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All Journal Elsya : Journal of English Language Studies UTAMAX : Journal of Ultimate Research and Trends in Education Celebes Journal of Language Studies
Ratni, Ni Putu
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Transforming Writing Education: An Investigation of Students' Experiences with Project-Based Learning in Teaching Writing: English Ratu, Donal Matheos; Nurhayati , Nurhayati; Ratni, Ni Putu; Nurmaisyah, Nurmaisyah; Rantung, Ruly; Kojongian, Prilimercy Lingkan; Tatipang, Devilito Prasetyo
Utamax : Journal of Ultimate Research and Trends in Education Vol. 7 No. 1 (2025): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v7i1.25037

Abstract

In response to the pedagogical shift toward more authentic and student-centered learning in higher education, this study investigates the integration of Project-Based Learning (PjBL) in teaching academic writing to English education students in Indonesia. While PjBL has been recognized for fostering collaboration and critical thinking, limited research has explored how students behaviorally, emotionally, and cognitively respond to its implementation in writing instruction. Addressing this gap, a qualitative case study was conducted involving twenty university students who participated in a semester-long PjBL-based writing course. Drawing on data from observations, interviews, and document analysis involving twenty English education students, this study reveals three key findings. Behaviorally, students demonstrated active participation, leadership, and collaborative responsibility, supported by structured peer roles and group accountability mechanisms, although a few exhibited passive involvements due to unequal workload distribution. Emotionally, most students experienced enthusiasm and a sense of accomplishment, particularly during topic selection and final submission, but some expressed anxiety related to public presentation and frustration over imbalanced team contributions. Cognitively, students showed marked improvements in brainstorming, organizing arguments, and revising drafts, guided by visual tools, feedback, and reflective journaling, which enhanced their critical thinking and writing cohesion. These findings highlight PjBL as a transformative pedagogy that fosters technical skills, autonomy, emotional resilience, and cognitive engagement. By offering an integrated view of students’ experiences, the study advocates for strategies that support collaboration, emotional support, and metacognitive awareness in academic writing, with broader implications for advancing student-centered learning in higher education.  
Field-Driven Language Learning: Exploring Emotional Intelligence and Autonomy in Indonesian EOP Programs Ratni, Ni Putu; Dollah, Syarifuddin; Basri, Muhammad
Elsya : Journal of English Language Studies Vol. 7 No. 2 (2025): Elsya : Journal of English Language Studies (In-Press)
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/jq32ny46

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.
CoALM, a Model of Autonomous Learning Approach for the ETL in the Travel Industry Study Program of UHN IGBS Denpasar-Bali-Indonesia Ratni, Ni Putu; Dollah, Syarifuddin; Basri, Muhammad; Sakkir, Geminastiti
Celebes Journal of Language Studies Vol. 5, No. 1 June 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i1.236

Abstract

This research was motivated by the lack of references regarding the implementation of the Autonomous Learning Approach in English teaching and learning (ETL) for the Travel Industry Study Program at UHN IGBS Denpasar. The purpose of this study was to explore the implementation of the Collaborative Autonomous Learning Model (CoALM), which emerged from the execution of the Autonomous Learning Approach in ETL for students in the Travel Industry Study Program of UHN IGBS Denpasar; the research utilized a qualitative approach, employing grounded theory methods and data triangulation analysis; the findings indicated that the students' efforts to implement Autonomous Learning in their English practice and studies led to the development of a collaborative learning environment. This collaboration arose from the students' engagement in practical language application within the field. It represented a natural form of autonomous language learning that yielded mutual benefits for both students and foreign tourists, ultimately resulting in the creation of the Collaborative Autonomous Learning Model (CoALM), which is student-directed; the research findings were analyzed and concluded based on data collected from various sources and locations, which presented certain constraints. Therefore, it is suggested that future researchers explore this area of study using a broader range of data sources and locations.
Co-Authors Devilito Prasetyo Tatipang Donal Mateos Ratu Geminastiti Sakkir Muhammad Basri Nurhayati Nurhayati Nurmaisyah, Nurmaisyah Prilimercy E. Kojongian Ruly Rantung Syarifuddin Dollah