can be

concluded that blended learning combines two different things, physical

classroom and artificial classroom, which demand the teachers to be able to

operate educational technology such as Google Classroom, Zoom, Google Meet,

and so on.

Blended learning is about effectively integrating ICT into course design to

enhance the teaching and learning experiences for students and lecture by

enabling them to engage in ways that would not normally be available or effective

in their usual environment, whether it is primarily face-to-face or distance mode

(Bath & Bourke, 2010).

a. Forms of Blended Learning

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According to Bhaskar (2013) Bhaskar (2013) there are six forms of blended

learning which can be found in blended learning implementation and all of six

forms combine both physical classroom and virtual learning. The six forms are

face to face driver, rotation, flex, online lab, self-blend, and online driver.

Face to face Driver

Blended learning which is used by the teachers where they deliver learning

material in traditional classroom, and they think technology is a second thought is

called face to face driver. It means, the teachers take too much time in explaining

material in classroom using traditional ways, giving speech or explaining all

material, in the other hand, the teachers use online resources to revise learning

material that is given to students, so that they can learn at home.

Rotation

The teachers make a schedule for every week to use different learning

concept. For instance, the first week in every month will use physical classroom

and the second week in every month will use online learning, so does the

following week rotate the schedule.

Flex

Flex model of blended learning features an online platform that delivers most

of the curricula. It’s the model where most of the learning is done online and the

face-to-face model exists to provide on- site support for a flexible and adaptive, as

required basis through in- person tutoring sessions and small group sessions.
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Online Lab

Online lab was a model of blended learning that characterizes programs that

rely on an online platform to deliver the entire course but in a physical lab

environment. The entire course and teaching are done online and teachers interact

with students through pre-recorded videos, audio and video conferences or

discussion forums and email.

Self-Blend

The Self - Blend model is a fully individualized approach that allows students

to choose to take one or more courses online to supplement their traditional

school’s catalog. Most part of the learning is done online, but the student will still

attend face-to-face classes.

Online Driver

Online Driver involves online platform as well as lecture to deliver the

curricula. Students work from remote locations most of the time and come to

school for optional or required face-to-face classes (Bhaskar, 2013).

Based on these six forms, every teacher has tendency to use at least one of six

forms above. The point is in every form provides two concept learning face to

face and online, where the teachers use online as learning resource or giving

instruction to students. Furthermore, there are three modes that are proposed as

blended learning’s mode which teachers use on their teaching activity.

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 CHAPTER III

RESEARCH METHODOLOGY

A. Research Site and Participant

This research is conducted in several schools around Jakarta, because there are

several schools implement blended learning method in their teaching learning

before pandemic situation happened. This condition is suitable for conducting

blended learning research. Furthermore, considering schools’ condition where has

implemented blended learning, this research involved eighty participants from

students and 3 participants from teachers.

B. Research Design

This research used survey method for investigating teachers’ and students’

perspective about humanistic learning in blended learning environment. Survey

method collects the data from respondents related to their background, their

thoughts about specific issues, and their behavior (Balnaves & Caputi, 2001) . This

research aims to gain the data from students and teachers as respondents about

their perspective about humanistic elements in blended learning environment.

C. Instrument

An instrument is a tool in collecting data. It is supported by Kumar (2014, p.

40). He stated, “to collect data specifically for a study, and it needs either to

construct a research instrument or to select on that has already constructed.” This

research used questionnaire and interview as research instrument.

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1. Questionnaire

The questionnaire aims to give the opportunity for the researcher to gather

data from a number of people and the good thing about qualitative questionnaire

was that they are flexible and could be worded in different ways to allow

participant to responses. The researcher used Likert Scale to gain data

questionnaire from the students. A Likert Scale was a method of describing

quantitative value to qualitative data and the statements of questionnaire of this

research consisted of closed-ended question form. The questionnaire will be filed

by 60 students who are involve in blended learning so that they have the

experiences in blended learning atmosphere.

2. Interview

An interview in qualitative research was conversation where the questions are

asked to get the information. The structure of interview was based on the

questionnaire with a sequence question. In this case, the researcher interviews the

3 teachers who use blended learning method in teaching learning. The questions

consisted of five questions related to the implementation of blended learning.

D. Data Analysis MethodCollection

For data collection, the researcher used questionnaire and interview as

instruments. The researcher gave questionnaire for the sample that consisted of 15

closed-ended questions and 5 open-ended questions.

E. Data AnalyseAnalysis method

The collected data will be analysed using ….

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To analyze the data, the researcher using the following procedures;

 The researcher spread questionnaire to students using google form and

interviewed the teachers.

 The researcher transcript the interview with teacher to make easy in

analyzing.

 The researcher classified the data from transcription

 The researcher made an analyzes from questionnaire

 The researcher interpreted the data which taken form questionnaire and

transcription.
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