Field-Driven Language Learning: Exploring Emotional Intelligence and Autonomy in Indonesian EOP Programs

Ni Putu   Ratni; Syarifuddin   Dollah; Muhammad   Basri

doi:10.31849/jq32ny46

Authors

Ni Putu Ratni Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar, Indonesia
Syarifuddin Dollah Universitas Negeri Makassar, Makassar, Indonesia
Muhammad Basri Universitas Negeri Makassar, Makassar, Indonesia

DOI:

https://doi.org/10.31849/jq32ny46

Keywords:

Autonomous learning, English learning, EOP, Field practice , Pedagogy

Abstract

Autonomous learning has emerged as a crucial pedagogical approach for equipping students with the skills necessary to thrive in dynamic, communication-driven industries such as tourism. However, limited research exists on the implementation of autonomous English language learning through field-based practices within Indonesian religious-affiliated universities. This study examines the practice of Autonomous Learning (AL) among students in the Travel Industry Study Program at Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar through a collaborative field study conducted with international students from the SIT Program. Grounded in Humanistic Learning Theory and Emotional Intelligence frameworks, this mixed-methods research investigates three core objectives: the implementation of AL in English learning, indicators of autonomy within the learning process, and the emotional impact on learners. Data were gathered through literature documentation, a student survey, and data triangulation involving program reports, academic references, and participant responses. The findings reveal that AL was effectively fostered through student-centered, collaborative field experiences that encouraged self-direction, intrinsic motivation, and emotional engagement. Despite moderate self-awareness and vocabulary limitations, students exhibited positive emotions such as joy and increased self-esteem, validating the affective benefits of the program. This study contributes to the discourse on learner autonomy by demonstrating how humanistic and experiential learning environments can bridge linguistic, cultural, and psychological gaps. It advocates for institutional support in re-establishing collaborative programs and integrating AL practices into EOP (English for Occupational Purposes) pedagogy, thereby offering a model adaptable to similar educational contexts across Indonesia and beyond.

Author Biographies

Ni Putu Ratni, Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar, Indonesia

Ni Putu Ratni is a Doctoral candidate in English Language Education at Makassar State University – Indonesia. She holds an S.Pd.H degree in Hindu Education from STAHN Gde Pudja Mataram, which she earned in 2010. In 2012, she began her studies in the Master’s program in English Education at UHAMKA in Jakarta. However, due to her professional commitments, she transferred to complete her thesis at IKIP Mataram. During this time, she also needed to enroll in another master’s program at IHDN Denpasar in accordance with academic regulations. She received her M.Pd degree in English Language Education from IKIP Mataram in May 2017 and her M.Pd degree in Hindu Education from IHDN Denpasar in September 2017. Her research focuses on content and language-integrated learning. Currently, she works as a lecturer at the Faculty of Hindu Education at the State Hindu University I Gusti Bagus Sugriwa (UHN IGBS) in Denpasar, Bali, Indonesia.
Syarifuddin Dollah, Universitas Negeri Makassar, Makassar, Indonesia

Syarifuddin Dollah is a Professor of English Language Education at Universitas Negeri Makassar (Makassar State University) in Indonesia. He currently serves as the head of the doctoral program in English Language Education and is a former dean of the Faculty of Language and Literature at the university. Born in Bua-bua, Pinrang Regency, he completed his undergraduate studies at IKIP Ujung Pandang, pursued his Master's degree at UM, and earned his doctorate at Unhas. He was inaugurated as a professor in the field of English Language Education after conducting research focused on English for Specific Purposes (ESP) in the digital era. His scholarly work reflects his expertise and professionalism in the field of English Language Education.
Muhammad Basri, Universitas Negeri Makassar, Makassar, Indonesia

Muhammad Basri is a professor in Applied Linguistics at Universitas Negeri Makassar (Makassar State University) in Indonesia. He currently works as one of the professors in the English Language Education program at the UNM Postgraduate Doctoral Program. His research endeavors span a broad range of areas, including bilingualism, biliteracy development, multicultural education, methodologies in English Language Teaching (ELT), and the integration of Information and Communication Technology (ICT) in ELT.

References

Aladwan, S. Q. A. (2022). The effectiveness of a training program based on Betts’ model of autonomous learner on improving the creativity product. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), 1–11. https://doi.org/10.29333/ejmste/12731

Ang, W., Shorey, S., López, V., Chew, H., & Lau, Y. (2021). Generation Z undergraduate students’ resilience during the COVID-19 pandemic: A qualitative study. Current Psychology, 41(11), 8132–8146. https://doi.org/10.1007/s12144-021-01830-4

Apriliano, M., & Inayati, N. (2023). Internalization of Islamic religious education in forming the religious humanist character of students at SMP Negeri 2 Colomadu. In Proceedings of the International Conference on Educational Innovation (ICEI 2023) (pp. 321–331). Atlantis Press. https://doi.org/10.2991/978-2-38476-102-9_30

Benson, P. (2013). Learner autonomy. TESOL Quarterly, 47(4), 839–843. https://doi.org/10.1002/tesq.134

Borod, J. C. (Ed.). (2000). The neuropsychology of emotion. Oxford University Press.

Boudouaia, A., Cheriet, H., Khattala, A., Hamli, S., Belmamoune, S., Ntorukiri, T., Al-Qadri, A., & Abdelhak, A. (2022). Learner autonomy: Algerian EFL teachers’ beliefs. Education Research International, 2022, 1–13. https://doi.org/10.1155/2022/8169853

Bradberry, B. (2020). Emotional intelligence. BookRix.

Budiman, J., & Ganap, N. (2024). Investigating students' motivation as autonomous learners in English language acquisition: A study on Politeknik Pelayaran Sulawesi Utara. Edumaspul - Jurnal Pendidikan, 8(1), 361–377. https://doi.org/10.33487/edumaspul.v8i1.7655

Daflizar. (2023). Approaches to foster learner autonomy in EFL learning: A literature review. Journey: Journal of English Language and Paedagogy, 6(1), 148–160.

Dawson, L. A. (2023). Enhancing language development through project-based learning: A literature review. Canadian Journal of Language and Literature Studies, 3(6), 35–40.

Ebrahimi, M., Izadpanah, S., & Namaziandost, E. (2021). The impact of writing self-assessment and peer assessment on Iranian EFL learners’ autonomy and metacognitive awareness. Education Research International, 2021, 1–12. https://doi.org/10.1155/2021/9307474

Edward, K., & Warelow, P. (2005). Resilience: When coping is emotionally intelligent. Journal of the American Psychiatric Nurses Association, 11(2), 101–102. https://doi.org/10.1177/1078390305277526

Forde, C., & O’Brien, A. (2022). A literature review of barriers and opportunities presented by digitally enhanced practical skill teaching and learning in health science education. Medical Education Online, 27(1), Article 2068210. https://doi.org/10.1080/10872981.2022.2068210

Gai, F. (2014). The application of autonomous learning to fostering cross-cultural communication competence. Theory and Practice in Language Studies, 4(6), 1291–1295. https://doi.org/10.4304/tpls.4.6.1291-1295

Harmer, J. (2007). The practice of English language teaching. Pearson Longman ELT.

Hawkins, M. (2018). Self-directed learning as related to learning strategies, self-regulation, and autonomy in an English language program: A local application with global implications. Studies in Second Language Learning and Teaching, 8(2), 445–469. https://doi.org/10.14746/ssllt.2018.8.2.12

Hernadi, H., Firdaus, R., & Rusmianto, N. (2023). Effectiveness of humanistic approach assisted by learning media to increase motivation student learning in MTs Darul Huffaz Pesawaran. Jurnal Teknologi Pendidikan: Jurnal Penelitian dan Pengembangan Pembelajaran, 8(3), 530–539. https://doi.org/10.33394/jtp.v8i3.7496

Jianfeng, C. (2019). An investigation of learner autonomy among EFL students in mainland Chinese university [Master's thesis, Universiti Tunku Abdul Rahman]. UTAR Institutional Repository.

Kusurkar, R., Cate, O., Vos, C., Westers, P., & Croiset, G. (2012). How motivation affects academic performance: A structural equation modelling analysis. Advances in Health Sciences Education, 18(1), 57–69. https://doi.org/10.1007/s10459-012-9354-3

Mehdiyev, E. (2020). Opinions of EFL students regarding autonomous learning in language teaching. Journal of Language and Linguistic Studies, 16(2), 523-534. https://doi.org/10.17263/jlls.759241

Mısır, H., Koban Koç, D., & Engin Koç, S. (2018). An analysis of learner autonomy and autonomous learning practices in Massive Open Online Language Courses. Arab World English Journal (AWEJ) Call for Paper Issue, 4, 24–39. https://dx.doi.org/10.24093/awej/call4.3

Northrup, D. (2013). How English became the global language. Palgrave Macmillan.

Öz, H., Demirezen, M., & Pourfeız, J. (2015). Emotional intelligence and attitudes towards foreign language learning: Pursuit of relevance and implications. Procedia - Social and Behavioral Sciences, 186, 416–423. https://doi.org/10.1016/j.sbspro.2015.04.118

Pavelescu, L., & Petrić, B. (2018). Love and enjoyment in context: Four case studies of adolescent EFL learners. Studies in Second Language Learning and Teaching, 8(1), 73–101. https://doi.org/10.14746/ssllt.2018.8.1.4

Pinphet, P. (2020). The effects of a project-based blended learning with communication strategy instruction on English oral communication ability and learner autonomy of undergraduate engineering students [Doctoral dissertation, Chulalongkorn University]. Chulalongkorn University Intellectual Repository (CUIR). https://doi.org/10.58837/chula.the.2020.183

Pondalos, E., Saputri, N., & Pratiwi, T. (2022). Promoting autonomous learning through online discussion. Journal of English for Academic and Specific Purposes (JEASP), 5(1), 1–13. https://doi.org/10.18860/jeasp.v5i1.16582

Presiden RI. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Istana Negara.

Purcia, E., Ygrubay, R., & Marbibi, A. (2023). Emotions as language learning enhancers of Grade 11 students. American Journal of Multidisciplinary Research and Innovation, 2(3), 9–14. https://doi.org/10.54536/ajmri.v2i3.1543

Rahman, A., Angraeni, A., & Fauzi, R. (2021). The activation of learners' metacognition to promote learning autonomy of good language learners. PEGEGOG: Jurnal Pendidikan dan Pembelajaran, 11(4), 1143–1152. https://doi.org/10.47750/pegegog.11.04.24

Rogers, C. R. (1994). Freedom to learn (H. J. Freiberg, Ed.). Macmillan College.

Shao, K., Yu, W., & Ji, Z. (2013). An exploration of Chinese EFL students' emotional intelligence and foreign language anxiety. Modern Language Journal, 97(4), 917–929. https://doi.org/10.1111/j.1540-4781.2013.12042.x

Smith, S. (2015). Learner autonomy: Origins, approaches, and practical implementation. International Journal of Educational Investigations, 2(4), 82–91.

Sudrajat, S., Supardi, S., & Milhani, Y. (2020). Humanistic learning of social studies at Junior High School of Budi Mulia 2 Yogyakarta Indonesia. International Journal of Education, 12(1), 46–54. https://doi.org/10.5296/ije.v12i1.16066

Sugiyono. (2013). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.

Tamano, R. G. (2023). The 5R model of language learner autonomy: Reconstructing autonomous language learners in distance education. Journal of English and Applied Linguistics, 2(2), 50–64. https://doi.org/10.59588/2961-3094.1065

Tasnim, Z., & Ahmed, R. (2022). Rise of humanistic education: A literature review. Crossings: A Journal of English Studies, 13(1), 106–117. https://doi.org/10.59817/cjes.v13i1.23

Thao, L., Thuy, P., Nguyen, A., Yen, P., Thu, H., & Tra, N. (2023). Impacts of emotional intelligence on second language acquisition: English-major students’ perspectives. SAGE Open, 13(4). https://doi.org/10.1177/21582440231212065

Villaver, M., & Justiniane, L. (2023). Challenges of English language learners towards remote independent study: Developing a theory. Journal of Learning and Development Studies, 3(1), 52–61. https://doi.org/10.32996/jlds.2023.3.1.6

Willis, J. (2011). Affiliation, autonomy and assessment for learning. Assessment in Education: Principles, Policy & Practice, 18(4), 399–415. https://doi.org/10.1080/0969594x.2011.604305

Zhang, W., Zhang, D., & Zhang, L. (2021). Metacognitive instruction for sustainable learning: Learners’ perceptions of task difficulty and use of metacognitive strategies in completing integrated speaking tasks. Sustainability, 13(11), 6275. https://doi.org/10.3390/su13116275