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English Language Journal Vol 3, (2009) 67-82 ISSN 1823 6820

INTRODUCTION In 2003, the English language curriculum at secondary school was changing in Malaysia and so this was an opportune moment to consider the integration of new ideas at both levels, school and teacher training institutions. In teaching language and literature, effective and suitable approaches or methods are needed in order to make teaching more effective and to ensure learning takes place among students. Before the approaches or methods can be integrated or used in classrooms, there must be teachers who are trained in the approaches or methods. However there is no one approach or method that is claimed to be the best and the most effective. It actually depends on teachers to choose or apply the approaches or methods they think are effective or those that might work with their students. When training rooms are concerned, a lecture-based approach is commonly practiced but the sessions are less communicative since trainees are not provided with enough opportunities to discuss certain issues. For this reason, there should be a change in the way the contents are delivered so that trainees are more active and participate more in discussions. In getting trainees to be engaged actively in discussions, there should be ample opportunities to share their experiences and ideas among themselves. This could be done by implementing Experiential Learning as an alternative approach at the training room level. As the name suggests, it involves learning by relating its experiences or real life situations, thus making sense of what is learnt. EXPERIENTIAL LEARNING The activities in the poetry lesson used in this paper are designed based on principles of Experiential Learning. According to Kolb (1984) Experiential Learning is where experience plays an important role in the learning process, which combines experience, perception, cognition and behaviour. Based on this statement, experience is vital in the process of learning. Therefore any activities designed by trainee teachers should possibly be designed to engage the trainees previous knowledge, experience and beliefs. Engagement is important to enable the trainees to make sense of any new input (Bolitho and Wright, 1995: 53). It is important to draw upon the trainees previous experiences and to provide opportunities for them to be engaged actively in what they are learning (Boud, Keogh and Walker, 1996: 7). However, experience alone is not enough for learning. Therefore the trainees experience needs to be followed by
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English Language Journal Vol 3, (2009) 67-82 ISSN 1823 6820

some organised reflection to enable them to learn from experience and help them identify any needs for some specific learning before further experience is acquired (Bond, Keogh and Walker, 1996: 13). This reflection is important because as Dennison and Kirk (1990: 11) state, the main objective in Experiential Learning is to change some aspect(s) of behaviour in trainees. Therefore, the activities in the lesson are designed based on principles of Experiential Learning or Action Learning aiming to link theory and practice rather than separating them (as in an applied science model). Experiential Learning is illustrated through a Learning Cycle by Kolb (1984), Figure 1, which is about Experience (shared and previous), Reflection (on what trainees are aware of), Create meaning (through refining awareness) and Planning (putting the new input in use where new knowledge or skill is linked with practice).
Experience (previous and shared)

Planning (applications of generalisation)

Reflection (on the experience)

Creating Meaning (making sense of an abstract concept and generalisation) Figure 1: The Learning Cycle (adapted from Kolb, 1984)

PRINCIPLES OF EXPERIENTIAL LEARNING WITH REFERENCE TO THE ACTIVITIES (See Appendix 1A) Experiential Learning is based on six general principles: 1. Trainees should be actively processing material given This principle is applied at the Experience stage where the trainees are actively engaged with the lesson designed. In order for learning to be effective, trainees must be actively engaged in and be in control
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English Language Journal Vol 3, (2009) 67-82 ISSN 1823 6820

of their own learning (Baldwin and Williams 1988: 4). When trainees are actively involved in their own learning, they are responsible for what they are learning, without interruptions or influence from others although they need the support and input of others. As far as the lesson is concerned, this engagement starts from the beginning of the lesson (Activity 1). The principle is also to provide trainees with the opportunity to experience the lesson as learners and to make them aware of how students feel and problems they might face while engaging themselves with the activity. 2. There should be many and varied opportunities for talk among trainees to enable them to process ideas better This principle is applied at all stages especially the Experience and Reflection stages in order to provide the trainees with the opportunity to exchange ideas and opinions in completing the activities in the lesson through pair and group work. Some trainees understand and develop their own ideas better through talk or discussion and feedback from others (Bolitho and Wright, 1997: 30). Talking enables trainees to work with others, learn from their experience and learn about themselves in relation to others (Baldwin and Williams, 1988: 65). By working with others, trainees learn with and from each other on real problems and reflect on their own experience, therefore enabling them to process ideas effectively (McGill and Beaty, 1993: 18). Referring to the materials designed, this principle is put into practice or applied in all the activities where most of the activities involve pair and group work. This approach is used to allow the trainees to negotiate meanings and express themselves better in completing the activities. Furthermore, the trainees are adults and therefore should be encouraged to learn as adults. 3. New learning is built on previous knowledge and experience This principle is applied at the Reflection stage where the trainees are invited to reflect on their experience at the Experience stage. Therefore learning is a continuous process whereby we learn through experience by thinking through past events, finding ideas that make sense of the events and that help us to find new ways of behaving in similar situation in the future (McGill and Beaty, 1993: 17). Knowledge according to Kolb (1984: 27) is continuously derived from and tested out in the experiences of trainees. As for the trainees, they
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English Language Journal Vol 3, (2009) 67-82 ISSN 1823 6820

are invited to reflect on the shared experience in order to prepare them in making sense of what they have learned at the Planning stage. In order to do this, structured reflection is needed where the activities (Activity 2 (A & B)) provide questions to focus the trainees on what to reflect about. This structured reflection is to enable the trainees to interpret the personal significance of an experience and involves feelings and cognition (Baldwin and Williams, 1990: 110). As far as the material is concerned the trainees are invited to reflect on their shared experience rather than their previous experience at two levels: as learners and as teachers. Reflection as learners is done individually to enable them to really think about what they feel and how helpful the activities are for them as learners. However, reflection as teachers is done in groups as to create openness among the trainees to look at things from different angles and to accept other peoples opinions as well. Reflection in groups according to Weil and McGill (1993: 256):
. . . also provides opportunities for enabling students to think beyond their own individual needs, to acknowledge the interrelatedness of their experience and their autonomy within the wider social system.

4.

Experiential learning

Learning

follows

principles

of

adult

One of the principles is that the trainees like to rationalise things or materials or learning they received because the natural learning process of adults is focused on concrete and immediate issue (Rogers, 1996: 72). Therefore the independence of trainees needs to be promoted (Baldwin and William, 1988: 4). Since trainees are adults, their sense of self-determination should be increased in order to maximise learning (Rogers, 1996: 25). The primary responsibility for and control over learning to take place should be shared with the trainees, but not to be set by the trainers although trainees need to work with a structural framework. In adult learning it is useful to engage the trainees directly in the activity under discussion rather than to try to learn all about it first then engage in it subsequently (Rogers, 1996: 72). Making the trainees learn by doing the task at once is more appropriate than preparing them for doing it. As far as the lesson is concerned, this principle is implicitly integrated in the lesson and at all stages. As for the materials, the framework is set through the activities designed. Rationalising the trainees
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English Language Journal Vol 3, (2009) 67-82 ISSN 1823 6820

learning is done at the Creating Meaning stage, where the trainees abstract the principles related to the activities through discussion and feedback among themselves (Activity 3). Engaging the trainees directly in the activities under discussion rather than asking them to learn about it first, and then engage in it subsequently is useful in adult learning in order to make them aware of the learning process that they are going through (Rogers 1996: 72). When adults earning is concerned, making the trainees learn by doing the activities at once is more significant than preparing them for doing it by providing the knowledge first. 5. The link between theory and practice This principle is applied at the Creating Meaning and Planning stages as Ur (1991:59) suggests that theory and practice should not be separated but should be linked. Ur (1991: 59) states that theory of action should be used so that trainees can use their intellect to accelerate learning or theories of action. The integration of theory and practice is important and profitable and is put through critical discussion and reflection by the trainees (Ur, 1991: 60). The activities are arranged in such a way that practice comes first before theory. The trainees are engaged actively at the Experience and Reflection stages, then they engage in theories from what they have learned at the Creating Meaning stage and apply the new skills, knowledge and insights learned at the Planning stage where they are required to devise activities of their own and plan their own lessons. This approach is both useful and appropriate since the learning process focuses on concrete and immediate issues and moves to more general matters instead of stating the general principles first and illustrating these with concrete examples (Rogers, 1996: 73) (Activity 4). In doing this, an inductive approach is used by encouraging the trainees to make sense of what they have learned rather than feeding them with input. The importance does not rely on where the knowledge comes from but what is done with it after it is perceived. As for the lesson, the link between theory and practice is put through critical discussion and feedback by the trainees at almost all stages. 6. Develop pleasant conditions for learning This principle is applied at all stages. This refers to creating a conducive environment to trainee-centred learning without any tension (Baldwin and William, 1988; 4). The pleasant conditions will provide a supportive environment for learning to take place
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English Language Journal Vol 3, (2009) 67-82 ISSN 1823 6820

(Rogers, 1996; 105). Referring to the lesson designed, this pleasant and conducive environment is created at every stage through group and pair work where the trainees work at their own pace, although time is allocated for each activity to be completed in order to avoid the tense feelings of trainees. Working in groups can also promote co-operation and mutual support so that they may not feel shy or threatened if the feedback is wrong. Trainers should avoid commenting and rejecting wrong or inappropriate responses instead using these actions for further discussion to help the trainees revise their wrong or inappropriate responses themselves, thus maintaining their self-esteem (Claxton, 1996:48). In a way this responses will create a conducive and supportive learning environment where the trainees will feel relaxed and more comfortable. This principle is not only important at classroom level but also in the training room because people learn better in a non-threatening environment.
EXPERIENCE (Experience: shared through active engagement with the activities)

REFLECTION (Reflect: based on shared experience as learners and teachers)

CREATE MEANING (Abstracting principles: what they have learned from this experience and review) (input from trainer )

PLANNING (Planning: lessons and activities to be used in real classroom situations) Figure 2: The summary of how Experiential Learning works in a poetry lesson at training room level Illustration of the activities with reference to the Experiential Learning Cycle

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English Language Journal Vol 3, (2009) 67-82 ISSN 1823 6820

endix 1A)

The activities in the poetry lesson are designed based on the experiential learning principles and the Learning Cycle, Figure 1, (Kolb, 1984). The objective of the lesson designed is to expose and make the trainees aware of different approaches and ways of dealing with poems, in the language classrooms. In the lesson, a reflective grid is included as an important element in each activity (adapted from Bolitho and Wright, 1995: 62) where the trainees will fill in their entries after each activity (Appendix 1(B)). They will then compare and discuss among each other all their entries at the end of the lesson. The reflective grid is important as a training tool in helping the trainees to understand the activities they are engaged in and to help them in the reflection process. The headings include Activity No. and Title, Brief description of the activity, Your feelings during the activity, Purpose of the activity, My new insight/ knowledge, Trainers Role and Other comments/Notes.

Stage 1 Experience (Activity 1) In this stage trainees first read a poem and answer questions for basic understanding of the poem. A follow up to this is to try to choose a day (hate or like) and write a stanza to describe the day chosen. Stage 2 Reflection (Activity 2 (A)) At this stage, trainees are invited to look back at what they have done in the previous activity by talking about their feelings during the activity. The invitation will also require the trainees to reflect cognitively on what they have learned in the activity. Stage 3 Creating Meaning (Activity 2 (B) & Activity 3) At this stage, trainees are to look at the poem in more depth by evaluating the poem. The criteria of the poem are also reviewed to make the students aware of their importance in order to understand the poem better. Trainees are actually extending their knowledge. They are working at something conceptual by going back to the poem but at a different level. Stage 4 Planning (Activity 4) At this stage, trainees are asked some focused questions on the criteria of selecting suitable poems for their target students. Trainees
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English Language Journal Vol 3, (2009) 67-82 ISSN 1823 6820

are actually applying what they have learned by considering the criteria that they have learned in order to select suitable poems as well as other literary texts for their target students. Planning will give a better understanding of what they have learned, thus completing the cycle.
Stage 1 NEW EXPERIENCE Experience (SHARED) Activity 1

Stage 4 Action Planning Activity 4

Stage 2 Reflection Activity 2 (A)

Stage 3 Creating Meaning (Concept Formation) Activity 2 (B) & Activity 3

Figure 3: The poetry lesson activities with reference to the Experiential Learning Cycle (adapted from Bolitho and Wright, 1995: 60)

CONCLUSION In order to ensure the learning process takes place among students in every lesson, teachers play the vital role of providing them with the vast opportunity to engage themselves actively with the activities in lessons. This engagement is important since learning will be
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English Language Journal Vol 3, (2009) 67-82 ISSN 1823 6820

more effective if students are allowed to be responsible for and in control of their own learning. For teachers, this can be done through appropriate and suitable approaches or methodologies applied in their classroom teaching. Teachers need to be aware of not only what they deliver in the classroom but also how they deliver it to ensure learning takes place among their students. This approach is not only important in classrooms but also in training rooms. It is hoped that by introducing Experiential Learning as an alternative approach to teach poetry at the training room level, it will be the beginning of improving the teaching of poetry and language in Malaysia.

REFERENCES
Baldwin, J. and H. William (1988). Active Learning. Oxford: Blackwell. Bolitho, R. and T. Wright (1995). Starting from where theyre at: towards an approach methodology in training. TESOL France Journal 2/1. Bolitho, R. and T. Wright (1997). Working with participants ideas and constructs. In McGrath (ed) Learning to Train: Perspectives on the Development of Language Teacher Trainers. Hemel Hempstead: Prentice-Hall. Boud, D., R. Keogh and D. Walker (1988). What is reflection in learning. In D. Boud, R. Keogh and D. Walker (eds.) Reflection: Turning Experience into Learning. London: Kogan Page. Claxton, G. (1996). Implicit theories of learning. In G. T. Claxton, M. Atkinson and M. Wallace (eds) Liberating the Learner: Lessons for Professional Development in Education. London: Routledge. Dennison, B. and R. Kirk (1989). Do, Review, Learn, Apply. Oxford: Blackwell. Kolb, D. A. (1984). Experiential Learning. Englewood Cliffs, NJ: PrenticeHall. McGill, I. and L. Beaty (1993). Action Learning. London: Kogan Page. Rogers, A. (1996). Teaching Adults. 2nd edition. Buckingham: Open University Press. Weil, S. W. and I. McGill (1993). Continuing the dialogue: New possibilities for Experiential Learning. In S. W. Weil and I. McGill (eds) Making Sense of Experiential Learning. Buckingham: Open University Press. Ur, P. (1992). Teacher learning. ELT Journal 46/1.

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