Students` perception on English teaching learning activities at the first grade of junior high school in Sekolah Alam Nurul Islam Yogyakarta - USD Repository

  

STUDENTS’ PERCEPTION ON ENGLISH TEACHING

LEARNING ACTIVITIES AT THE FIRST GRADE OF JUNIOR

HIGH SCHOOL IN SEKOLAH ALAM NURUL ISLAM

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

  

Presented as partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  By Meilia Restyanty

  Student Number: 071214119

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

  

ABSTRACT

  Restyanty, Meilia (2012). Students’ Perception on English Teaching Learning

  

Activities at the First Grade of Junior High School in Sekolah Alam Nurul Islam

Yogyakarta. Yogyakarta: Sanata Dharma University.

  Perception is an important factor that influences successful learning since it influences students’ behaviors and motivation to learn. First grade students of junior high school will get positive impact on their behavior and motivation to learn when they have positive perceptions on English teaching learning activities. Moreover, the implementation of English teaching learning activities that in

  

Sekolah Alam Nurul Islam Yogyakarta have some differences from the

conventional school.

  There are three research problems to be solved: (1) How is the implementation of English teaching-learning activities in the first grade students of Sekolah alam Nurul Islam Junior High School Yogyakarta? (2) What are the first grade students of Sekolah alam Nurul Islam Yogyakarta Junior High School’s perception on their English teaching-learning activities? (3) What are some possible suggestions to improve the quality of English teaching-learning activities?

  The researcher conducted research by observing class VII, distributing questionnaire, and interviewing the English teacher and some first grade students. The participants of this study were the first grade students of Sekolah Alam Nurul

  Yogyakarta Junior High School. The data were collected from the result of

  Islam

  observation, questionnaire, and interview. The writer employed descriptive research, which means that the purpose of the research is to gain information about the first grade students’ perception on their English teaching learning activities that is generated from the implementation of the English teaching learning activities in this school.

  Based on the results, the researcher concluded that the implementation of English teaching learning activities in the target school was lack of variations. The participants, generally, had positive perceptions on the English teaching learning activities. However, some possible suggestions were needed to overcome some problems that came up in the English teaching learning activities and maintained students’ perceptions. The proposed suggestions should be applied in the target school in order to improve the quality of the English teaching learning activities.

  Keywords: perception, sekolah alam, teaching learning activities

  

ABSTRAK

  Restyanty, Meilia (2012). Students’ Perception on English Teaching Learning

  

Activities at the First Grade of Junior High School in Sekolah Alam Nurul Islam

Yogyakarta . Yogyakarta Universitas Sanata Dharma.

  Persepsi adalah salah satu faktor penting yang dapat mempengaruhi keberhasilan pembelajaran karena persepsi mempengaruhi tangkah laku siswa dan motivasi untuk belajar. Akan berdampak positive terhadap tingkah laku dan motivasi belajar pada siswa kelas satu Sekolah Menengah Pertama ketika mereka memiliki persepsi positif terhadap kegiatan belajar mengajar. Selain itu, penerapan kegiatan belajar mengajar Bahasa Inggris di Sekolah Alam Nurul Islam Yogyakarta memiliki beberapa perbedaan dari sekolah pada umumnya.

  Ada tiga permasalahan untuk dipecahkan dalam penelitian ini : (1) bagaimanakah pelaksanaan kegiatan belajar mengajar Bahasa Inggris di Sekolah Menengah Pertama Sekolah Alam Nurul Islam Yogyakarta? (2) bagaimana persepsi siswa kelas satu Sekolah Menengah Pertama Sekolah Alam Nurul Islam Yogyakarta terhadap kegiatan belajar mengajar Bahasa Inggris? (3) apa sajakah saran-saran yang memungkinkan untuk meningkatkan kegiatan belajar mengajar Bahasa Inggris di sekolah ini?

  Untuk memecahkan masalah-masalah tesebut, peneliti melakukan observasi, menyebar kuiseoner, and melakukan wawancara dengan guru Bahasa Inggris dan beberapa siswa kelas satu. Responden dalam penelitian ini adalah siswa kelas satu Sekolah Menengah Pertama Sekolah Alam Nurul Islam Yogyakarta. Data dalam penelitian dikumpulkan dari hasil observasi, kuesioner dan wawancara. Peneliti menerapkan metode penelitian deskripsi, yang artinya tujuan dari penelitian ini adalah untuk mendapatkan informasi tentang persepsi siswa kelas satu Sekolah menengah Pertama terhadap kegiatan belajar mengajar Bahasa Inggris yang mereka jalani di sekolah.

  Berdasarkan hasil penelitian, akhirnya peneliti menyimpulkan bahwa variasi kegiatan belajar mengajar Bahasa Inggris di sekolah masih kurang dan perlu ditingkatkan. Meskipun para responden umumnya memiliki positif persepsi terhadap kegiatan belajar mengajar Bahasa Inggris. Namun, beberapa tindak lanjut atau saran-saran diperlukan untuk mengatasi masalah yang timbul Selma kegiatan belajar mengajar Bahasa Inggris berlangsung dan menindaklanjuti persepsi siswa. Tindak lanjut ini perlu dilakukan dengan tujuan untuk meningkatkan kualitas kegiatan belajar mengajar Bahasa Inggris di sekolah ini.

  Kata Kunci: perception, sekolah alam, teaching learning activities

  

ACKNOWLEDGEMENTS

  I would like to express my gratitude for those who have supported and facilitated me in accomplishing my study. First of all, I would like to thank God for His enormous blessing, grace, and love, so I could survive until this time.

  I would like to thank my sponsor, Mr. Ag. Hardi Prasetyo, S.Pd., M.A. I thank him for his guidance, great patience, support, and advice. They are precious for me.

  For all lecturers in English Education Study Program, I thank them for their guidance, time, and patience during my study. Without them, I could not finish my study.

  For Dwi Sabda Budi P, M.Si., the head master of Sekolah Alam Nurul

  

Islam Yogyakarta Junior High School, I would like to thank him for his help and

permission to conduct a research in his school.

  I thank Irna Stania, S.S., the English teacher in Sekolah Alam Nurul

  

Islam Yogyakarta Junior High School, for her help during the research. To all

  participants in my research, I thank them for their willingness to be involved in the research.

  I also thank Mbak Danik and Mbak Tari, the English Education Study Program staff, for their help during my study.

  I would like to thank my beloved parents, Bapak Aloysius Dasiran and Ibu Tri Mulyatiningsih. I thank them for their support, never-ending love, advice,

  I thank my brother, sisters and nephew, Danang, Vio, Susmiati and Davine. I thank them for their support and help, their smile that always cheer me up.

  I also would like to thank I Made Ray Budayasa, for his best love, great support and patience to understand me whenever I feel so depressed To my dearest friends – Lucia, Eyik, Vita, Lita, Atha, Lucie, and Deby, I thank them for the greatest time that we share together.

  I would also like to thank all people that I could not mention here. I thank them for their encouragement and prayers.

  All people who I mentioned really mean so much to me. Without their support and prayers I could not reach this achievement.

  Meilia Restyanty

  TABLE OF CONTENTS

  13 3. Experiential Learning Theory……………………………………….

  32 F. Data Analysis…….……………………………………………...………

  32 E. Data Gathering……...…………………………………………………...

  31 c. Interview…………………………………………………………….

  30 b. Questionnaire………………………………………………………..

  30 a. Observation………………………………………………………….

  29 D. Research Instruments………………………………………...……....….

  29 C. Research Participants………...……………………………………….…

  27 B. Research Setting……....…………………………………………………

  A. Research Method……. .…………………………………………………

  25 CHAPTER III: RESEARCH METHODOLOGY

  23 B. Theoretical Framework………….………………………………………

  18 5. Sekolah Alam………………………………………………………...

  15 4. Problem Solving Based Learning…………………………………...

  13 2. Implementation CBC in Junior High School………………………..

  TITLE PAGE……………………………………………………………….. i APROVAL PAGE………………………………………………………….. ii DEDICATION PAGE………………………………….…………………… iv

  11 b. Perception on Learning………………………………………….

  11 a. Factors that Influence Perception……………….……………….

  11 1. Perception…………………….……………………………………...

  8 CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoretical Description………….………………….…………………...

  7 F. Definition of Terms…………………………………………….………..

  6 E. Research Benefit……..………………………………….……………....

  6 D. Research Objective…………………………………………….………..

  5 C. Problem Limitation…………………………………………….………..

  1 B. Problem Formulation………...………………………………………….

  CHAPTER I: INTRODUCTION A. Background of the Study……………………………………..….……...

  ACKNOWLEDGEMENTS……………………………………………….... ix TABLE OF CONTENTS…..……………………………………………….. xi LIST OF APPENDICES…………………………………………………..... xiii

  

ABSTRAK………………………………………………………………….... viii

  STATEMENT OF WORK’S ORIGINALITY…………….……………….. vi ABSTRACT………………………………………………….……………... vii

  

PERNYATAAN PERSETUJUAN PUBLIKASI ................................................ v

  33 CHAPTER IV: RESEARCH FINDING AND DISCUSSION

  1. The Implementation of English Teaching-Learning Activities in the Class…………………………………………………………………

  36

  2. The First Grade Students of Sekolah Alam Nurul Islam Yogyakarta Junior High School’s perceptions on Their English Teaching Learning Activities…………………………………………………..

  44

  3. Some Possible Suggestions to Improve the Quality of English Teaching-Learning Activities……………………………………….

  66 B. Discussion…...…………………………………………………………..

  70 CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions…..………………………………………………………….

  72 B. Suggestions……………………………………………………………...

  74 REFERENCES…………………………………………………………….

  75 APPENDICES……………………………………………………………...

  77

  LIST OF APPENDICES APPENDIX A. PERMISSION LETTER.…………………...……………..

  76 APPENDIX B. OBSERVATION SHEET.………………………………...

  77 APPENDIX C. QUESTIONNAIRE..……………………………………....

  80 APPENDIX D. SUMMARY OF QUESTIONNAIRE RESULT…….…....

  82 APPENDIX E. INTERVIEW………..…………………………………..…

  84 APPENDIX F. DATA TABULATION………………….………………...

  86 APPENDIX G. CENTRAL TENDENCY DISTRIBUTION……..…..……

  87

CHAPTER I INTRODUCTION This research investigates the students’ perception of English teaching

  learning activities in Sekolah Alam Nurul Islam Yogyakarta. This chapter presents background of the study, problem limitation, problem formulation, research objectives, research benefit and definition of terms.

A. Background of the Study

  There are a lot of factors that influence successful English learning. One of the factors is perception. Perception is a process of organizing information from the environment, then interpreting it in order to make the information meaningful (Robbins, 1997). Perception plays an important role in learning process since it influences someone’s behavior or attitudes and motivation to learn (Szilagyi and Wallace, 1980). Positive perception on the learning activities brings positive behavior for students during the learning activity process and positive attitude to have high motivation in learning activities. In other words, what the students think about the learning activities will affect their attitude during the learning process.

  Their positive behavior and attitudes can be seen through their interest in the target that is being perceived.

  Students’ perception on English teaching-learning activities is important since attitude in English learning activities. Students’ interest will cause greater willingness to learn English. Based on the research by Kitao and Kitao (1995), when students have negative perception on learning English, there is a tendency that the negative perception blocks students to learn English. One of the reasons is when they have negative perception on English learning; they will not be willing to learn English well. Then, during the teaching-learning activities, the teacher often found dissatisfaction with students since they do not participate actively in teaching-learning activities or they do not understand what the teacher explained because they did not enjoy the class. On the other side, students also find dissatisfaction whenever the instructional activities are different from students’ expectation on teaching learning activities. After knowing students’ perception on the English teaching-learning activities, it would be easier for the teacher to plan their English teaching-learning activities.

  Perception on the first grade students of junior high school on English teaching-learning activities is also very important. When they enter their school on junior high school, it is their first time to learn English as a compulsory subject. Therefore, their perception on English teaching-learning activities during the first year in junior high school will influence their further perception on English learning activities. In other words, what students think about learning English will affect how they deal with English learning. This research is conducted in order to find out students’ perception on their English teaching- learning activities. In order to know students’ perception on the English teaching- learning activities, first, the implementation of the English teaching-learning activities has to be observed.

  The first grade students of junior high school are at the age of puberty. Puberty is a normal phase of development that occurs when a child's body transitions into an adult body and readies for the possibility of reproduction (O’Donnell, 2013). In this period, their emotions play an important role in all aspects of their activities, including their activities in perceiving something (Leontiev, 1981). Students at this age have a different way in perceiving something. It is because they are influenced by their emotions, which are not stable yet. Therefore, in order to build students’ positive perception on English teaching learning activities, teachers have to implement teaching-learning activities which consider students’ condition; whether the students are tired, bored, or not ready yet to do the teaching-learning activities, using appropriate materials and activities (Thorndike, 1975). For example, the teacher invites students to get out the class in order to avoid students’ boredom. They need interesting activities that can be done outside the class. Students can learn through the nature and find the real example of the material; they do not just imagine through the pictures and practice directly. Through this activity, students will not find boredom, more active and more enthusiastic during the teaching learning activities. Besides, they will be more aware to the nature around them and know how to implement the material they have got. This kind of teaching learning activity has been implemented in Sekolah Alam that is becoming a trend in

  Sekolah Alam is a school where students are not pressed to study in the

  classroom and wear uniform. Most of the teaching learning activities were done outside the class. The aim of this activity is to avoid students’ boredom and to invite the students more active, creative and enjoys the teaching learning activities. Besides, it would build students’ confidence because they have more interaction with others. Rousseau (1712-1718) describes how children's education from birth through adolescence. Rousseau suggested 'back to nature' and the approach is natural in children's education, namely: 'Naturalism'. Naturalism is natural that spurred the development of quality such as happiness, sportsmanship and curiosity. In practice, reject naturalism uniform (dress code), standardization of the minimum basic skills and strongly encourage freedom of the child in learning. The teacher who is teaching in Sekolah Alam Nurul Islam Junior High School has applied Curriculum Based-Competence (CBC) in teaching learning activities, but in the implementation in the class, they have some differences from the conventional school which is teacher explains the whole materials then students do the assignments. In Sekolah Alam Nurul Islam Junior High School teacher explains the material in the beginning of the lesson then teacher asks the students to find out more information about the materials by themselves. The students can use internet or everything that provides the information, but most of the students use internet to find the information. These activities make the students more active and confident, so it will not make the teaching learning activities get boring. Thus the students will be more enthusiastic in following the railway station, bus station, restaurant, etc., thus the students get more information on the location not just material in the classroom. For the teaching learning method, this school refers to experiential learning and problem solving based learning concept. Through those teaching learning activities, the students are more active because they solve the problem by themselves, either individual or in a group; they also learn based on what they saw or experienced.

  In researching English teaching-learning activities there are some elements that are observed. Those are how a teacher in Sekolah Alam teaches his or her students, what a teacher wants his or her students to learn, how students learn, and how students want to learn, what students learn, and what the purpose of learning the language are (Champbell, 2001). In teaching-learning activities teachers can combine those elements in planning English teaching-learning activities in order to meet students’ and teacher’s expectation.

  The knowledge of students’ perception on English learning especially on English teaching-learning activities is an important step to understand the etiology of language learning (Kitao and Kitao, 1995), and that is the reason why this research is conducted; to find out students’ perception on their English teaching- learning activities in Sekolah Alam so teacher can choose the most appropriate teaching-learning strategies to be applied in teaching-learning activities.

B. Problem Formulation

  Based on the explanation above, there are three problems formulated for this

  1. How is the implementation of English teaching-learning activities in the first grade students of Sekolah Alam Nurul Islam Junior High School Yogyakarta?

  2. What are the first grade students of Sekolah Alam Nurul Islam Yogyakarta Junior High School’s perceptions on their English teaching-learning activities?

  3. What are some possible suggestions to improve the quality of English teaching-learning activities?

  C. Problem Limitation

  This study limits the participants only in the area of Sekolah Alam Nurul

  

Islam Yogyakarta Junior High School. It is done in order to focus on the study

  that involves first grade students in the target school. The school is chosen because it is opened to help any researchers to conduct any education research.

  The participants involved in this study are students of the first grade of

  

Sekolah Alam Nurul Islam Yogyakarta Junior High School. The population of the

study is all students of the first grade in this school.

  D. Research Objectives

  This study intends to find out the answer to the research questions stated in the problem formulation. There are three objectives in this study. They are:

  1. To describe the implementation of English teaching-learning activities in the first grade students of Sekolah Alam Nurul Islam Yogyakarta Junior High School.

  2. To identify the perception of the first grade students of Sekolah Alam Nurul Islam Yogyakarta Junior High School.

  3. To identify some possible suggestions to improve the quality of English teaching-learning activities.

E. Research Benefit

  This research will primarily benefit for the students of the English Education Study Program of Sanata Dharma University, English Education Study Program and other researchers.

  1. The students and teachers

  The research will be beneficial for teachers and students themselves. Both English teacher and students will see their activities during English subject, how the class runs, and how well they manage the English class. It is expected that the identification about English teaching-learning activities implementation will become a kind of feedback both for English teacher and students.

  2. English Language Education study program

  The research may give contribution to the English Language Education study program of Sanata Dharma University Jogjakarta to improve the students’ teaching skills. They can use Sekolah Alam as a place to practice their students in activities because there is some superiority that differs from conventional school and through PPL practice at Sekolah Alam, the students are expected to be more creative and innovative in their teaching activities in the future.

3. Future Researchers

  It is hoped that the research will be benefit for other researchers who would like to conduct the similar research. This research will be very helpful for those who will conduct further discussion about the English teaching learning activity in their teaching activities.

F. Definition of Terms

  In order to make common conception with the readers about some terms used in this research, the researcher defines them as follow:

  1. Perception is the process of selecting, organizing, interpreting sensory data into usable mental representations of the world (Huffman, Vorney.M & Vorney 1997:79). This means that each person has different perception about something and it is usually affected by their psychological factors such as their needs, interest, and motivation.

  In this research, perception refers to the students’ perception on the English teaching-learning in Sekolah Alam, which is seen from the implementation of English teaching learning activity used in Sekolah Alam.

  What is meant by students’ perception is how the students feel and think about the teaching learning activities used in their school; whether the teaching learning activities are interesting or not interesting, successful or not successful.

  2. Sekolah Alam is a school that gives priority on the students’ characters and way of thinking using back to the nature concept (Novo, 2010). Students who study in this school are not just sitting in the classroom. Sekolah Alam applied different method; students learn to have interaction with nature as much they can.

  3. The Characteristic of First Grade Students of Junior High School First grade students of junior high school are categorized into teenager learners, their age are about 12 to 13 years old. In this period, teenagers like to spend their time for hanging around, friends, peers and often disruptive behavior in class. However, they have a great capacity in learning if the teacher can engage them.

  The characteristics of teenager learners according to Harmer (2001) are:

  1. They seem to be less lively and humorous than adults

  2. Identity has to be forged among classmates and friends; peer approval may be considerably more important for the student than the attention of the teacher

  3. They would be much happier if such problem did not exist

  4. They may be disruptive in class

  5. They have great potential creativity and a passionate commitment to things that interest them.

  Based on the explanation above, the researcher concludes that the characteristics of the adolescents are period of change, new experiences, learning, and the most trying times in life. In this research, the researcher will identify the first grade students’ perception on the teaching learning activities that implemented in Sekolah Alam.

CHAPTER II REVIEW OF RELATED LITERATURE This chapter consists of two parts; they are theoretical description and

  theoretical framework. Theoretical description presents some important concepts related to the research. The concepts are (1) perception (2) CBC, and (3) experiential learning, (4) problem solving, (5) Sekolah Alam while theoretical framework discusses major relevant theories which help to answer the research problems.

A. Theoretical Description In this chapter the researcher discusses the theories related to this study.

  There are five related theories that will be viewed. The theories are perception, CBC, experiential learning, problem solving based learning, and Sekolah Alam.

1. Perception

  This part presents theory of perception including factors that influence perception and perception on learning.

a. Factors that Influence Perception

  In organizations theory, Gibson et al. (1985:61) there are six factors that influence someone’s perception; they are stereotyping, selectivity, self-concept, situation, needs and emotion.

  1) Stereotype The first factor is stereotype. Stereotype is a set of thinking in a particular group that is generalized to all members of the groups (Gibson et al, 1985:64). It means that people have set some knowledge in their mind, although they do not know whether that is true or not. In perception of the English teaching learning activity in Sekolah Alam, stereotype might be occurring. If they consider the teaching learning activities applied in Sekolah Alam are good, they will set this in their mind so they will perceive those teaching learning activities positively. Most of stereotypes are wrong perception because it is formed not based on the fact that happened in our environment.

  2) Selectivity The second factor is selectivity. It is impossible for us to catch all of the stimuli that happen around us. Only certain perceptions are taken and then proceed in our mind. The perception in based on something we want to choose. People will perceive the stimuli that they want but most of the stimuli that received are that positive from them. That is why everyone has different perception about things around them.

  3) Self-concept The third factor is self-concept. They way people see themselves in the form of self-concept will affect their perception about something. The students’ self- concept are often performed in their attitudes based on their on the stimuli which may result as the feeling of likes or dislikes about something.

  The press of time will exactly force the manager to overlook some details, to rush certain activities and to ignore certain stimuli such as request from other managers or from superior (Gibson et al, 1985:67). People will attend to work quickly when they do not have much time. People become careless in doing something. They make decisions about certain thing without further understanding or perception toward the problem.

  5) Need Perception is significantly influenced by needs and desires (Gibson et al, 1985:67). People will do everything that they want to do.

  6) Emotion Emotion can influence someone in forming perception. Perception formed through experiencing a particular thing can influence the perception which will be formed in the future. The forming of perception can influence someone’s motivation in doing something.

b. Perception on Learning

  Marton, Dall’Alba, & Beaty (1993) stated that perception on learning deals with belief and concept. It means that perception on learning always deals with belief and concept about knowledge, which plays as stimuli from environment.

2. Implementation CBC in Junior High School

  According to Pedoman Khusus Pengembangan Sistem Penilaian Berbasis

  

Kompetensi (2004), English subject has different characteristics from other

  subjects. English subject is taught using Competence Based Curriculum (CBC) teaching learning activities are not merely learning vocabulary and grammar. In spite of this, it does not mean that in CBC vocabulary and grammar are neglected.

  They are still important; however, they are not emphasized. A person will not be able to communicate well if his or her grammar and vocabulary are poor.

  The standard competence of English subject in the first grade of Junior High School is students are able to communicate in oral and written form using appropriate terms fluently and accurately in international discourse and/or short monologue especially narrative, descriptive, and simple recount.

  Based on Curriculum Based-Competence, there are four skills in English subject. The first skill is listening; the basic competence of listening skill is to understand transactional and interpersonal discourse (self-introduction, teacher’s instructions, and spontaneous responses) in the forms of descriptive, narrative, and recount. The indicators of listening skill are responding transactional discourse correctly, understanding monolog, responding teacher’s instructions and doing dictation which fulfill minimum requirement.

  The second skill in English subject is speaking skill. In speaking skill, expressing meaning in transactional discourse and oral monolog, especially in form of narrative, recount, and simple descriptive discourse is required basic competence. The indicators of speaking skill are practicing conversations orally, describing things, people, or places and doing monolog.

  Understanding expressions and steps of rhetorical development in written texts which are in form of narrative, descriptive, and recount is the basic 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) 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 Processing Continuum

  How we do things Concrete Experience (CE) feeling

  Abstract Conceptualization (AC) thinking Active Experimentation (AE) doing

  Reflective Observation (RO) watching

  Converging AC/AE Assimilating AC/RO

  Accommodating CE/AE Diverging CE/RO

  P e rc e p tio n C o n tin 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.

  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.