Asian Journal of Research in Education and Social Sciences

e-ISSN: 2682-8502 | Vol. 1, No. 1, 7-16, 2019

http://myjms.mohe.gov.my/index.php/ajress

EXPERIENTIAL LEARNING APPROACH TO WRITING IN

AN ESL CLASSROOM: A CASE STUDY IN A MALAYSIAN
SUB-RURAL SCHOOL
Nur Maisah Binti Abdul Aziz1*, Azlina Binti Abdul Aziz2
1,2
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor Darul Ehsan, Malaysia

*Corresponding Author: azlina1@ukm.edu.my

Accepted: 1 August 2019 | Published: 15 August 2019

________________________________________________________________________________________

Abstract:
In order for Malaysia to compete globally, learning English as a second language is an
essential criteria. But for some Malaysians, English proves a difficult language to learn.
There are students in rural areas who are still struggling to master English. These students
come from different socioeconomic and cultural backgrounds. The lack of language usage in
a daily setting outside schooling time limits their language acquisitions. Therefore, their
overall English language knowledge has become stagnant without showing much signs of
improvement. In all the skills in the English language, writing has always been a tall order
and often a contributing factor for Malaysian students to fail their English subject. This study,
which is based on action research method, aimed to help students in a rural school to
realize their potential in learning English by using their own experiences as a tool and
improving writing skills. This study investigates the effectiveness of using experiential
learning through a series of classroom activities as a mechanism in strengthening the learning
cycle. A pre and post-tests were done to measure students’ understanding and the efficacy of
using this strategy. The findings showed a significant improvement in students’ writing
performance. With guidance and encouragement, students could show their true potential.
They were also able to show the skills they have learned in activities introduced in this
research. Hence, boost their confidence in using the English language.

Keywords: Experiential Learning, Writing skills, Action Research, ESL

___________________________________________________________________________
1. Introduction

In a global world, mastering the English language is an important element of success. The
language has become a tool for people to communicate and obtain knowledge effectively.
Nevertheless, mastering a language needs time, effort and a lot of motivation in order to
really grasp the targeted language. In Malaysia, the biggest problem for students is that they
view the English language as a difficult subject and not a second language that they need to
learn and use in their daily lives. This has become the contributing factor for the poor
performance in the Malaysian general examinations.

The introduction of the Educational Transformation Plan 2013-2025 (MOE. 2013), is aimed
at producing a highly successful educational system that would be able to produce students
that are best prepared and can meet the challenges of a 21st century economy. One aspect in
the student’s aspiration is to prepare students who are bilingual that can master and work in
both the national language, Bahasa Melayu and also English language environment (MOE,

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2013). In doing so, the greater emphasis on language learning through the Upholding the
Bahasa Melayu and To Strengthen Bahasa Inggeris (MBMMBI) programme has seen many
stakeholders trying to find better ways to expose Malaysian students to good quality learning
experiences. Thus, students would gain as much knowledge and skills possible to equip
themselves for the future.

Research Problems

This study revolves around a sub-rural school located in Merlimau, Melaka. Students come
from different socioeconomic backgrounds and not being able to use the language limits their
language acquisitions. Academically, students in this sub-rural school scores fairly in the
standardize tests such as PT3 and SPM. For this school, English Language subject has been
known to be a tough paper to pass. This is because the passing rate for students in the
Pentaksiran Tingkatan 3 or PT3 is recorded at only 20% to 30% whereas the Sijil Pelajaran
Malaysia English papers have been known to be around the 58% to 80% range of passing in
previous years. With only a record of 9 students or 3.9% being the highest achievement of As
in 2013 for SPM, this rural school certainly have a lot more to do in order to improve
students’ English performances in the examination.

As Gobel et.al, (2013) pointed out, there is a difference in attributes that causes the failures in
English SPM papers between the rural and urban students. Urban students’ failures often
caused by lack of interest, class atmosphere, class level and also other factors as well. On the
other hand, rural students’ failures are due to the lack of ability, effort or study skills as well
as the tasks that are given to them. As students do not understand what they are doing at the
moment, it would be difficult to improve on the process that they are engaged in (Yunus and
SS Mat, 2014).

One key aspect that is known to have contributed to the poor performance of these students
were their poor writing skills. Students are not able to write well since they are not able to
express themselves in the English language. Even though English is considered as a second
language here in Malaysia, learners from remote and rural areas may not see the importance
of learning English; hence, they lack motivation and also find it difficult to learn this foreign
language. This also means English will always remain a degrading factor in the school’s
overall performance as well as remain as a foreign language and not a second language to
students. In view of this, students at least need to be exposed to learning strategies in
acquiring the language and able to use the knowledge to pass the exams. If this is not done,
stakeholders such the Education ministry, school, English teachers, students would need to
face the consequences of the stigma of English as a non-performing subject.

Considering students’ inability to acquire language skills effectively, a study of Experiential

Learning approach in engaging students to participate in language activities will be carried
out. Why Experiential Learning? According to a study done on Experiential Learning
Contributions to Language Learning (Mollaei and Rahmana, 2012), it is a powerful way to
address individual growth and potential because it is adaptable for individual style,
preferences, strengths, direction, etc. As the students are weak, it is hoped that by using their
own experiences and giving input on matters they are comfortable with, they will be able to
express themselves freely. Thus, the use of language in the real world is crucial as it creates
interest in learning the language, helps learners to identify themselves with the target
language and builds their confidence (Fauziah Hassan and Nita Fauzee Selamat, 2002).

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2. Literature Review

English Subject in Malaysian Schools

As a second languange in Malaysia, it is important to point out that despite that level of
stature, English has remained the weakest subject among Malaysian students in all major
examinations. According to Tengku Azian Shahriman, director of education and SRI
(strategic reform initiative) human capital development at PEMANDU, English is students’
weakest core subject in national assessments: 25 per cent of candidates failing at Ujian
Pencapaian Sekolah Rendah, 23 per cent at Penilaian Menengah Rendah (now called Form
Three Assessment — PT3), and 22 per cent at SPM. The same report highlighted that
Malaysian students perform poorly in international English examinations with 50 per cent of
candidates failing the 1119 paper (NST 15, December 2015). A consistent declined in
performance of English in the SPM level according to the Malaysian Examination Board
showed an almost consistent failure rate for English in the SPM exams since 2011. In 2011,
23.2 per cent failed the subject, 22.9 per cent in 2012, 20.0 per cent in 2013 and 22.7 per cent
in 2014 has the Malaysian Examination Board director Datin Nawal Salleh view this as a
problem which will have serious implications in the implementation of English as an SPM
compulsory pass in the current situation as serious (NST 15, December 2015).

Figure 1: (NST 15, December 2015)

Strategies Taken To Improve English Performance In Schools

There are many factors contributing to the weak English performance among students.
According to Dr Elsie Chin, chief executive officer of English Language courses provider
Cambridge English For Life, English must be remembered, is a tool, and not a separate stand-
alone subject. Teachers should adopt a much more cooperative approach to language
learning, where students are encouraged to help each other, and where the teacher facilitates,
allowing students to be much more active. Other than that,, Teachers also need to share ideas,
materials and approaches among themselves. Even though she does acknowledge that it is
easier said than done (NST 15, December 2015).

In order to prepare for this, various initiatives were taken by the ministry to improve
mastering of the English Language among teachers, like the Professional Development
Programme for English Language Teachers (Pro-ELT), which had trained 16,000 teachers
since 2012. There is also the English Language Intervention programme, targeting the non-

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option English Language teachers, which had benefited 976 teachers (Malay Mail 24, May
2016), This is to say that, many efforts are being put in to overcome the problem of English
as a non-performing subject.

Factors That Influence Learning Of English In Malaysian Schools

Factors that pose challenges in learning English is an internal and external ones. These
factors are limited opportunities to use English outside the classroom (external factor),
negative attitude towards English (internal factor) and lack of confidence (internal
factor). These internal and external factors can influence each other; they are by no means
independent. For example, a learner who has low self-confidence may refuse to use the
language outside the classroom (Fauziah Hassan and Nita Fauzee Selamat, 2002). This
together with other factors hinders the students’ ability to master the language . Being in a
rural area, students find English not playing a role in their lives except for being a school
subject that they need to learn. The lack of use of the language outside the classroom limits
language acquisition. As the acquisition process is an ongoing one, students must not let
disturbance from others get in the way of progress.

Problems On Writing Skills

Other than Malaysia, these problems occur in other non-English speaking countries where
English writing proved to be a challenge on its own. Countries like China and Indonesia
contribute a lot of research studies on this matter. In China, ESL academicians view this as a
constraint which restrains Chinese students in improving the English learning experience (Hu
Qingkun, 2014). He also added that, in the conventional way of teaching English writing, the
end product is more emphasised than the actual writing process. However, in finding ways to
overcome this problem, Yang Yonglin (2004: 21) through Hu Qingkun (2014) said that, a
foreign language teacher should first solve the problem of the relationship between thinking
globally and acting locally so that, effective teaching activities could be carried out. Later, it
can be used to make discovery in theory, research and teaching ideas.

This practice is also evident in Indonesia whereby, the inability for teachers to move away
from the conventional method of teaching writing also contributes in making writing in
English unattractive. For them, writing in English is very difficult, and they couldn't relate to
the ideas of writing in English. Students also have problems with errors in the mechanics of
writing such as; punctuation, spelling and used capitalization (Maharani et.al, 2014).

The Role of Experiential Learning

Experiential Learning emphasizes the central role that experience plays in the learning
process, an emphasis that distinguishes ELT from other learning theories. The term
“experiential” is used therefore 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. It 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). According to
the Cambridge Online Dictionary, experience is defined as (the process of
getting) knowledge or skill from doing, seeing, or feeling things or something that happens to
you that affects how you feel.

Kolb’s experiential learning cycle (1984) stressed on the essence of experience as a

foundational substance. Experiences are considered as ceaseless as experiences have an
effect on subsequent experiences. There are four stages to this learning style which includes

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concrete experience, reflective observation, abstract summary and active application. A

learner needs to go through these four stages in order to fully understand what they had
experienced and learned. It is very important to note that this cycle does not only focused on
the end product but rather the learning process itself.

Figure 2: Kolb’s Learning cycle (1974)

Experiential learning is often used synonymously with the term "experiential education", but
while experiential education is a broader philosophy of education, experiential learning
considers the individual learning process. In other words, experiential learning is concerned
with more concrete issues related to the learner and the learning context. Thus, learning from
experience means not merely memorizing a predefined set of abstract facts and figures, which
are subsequently regurgitated in exams. According to Reynolds (2009) in many ways,
Experiential Learning appears to be as much a movement as a theory and a practice whose
acquisition is a matter of faith (Gosen and Washbush, 2004).

Based on the above discussion and examples, the use of Experiential Learning is deemed
suitable for this study. As the model could be carried out in many different forms, it also does
not limit the time and place the learning activities to be carried out as long as the processes
take place in a safe and friendly environment (Kujalová, 2005). He also added that the term
environment can be understood in two different ways. First, it was 'situation' and then
'conditions'. The third way of understanding environment is the 'place/location' where
something happens, which is the next significant aspects which experiential learning methods
consider. Since experiential education is 'education for life', it is based on natural
environment. Language learning should not be confined to a classroom because students will
find it stressful and boring. Therefore, various activities in and outside the classroom will
definitely have a greater impact.

Ultimately, effective learning is evident when a person advances through a cycle of four
stages which is having a concrete experience, followed by observation of and reflection on
that experience. This later leads to the formation of abstract concepts (analysis) and
generalisations (conclusions) which are then used to test hypothesis in future situations and
produces new experiences (McLeod, 2017).

3. Research Method
The research was carried out between October to November 2018 in SMK Seri Mahkota,
Umbai, Merlimau, Melaka to a group of 15 form one students. As a sub-rural school, the
English subject’s performance for the core exams mainly PT3 and SPM has not been very
good. As the best one was in 2013 for SPM and 2018 for PT3. This is due to English subject

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being perceived as a tough subject as it was not widely used by students outside the school
compound. The study adopted the Classroom Action Research (CAR). A class action
research is carried out in order to comprehend, assess and revised educational practices in the
classroom. In other words, it is done to figure out how to solve problems that may occur in
the classroom and find solutions to improve through action research. Mettetal (2002) explains
that classroom action research improves teaching and will help teachers to discover what
works best in their own classroom situations. She added that CAR is a powerful integration of
teaching and learning that provides a solid basis for instructional decisions. It's easily
mastered technique provide insights into teaching that results in continual improvement.
Sagor (2000) stated that, in general, an action research can be engaged in by a teacher, by a
group of people who share a common problem, or by the entire organisation.

The purpose of this classroom action research was to find out how students use past
experience in improving their writing skills in a classroom setting. The researcher obtained
data by observation using a checklist and tests. The instruments of the research was based on
observations, interviews, questionnaires, documents and audiovisuals. The research was
conducted in cycles, that includes planning, implementation, observation, and reflection. Any
significant increment in marks during the pre and post test, means that the cycle was a
success. This research study focused on three research questions. Firstly, how experiential
learning will benefit students? Next, how the experiential learning cycle benefit students in
realizing their potential in learning English and eventually their writing skills? And lastly, can
ESL students with limitation in English able to take part in language activities more
confidently?

Researcher used the experiential learning method through task-based and active learning to
teach the targeted students the writing skills needed in order to write better. Cox (2017)
suggest that exposing students to active learning techniques, may give students other types of
skills and knowledge that they cannot gain through traditional classroom settings. The task-
based approach teaching or learning in the English language is proven to be an effective and
successful tool in the development of second language learner academic writing skills
(Johari, 2018; Ahmed and Bidin, 2016).

It started with a pre-test, then continued with two meetings and followed by a post test. At the
end of the cycle, the researcher reflected the activities carried out and also the scores of the
post-test was an indicator of the successfulness of the cycle. Since the researcher is the
teacher, ineffective activities can be further enhanced in the teaching and learning in the
classroom.

Experiential learning has many benefits such as students can relate to what they are learning
and put into practice what they have learned. Experiential learning also encourages
collaborative learning and this would increase students’ participation in the activities. In
carrying out the experiential learning activities, students enhanced their memory by making
connections to what they have learned with their feelings at that moment of time. In the end,
whatever students learned, it would have a lasting effect and would be evolved over time.
4. Findings

One critical factor that contributed to the non-performing factor of being poor in English is
the lack of writing skills among students. Students are reluctant to answer the writing
questions in exams. This resulted in failures or scoring low marks during exams for the

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English subject. This is because writing contributes a big chunk of the overall marks for the
exam papers. When asked a question on how did the students feel when they found out that a
writing question will be a part of the exam question, almost all the respondent answered they
were either afraid or turned off. In some instances, students would skip the writing question
and focused on other questions. It is also very common to hear students says that they have a
lot of ideas but they just don’t know how to write them in English. Here we could see the
interference of L1 is evident.

Besides being too afraid to make mistakes, the problem of poor in writing could also due to
the uninteresting way of the knowledge being delivered. Since students learning style differs
from one another, so does their acceptance towards learning. Some of them think that English
is a boring subject therefore should be avoided. In this case, it is the teacher’s role to make
sure that knowledge is being disseminate in an interesting manner and must consider different
types of learners. Teachers must make use the various activities to teach the students English
and in this case writing skills.

When the plan was explained to them, the students were eager to take part in the intervention
program. They took part in the lessons and activities actively. Students were also able to
work in groups and carry out the activities as required. They also showed interest in trying to
do the individual work even if it was difficult for them to undertake. Nevertheless, there were
times when more drilling should have been done for example giving them more exercises in
making sure they really understand the topic before going through to the next activity.
Based on the results of the analysis, many gaps emerged from the data. These gaps were
divided into grammar and non-grammar issues. These data were identified and categorized
according to the grammar issues hence identifying the common weaknesses which were
Subject-Verb Agreement. Students could not write a proper sentence since the requirement of
the question was for them to write a story by expanding the notes based on the word or
phrases given. Students were also unable to use past tenses correctly for the question.

From the written data, it was also apparent that students either did not use connectors
correctly or it was not present in their writing at all. As for the non-grammar issues, it is
found that some of the issues are lack of vocabulary, rubric, notes expansion and poor
elaborations. In attempting the question, students did not write according to the format. There
was a high density of serious errors which caused blurring in meaning and in some places,
meaning was hardly comprehensible. In extreme cases, candidates merely copied the rubric
or did not attempt the question. They could not expand notes well too in terms of giving short
sentences or even having poor elaboration of the contents as they do not have previous
knowledge or lack of vocabulary.

The results of the pre-test and post-test are shown in a table and graph chart below to show
the one non-grammar and 2 grammar issues chosen in making a contrast of the students’
performance.

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Table 1 : Gaps in Student’s writing

Issues Pre-test Post-test

No. of Students No. of Students
Subject-Verb Agreement
(Grammar) 10 6
Tenses
(Grammar) 11 7
Lack of Vocabulary
(Non-Grammar) 8 6

*Notes: The data was based on the number of students making gaps among the 15 number of student’s
written data

From the data, it shows that 11 students have problems in using past tense in writing a story.
This is due to the inability of students to understand the rubric and was more concern to
attempt the question by expanding the notes of the word or phrases given. Other than that, it
was also apparent that 10 students were having problems in writing correct sentences
according to the Subject-Verb Agreement. This is the biggest gap found from the data as
students were having problems in writing sentences correctly due to lack of vocabulary and
prior knowledge.
There were many grammar and non-grammar issues identified from the students’ written
data. But it was narrowed down to a few mainly being the lack of vocabulary, rubric, notes
expansion and poor elaboration as the non-grammar issues. As for the grammar issues, it was
identified that students were having problems with sentence structure particularly with the
Subject-verb Agreement and Tenses.
The question for both the pre-test and post test are somewhat similar. In order to test and help
stimulate the students mind, a pictorial based question was given along with short notes. This
is to help the students to boost their confidence in elaborating the point and adding other
relevant details. This is because, in the pre-test, it was found that students could not write
properly as they were lacking in vocabulary and having problems with sentence structure.

As for the post-test is concern, students could elaborate on the idea as they can see a clearer
picture of the requirement of the question. Since the students have gone through the
intervention plan, they could recall the lessons on sentence structures which focused on
subject-verb agreement and tenses. All those grammar items were found to be used constantly
in the post-test. A significant decreased in gaps for the Subject-verb Agreement from 10 to 6
shows that students are beginning to understand the importance of writing correct sentences.
Students also used tenses correctly as it shows a drop from 11 to 7 students in gaps.

5. Conclusion

Based on the findings, it is apparent that active participation of the students is very important
in determining the success of the research. The willingness to try and sharing experiences as
seen during the activity session indicate that students could show their true potential with
guidance and motivation. It is also important to indicate that the activities done could help
students to improve their writing skills. Even the changes made were not that big but progress
were still being made.

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It was also found that new gaps are indeed emerging in their writing especially in the
grammar issues. Students tend to write incomplete sentences whereby making grammatical
errors such as omission of articles and misspelling of difficult words. This indicates that
students are making single word errors in their writing which is considered as a better band in
purpose of marking for language. Furthermore, the cooperative learning approach during the
intervention have allowed students to engage in discussions among themselves, express their
opinion, produce better written products and boost the confidence level.

It can also be concluded that, experiential learning is a powerful tool that can be manipulated
in order to design and cater to the institutions, teachers and students’ need in improving their
language learning. As learning a new language is never easy. It needs effort from both, the
learners and teachers. In doing so, an appropriate approach and suitable teaching materials
need to be selected for ESL learners (Thirusanku and Yunus, 2014). It is even vital to do so in
a rural school. Thirusanku and Yunus (2014) added that a pragmatic approach is therefore the
best choice to produce students who are proficient in the language. Thus, using the
experiential learning approach is seen as one of the best option in dealing with a classroom
full of enthusiastic students.

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