IMPLEMENTING HUMANISTIC LEARNING STRATEGIES TO ENHANCE ACTIVE ENGAGEMENT AMONG TENTH-GRADE STUDENTS

Abstract

This mini research aims to implement humanistic learning theory in English language instruction at Al Jumhuri Senior High School in Blitar. This research is dedicated to improving learners’ inner drive by utilizing a student-centered methodology grounded in humanistic principles and enriched by local cultural values. The approach, inspired by theorists such as Rogers and Maslow, underlines the necessity of emotionally responsive teaching, personal growth, and nurturing the whole person within a caring academic setting. The qualitative descriptive strategy guides the study, where the teacher-researcher collects insights through active observation in the classroom, reflective writings, and ongoing field documentation. The findings indicate that contextual implementation of the humanistic approach, blended with local values such as the culture of greeting, mutual cooperation (gotong royong), tolerance, and consensus-based decision-making (musyawarah) has a positive impact on student engagement and enthusiasm. As learners become more engaged, articulate their views more easily, and grow in their confidence using English, this approach proves effective. In parallel, it advances the Critical thinking, Communication, Collaboration, and Creativity (4Cs) of 21st-century learning, fostering not only intellectual development but also the building of strong character and cultural sensitivity. Thus, the study confirms that combining humanistic learning theory with local wisdom can serve as an effective strategy to enrich foreign language education in ways that are meaningful, relevant, and empowering both academically and socially.