IMPLEMENTATION OF FIELD STUDY-BASED LEARNING METHODS IN ORAL LITERATURE COURSES TO INCREASE STUDENT UNDERSTANDING AND PARTICIPATION
Keywords:
Experiential Learning; Field-Based Learning; Student Engagement; Contextual Learning; Oral LiteratureAbstract
Oral literature is a form of knowledge rooted in cultural practice and is inherently performative; however, its teaching at the university level is still dominated by text-based approaches that tend to decontextualize meaning and limit student engagement. This study aims to examine how fieldwork-based learning transforms contextual understanding and student participation in undergraduate oral literature courses. The research adopts a qualitative case study design conducted over one semester, involving 60 students. Data were collected through classroom and field observations, semi-structured interviews, and student-generated documents, then analyzed using a thematic approach. The results show that involvement in field-based experiences shifts students’ interpretive orientation from context-detached textual analysis to meaning-making rooted in cultural practice. Simultaneously, student participation evolves from reactive involvement to a more agentive form of engagement, characterized by interpretive contributions, dialogic interaction, and collaboration in knowledge construction. In this process, learning emerges as a recursive and relational procedure, where experience, reflection, understanding, and participation develop in an interconnected manner. This study contributes by offering an integrative understanding of learning that views contextual understanding and participation as mutually shaping processes through engaged experience. These findings broaden perspectives on experiential and contextual-based learning and emphasize the importance of pedagogical designs that integrate conceptual preparation, authentic field experiences, and structured reflection to support meaningful and participatory learning in disciplines rooted in culture.
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