EXPERIENTIAL LEARNING TO INCREASE PRO-ENVIRONMENTAL BEHAVIOUR
Transcript of EXPERIENTIAL LEARNING TO INCREASE PRO-ENVIRONMENTAL BEHAVIOUR
EXPERIENTIAL LEARNING
TO INCREASE PRO-ENVIRONMENTAL BEHAVIOUR
Final Paper
Presented as
a Partial Fulfillment for the Study Completion
in Program of Studying English Intensively
Hanif Akhtar
13.09.17.447
Program for Studying English Intensively
Islamic University of Indonesia
2014
ii
EXPERIENTIAL LEARNING
TO INCREASE PRO-ENVIRONMENTAL BEHAVIOUR
By:
Hanif Akhtar
13.09.17.447
Approved by
Ferry Desnita, S.IP., M.Hum. Yogyakarta, 14 May 2014
Advisor
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EXPERIENTIAL LEARNING
TO INCREASE PRO-ENVIRONMENTAL BEHAVIOUR
Presented by
Hanif Akhtar
13.09.17.447
was defended in front of the Board of Examiners
and declared acceptable
Board of Examiners
Ahmad Tarmizi, S.S
Lulu Sylvianie, S.IP. M.Hum.
Yogyakarta, 14 May 2014
Program for Studying English Intensively
CILACS Islamic University of Indonesia
Pinus Jumaryatno S. Si., M. Phil., Ph. D. Apt
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PAGE OF DEDICATION
I dedicate this paper for all of people who have supported me to finish this
paper. First, I would like to dedicate this paper for my lovely parents who have
given me strength and pray to finish this work. I also dedicate this paper for my
entire teachers in Cilacs UII, especially Ms. Ita, who has helped me to finish this
paper. At last, I would like dedicate this paper for all of my friends in Cilacs UII.
Hopefully we can achieve our ambitions.
v
STATEMENT OF WORK ORIGINALITY
This is to certify that all ideas, phrases, and sentences, unless otherwise stated, are
the ideas, phrases, and sentences of the writer of this final paper. I understand the
full consequences including certification cancellation if I took somebody else’s
ideas, phrases, or sentences without a proper reference.
Yogyakarta, 14 May 2014
Hanif Akhtar
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AKNOWLEDGEMENT
First, I would like to thank God because of His bless and mercy, finally
this paper entitled “Experiential Learning to Increase Pro-environmental
Behaviour” can be finished on time.
This paper is to fulfill the final assignment of English at Progressive
Program Cilacs UII. I realize that without any help, it seems impossible that this
monumental work will be resolved on time. Therefore, in this chance, I would like
to express my gratitude to::
1. Pinus Jumaryatno S. Si., M. Phil., Ph. D. Apt as a director of Cilacs UII
2. Ms. Ferry Desnita as my supervisor of final paper for her support and help
3. All of my teachers in Cilacs UII for their guidance
4. My parents for their support
5. All of my friends in Cilacs UII for their advice, support, and help
Eventually I realize that this paper is not perfect. There are many mistakes
in the execution of this paper. Hopefully this work can be useful for the writer and
the reader.
Yogyakarta, May 2014
Hanif Akhtar
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TABLE OF CONTENTS
Page
PAGE OF TITLE ……………………………………………………………….. i
PAGES OF APPROVAL ………………………………………………………. ii
PAGE OF DEDICATION .…………………………………………………….. iv
PAGE OF STATEMENT OF WORK ORIGINALITY ………………………. v
ACKNOWLEDGEMENT ……………………………………………………... vi
TABLE OF CONTENTS ……………………………………………………… vii
I. Introduction …..…………………………………………….……………… 1
II. Pro-environmental behaviour …….……………………………………….. 2
III. Increasing pro-environmental behaviour…….………………………... …... 3
A. Behavioural Change Theory………………………………………......... 3
B. Experiential Learning…………………………………………………… 5
IV. Discussion …………………………………………………………………. 7
V. Cconclusion ……………………………………………………………….. 12
A. Conclusion ……………………………………………………………… 13
B. Recommendation ……………………………………………………….. 13
VI. Rreferences ………………………………………………………………… 13
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Experiential Learning
to Increase Pro-Environmental Behaviour
I. Introduction
Environmental issue is currently being debated in many places. Many of
these problems root in human behaviour and become the concern of the
researchers and practitioners. The first modern environmental movement was
shown when Rachel Carson released Silent Spring in 1962 (Soemarwoto, 2009).
After that moment, other movements focused on increasing the quality of
environment have emerged. The purpose of this movement is to increase the
people‟s pro-environmental behaviour.
Pro-environmental behaviour refers to the behaviour that harms the
environment as little as possible or even benefits the environment (Kollumuss &
Agyeman, 2002). Changes in human behaviour are needed to increase the quality
of the environment. Education is one of the most important variables in
behavioural change. Researchers suggest that individuals that have higher
education seem to have a higher level of environmental knowledge which is
translated into pro-environmental behaviour (Lozano, 2006).
The recent studies have shown that increased knowledge alone does not
help to change behaviour (Ajzen, 1991). The finding of the Indonesian Ministry of
Environment (2013) shows that Pro-environmental Behaviour Index of Indonesia
is 0.57 which means that almost half of Indonesian people still do not concern on
the environment. This behaviour contradicts the knowledge they have because
more than 60% of Indonesian people have high level of environmental knowledge
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(Indonesian Ministry of Environment, 2013). This empirical finding shows that
high level of environmental knowledge is not always followed by high level of
pro-environmental behaviour.
Attitude toward behaviour plays a significant role in behavioural change
(Ajzen, 1991). Azwar (2011) states that personal experience and feeling can shape
one‟s attitude. Thus, we can infer that our experience and feeling also play a
significant role in behaviour changing. One kind of learning methods involving
experience and feeling is experiential learning. This paper will explain how
experiential learning can increase pro-environmental behaviour.
II. Pro-environmental behaviour
Kollumuss and Agyeman (2002) define pro-environmental behaviour as
the activities that consciously try to minimize the negative impacts of one‟s
actions on the environment. Besides, Stern (2000) observes pro-environmental
behaviour from an individual‟s intention. Pro-environmental behaviour is
described as one‟s act to change the environment back to normal. Thus, it can be
concluded that there are two approaches of pro-environmental behaviour, namely
impact-oriented approach and intent-oriented approach.
Kaiser, Doka, Hofststter, and Ranney (2003) mention that pro-
environmental behaviour involve behaviour, such as energy conservation,
mobility and transportation, waste avoidance, consumerism, recycling, and more
vicarious and social behaviours toward conservation.
Barr (2007) state that there are two factors that affect recycling behaviour:
psychological factor and situational factor. Psychological factor is related to
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personal characteristics of the individuals and the perceptions of those individuals
toward the actions that they are undertaking. The situational factor is related to the
behavioural context (for example, service provision), individual characteristics
(such as sociodemographics) and individual knowledge, and experience of the
behaviour in question.
III. Increasing Pro-environmental behaviour
One way to increase Pro-environmental Behaviour is by using education.
Experiential learning is one of the learning methods that is used to increase Pro-
environmental Behaviour. The recent studies have shown that increased
knowledge alone does not help to change behavior (Ajzen, 1991). Other factor
that is predicted to be determinants of Pro-environmental behaviour is still in
quest. Theory of Planned Behaviour (Ajzen, 1991) is one of the famous theories
that explain how people act. Other studies also found the determinants of pro-
environmental behaviour.
A. Behavioural change theory
Most of the current investigations on Pro-environmental Behaviour come
from social-psychological theories of human behaviour, such as Theory of
Planned Behaviour (Ajzen, 1991). Ajzen‟s model of planned behaviour indicates
that the individual‟s intention to act has a direct effect on his/her behaviour. He
also mentions that intention is influenced by three factors: attitude toward
behaviour, subjective norm, and perceived control behaviour.
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Figure III.1. Theory of Planned Behaviour (Ajzen, 1991: 182)
The Theory of Planned Behaviour postulates three independent variables
that influence the intention. The first variable is the attitude toward the behaviour
that refers to the degree of a person‟s favourable or unfavourable evaluation or
appraisal of the behaviour. The second variable is subjective norm that refers to
the perceived social pressure to perform or not perform the behaviour. The third
one is the degree of perceived behavioural control that refers to the perceived ease
or difficulty of the behaviour performed.
The models focused on the environmental behaviour development
specifically emphasize on the knowledge and awareness as the precursor of the
positive environmental attitudes which are prerequisite for the development of
moral norms that influence pro-environmental behaviour (Bamberg & Moser,
2007). According to Kaiser and Fuhrer (2003), knowledge represents a necessary
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condition for ecological behaviour as the appropriate behaviour will not occur
without any appropriate knowledge.
In another study, Chawla (2006) interviews several environmental activists
to understand what factor influencing their career interest and shaping their
attitudes and environmental awareness. In fact, there was a combination of
factors. The most frequently mentioned answers were to spend a lot of time in
nature as a child and having a family member role model that directs their
attention to nature. Other important factors include having other significant role
model, participating in pro-environmental organization, witnessing environmental
destruction, and studying about environment.
Learning is also influenced by individual‟s emotion. Fredrickson (2004)
states that the positive emotions, such as joy, interest, excitement, and love to
create urge to play, explore, and taking in new experience and information. Under
the positive emotional state, an individual may be more likely to relate what
he/she learns to other aspects of his/her life. In contrast, the negative emotion such
as fear, anger, sadness, and anxiety can make people unable to see the way to
solve their problem. Sense of community also plays a significant role in the
learning process. Research shown that the sense of community can increase
engagement and participation, and give the chance for learner to learn from one
another (Bryant, 1999).
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B. Experiential Learning
Jarvis et al. (cited in Sharlanova, 2004) defines experiential learning as the
process of creating and transforming experience into knowledge, skills, attitudes,
values, emotions, belief, and senses. It can be inferred then that the focus of
learning is experience. People must experience something to get insight to be
transformed into knowledge, skills, attitudes, values, emotions, belief, and senses.
The most widely cited experiential learning model is the Kolb Learning
Cycle (Kolb in Sharlanova, 2004), which is divided into four continuous stages.
Figure III.2 below shows the process of experiential learning.
Figure III.2. Process of Experiential Learning (Sharlanova, 2004: 37)
In the first stage of the process of experiential learning the learner
experiences a concrete occurrence in which he/she just does the task and does not
need to reflect it. In the second stage, the learner makes an observation and
reflection based on the previous experience. Next, in the third stage, the
observation and reflection are assimilated into a new conceptual understanding
and interpretation of the meaning of the experience. Furthermore, in the last stage,
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the learner has to apply the knowledge he obtain from his/her conceptual
understanding into new experience.
IV. Discussion
Experiential learning is a part of active learning which involves giving
learners the chance to be the active participants in the learning process. The
learners need to contrast their own understanding of new ideas and knowledge by
exploring, examining, and evaluating their previous experience. The focus of the
learning process is on the learner, not on the teacher. Many studies have found
that the participation in experiential learning produces the short-term positive
results across a range of cognitive and affective outcomes (Jordan, Hungerford, &
Tomera, 1986). In this section, I will discuss the process of experiential learning
and its relation with the behavioural change. The example of recycling activity is
given to describe the relation between experiential learning and pro-environmental
behaviour. The real case about the use of experiential learning in the educational
institution also given.
The process of experiential learning is started with the condition where a
learner experiences a concrete occurrence in which he/she just does the task and
does not need to reflect it. The learner does something he/she likes to start with
positive feeling to do something, so it creates urge to play, explore, and take in
new experience and information. Under the positive emotional state, the learner
may apply his/her information he/she get into many aspects of his/her life.
During the process of experience, the learner also makes an interaction
with his/her friends which will increase his/her sense of community. Learner
knows each other and can learn from them or the other way around. Bryant (1999)
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says that sense of community can increase engagement and participation. The
learner becomes more active in the learning process. He/she shares the knowledge
he/she has and it increases his/her involvement in the learning process.
The next process of experiential learning is reflection. Reflection consists
of the processes in which a learner is engaged to recapture, notice and re-evaluate
his/her experience, to turn it into learning. In the first stage, the learner just does
the task, but in the second stage the learner must review what she/he has done and
tried. A learner join the other learners to form a group, so the facilitator is needed
and he/she plays a significant role in this process. There are three questions that
he or she might ask to the group of learners: What happened? How did he/she feel
about the experience? What does it mean to you? Learners take a rest for a while,
and give the time for learner to express himself/herself internally. After the learner
is ready, he/she discusses her response in a group and share his/her experience
with others.
The communication skills, such as listening, paying attention, empathy,
and declaring the idea are needed. It is important to neutralize the power structure
within the group so that everyone will feel free to contribute his/her ideas. Even
though reflection can be a group process, the learners are still the individuals and
only they can know their feelings and reflect on those feelings.
The third stage of the process is conceptualization. The conceptualization
includes interpretation of the results and understanding the connections between
them. Theory can be useful as a base of shaping and explaining the results.
During this stage, a learner attempts to answer the question “What actually
happened?” This is the group dynamics phase of the cycle, in which the learner
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essentially reconstructs the patterns from his/her reports. This is important
because it helps the learner generalize the abstract concepts to other problems or
situations.
The last stage of the learning process is application. This session gives an
opportunity to master the new understanding and its carrying to predict what
is likely to happen later, or what other actions must be taken to improve the way
that he/she uses to treat the task. This conceptual understanding is translated
into „actionable knowledge‟ that is applied and then used to guide new
experiences.
Related to the pro-environmental behaviours, the example of recycling
behaviour is given. In the beginning, a learner just experiences to recycle
something. It starts by separating the waste that can still be recycled. After that,
he/she learns how to recycle something. The instructor gives the example, and the
learner tries to do the same. Thus in the beginning, the learner just imitates the
instructor in doing recycling. After that, the learner is given an opportunity to
explore his/her creativity.
In this activity, the learner‟s creativity will increase because he/she does
something that he/she has not done. He/she uses his/her prior knowledge and
relates it with the contextual situation. This activity also gives a chance for the
learner to interact with others. He/she can work with others to do something, and
it will increase his/her sense of community. The sense of community is something
important to increase the engagement and participation of the learner in the
learning process.
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The next session is reflection in which a learner joins the other learners to
form a group. In this session, a facilitator is appointed to facilitate the learners‟
experience sharing. This session is also used to train the communication skill of
learners. These skills include listening skill, paying attention, empathy, and
declaring the idea. The problem during the recycling activity is discussed.
Providing learners with opportunities to solve simple problems in the beginning
will help them refine the skills they need to solve more complex problems in the
future.
The next process is making a conclusion from the discussion and relating
the knowledge they get into broader area of life. The facilitator should give a
direction where the discussion will end. He/she should correct if there is a
misconception from the learners. Because the evaluation and reflection are a
crucial component of experiential learning, the facilitator must ensure that the
feedback and debriefing occur. The benefits of the activity they have done are
discussed to motivate learners.
When the learners have studied about recycling, they related this activity
into broader aspect of behaviour related with recycling that is pro-environmental
behaviours. Recycling is a part of pro-environmental behaviour that has many
benefits. Recycling makes the environment healthier. Other pro-environmental
behaviours, such as energy conservation and waste avoidance can also create a
healthy environment. The facilitator must ensure that the learners know the
concept of pro-environmental behaviour, how to do it, and what they will get from
their action. In the end, the facilitator has to ensure that the learners get not only
the knowledge about their action, but also the positive attitude toward action they
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take. Eventually, they will apply the information they get into the broader aspect
of their life.
Experiential learning is such a learning method that can be applied in
formal and informal educational institution. This method can be used in the
classroom in the school. This method also can be used to make an intervention to
the social community. There are many communities that use this kind of method
to make their member become more pro-environmental.
One school that has been applied this kind of method is SDIT Alam Nurul
Islam. The curriculum used in this school is based on three aspects. The first
aspect is standard curriculum from the ministry of education that is used in every
single school in Indonesia. The second aspect is integrated Islamic curriculum.
The third aspect is environmental curriculum that focuses on the active learning.
In this school, learning process is occurred not only in the classroom but
also outdoor. It is done by the reason that student will know the environment and
care with their environment better. Once a week, the students walk around their
school and learn many things directly from the environment. Outbound and
outdoor activities such as gardening, recycling, and cleaning the village also
performed. The purpose of these activities is to ensure that the students get the
experience of learning directly and become more aware to their environment.
The study of the application of experiential learning in SDIT Alam Nurul
Islam has been done by Syoraya (2008). The result of this study indicates that
experiential learning method can increase student‟s level of curiosity. This
curiosity is important to maintain student‟s motivation in the learning process and
make conducive learning process. Learning process is no longer seen as a burden,
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but a necessity. Experiential learning not only activates left-side of brain, but also
right-side of brain. Right-side of brain is related to individual‟s creativity and
feeling. Thus, experiential learning is important to develop cognitive aspect and
affective aspect.
The big idea of the experiential learning is on the way to start the learning
process. The learners start to do something they like and it will shape their
positive attitude toward the behaviour. Attitude is something similar to feeling.
The positive feeling for something will broaden learners‟ mindset, attention, and
cognition. It also motivates them to do something more. The interaction between
learners is also an important part of the learning process. It will shape the sense of
community that will increase their engagement and participation in the learning
process.
The experiential learning may help influence pro-environmental behaviour
when the activity is able to foster some of the experiences described by Chawla as
positive feelings and attitudes described in Theory of Planned Behaviour
(TPB). How learners feel about what they are learning is just as important as their
cognitive engagement. They must accept their feelings and believe that those
emotions will frame their actions. It is impossible to have cognitive experience
without an accompanying affective component.
V. Conclusion
From the discussion above, a conclusion about the way experiential
learning can increase pro-environmental behaviour is made. Besides, some
suggestions are recommended related with the discussion in the paper.
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A. Conclusion
Experiential learning is effective to increase pro-environmental behaviour,
because it does not only consider the cognitive aspect but also the affective aspect.
Both of them are important to change the behaviour. Besides, experiential
learning increases the sense of community that can increase the engagement and
participation in learning process.
B. Recommendation
Based on the conclusion above, it is suggested that the government should
improve the environmental education. The curriculum should not be limited to
knowledge-based education, but it should include the activities that create the
positive environmental attitude. Teacher can apply the experiential learning
method in the classroom to encourage the students‟ pro-environmental behaviour.
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