Competence, which is reading skill. The indicators of reading skill are identifying main ideas, supporting details, factual information, and rhetorical steps.
The fourth skill is writing skill, the basic competence of writing skill is expressing expressions in appropriate rhetorical development steps in written from
which type is narrative, recount, and descriptive. The indicators are writing simple functional sentences, writing short messages or announcements, producing
narratives, descriptives and recount texts. Listening activities are usually done in groups or individually, speaking
usually done in pairs, reading is usually done individually, and writing is usually done individually.
Evaluations in CBC must be done comprehensively and continuously. A comprehensive evaluation is an evaluation which all basic competencies must be
mastered by students. Moreover, the evaluation must be done continuously during teaching learning process, not only at the end of teaching learning process. This
theory helps the writer to identify English teaching learning activities implementation applied in the target school and some possible solutions that must
be applied if the implementation of English teaching learning activities is different from the implementation regulated by the curriculum.
3. Experiential Learning Theory
Experiential learning theory defines learning as the process whereby knowledge is created through the transformation of experience. Knowledge results
from the combination of grasping and transforming experience Kolb, 1984 Experiential learning theory provides a holistic model of the learning process and
a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop Kolb et al., 2000. There are
some reasons why this theory called “experiential”. The first reason, the term experiential is used to differentiate ELT both from cognitive learning theories,
which tend to emphasize cognition over affect, and behavioral learning theories that deny any role for subjective experience in the learning process Kolb et al.,
2000. Another reason the theory is called experiential is its intellectual origins in the experiential work of Dewey, Lewin, and Piaget. Taken together, Dewey’s
philosophical pragmatism, Lewin’s social psychology, and Piaget’s cognitive- developmental genetic epistemology form a unique perspective on learning and
development Kolb, 1984. Kolb defines the experiential learning theory into four stage learning cycles: Concrete Experience, Reflective Observation, Abstract
Conceptualization, and Active Experimentation. Figure 1. Kolb’s stage learning cycles
According to learning cycle above, in 2000, Kolb, Boyatzis and Charalampos concluded:
Processing Continuum
How we do things Concrete Experience CE
feeling
Abstract Conceptualization AC thinking
Active Experimentation AE
doing Reflective
Observation RO watching
Converging ACAE
Assimilating ACRO
Accommodating CEAE
Diverging CERO
P e
rc e
p ti
o n
C o
n ti
n u
u m
h o
w w
e t
h in
k
a b
o u
tt h
in g
s
Immediate or concrete experiences are the basis for observations and reflections. These reflections are assimilated and distilled into abstract
concepts from which new implications for action can be drawn. These implications can be actively tested and serve as guides in creating new
experiences. In additionally, in grasping experiences some of students perceive new information through experiencing the concrete, tangible, felt
qualities of the world, relying on our senses and immersing ourselves in concrete reality, for example doing the experiments or outdoor activities.
Others tend to perceive, grasp, or take hold of new information through symbolic representation or abstract conceptualization, such as thinking
about, analyzing, or systemically planning, rather than using sensation as a guide. Similarly, in transforming or processing experience some of people
tend to carefully watch other who are involved in the experience and reflect on what happens or reflective observation, while others choose to
jump right in and start doing things or active experimentation. p. 3-4
In learning cycle, Kolb developed the Learning Style Inventory LSI. The aim of LSI is to assess individual learning style. As shows on the diagram above,
there are four statistically prevalent learning styles, they are Diverging, Assimilating, Converging, and Accommodating. The following is the summary of
four basic learning styles based on research and clinic observation of pattern of LSI scores Kolb et al., 2000 :
a. Diverging The diverging style’s dominant learning abilities are Concrete Experience
CE and Reflective Observation RO. People with this learning style are best at viewing concrete situations from many different points of view. People with
a diverging learning style have broad cultural interest and like to gather information. In formal learning situations, people with the diverging style
prefer to work in group; listening with an open mind and receiving personalize feedback.
b. Assimilating
The Assimilating style’s dominant learning abilities are Abstract Conceptualization AC and Reflective Observation RO. People with this
learning style are best at understanding a wide range of information and putting into concise, logical form. Individuals with an assimilating style are less
focused on people and more interested in ideas and abstract concepts. In formal learning situations, people with this style prefer reading, lectures, exploring
analytical models, and having time to think things through. c. Converging
The converging style’s dominant learning abilities are Abstract Conceptualization AC and Active Experimentation AE. People with this
learning style are best at finding practical uses for ideas and theories. They have ability to solve problems and make decisions based on finding solutions
to questions or problems. In formal learning situations, people with this style prefer to experiment with new ideas, simulations, laboratory assignments, and
practical applications. d. Accommodating
The Accommodating style’s dominant learning abilities are Concrete Experience CE and Active Experimentation AE. People with this learning
style have the ability to learn from primarily “hand-on” experience. They enjoy carrying out plans and involving themselves in new challenging experiences.
Their tendency may be to act on “gut” feelings rather than on logical analysis. In formal learning situations, people with this accommodating learning style
prefer to work with others to get assignments done, to set goals, to do field work, and to test out different approaches to completing a project.
4. Problem Solving Based Learning
