Constructivist learning environment enhances students to be actively participating in the classroom activity. The way is through relating students’ real-life situation with the knowledge that will be learned, thus, students are able to develop their comprehension of constructing a conceptual meaning of knowledge. It is essential to consider the students’ perspectives toward constructivist learning since they are the center of learning. The objective of this study is to investigate the teachers’ perception towards the implementation of constructivist in a language lesson. Six teachers were selected as the participants using purposive sampling technique. The data were obtained through in-depth interviews and participant observations. The data were evaluated and analyzed using observation, documentation, and filed note into relevant themes through triangulation strategy. The result of this study indicates that most of students’ participation to learn was influenced by some factors such as teachers’ supports, task-oriented in learning, deliberating cooperative activities, cohesively and closely related to their life using relevant, critical, and negotiable learning. By implementing constructivist classroom learning, the teachers and the students engaged in mutual positive relationship especially in building the students’ motivation.


Constructivist Classrooms Learning Environment, Positive Relationship

Author Bio(s)

Harjali is a Lecturer at State Institute of Islamic Studies (IAIN) Ponorogo, East Java, Indonesia. He holds a Ph.D. (Dr.) from The State University of Malang on Instructional Technology in 2015. He is the author of several papers published in the national journals in Indonesia. His primary research interests include theories of learning and instruction. Correspondence regarding this article can be addressed directly to: luc_ky_09@yahoo.co.id.

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