LLT, ISSN 1410-7201, Vol. 20, No. 1, April 2017

Language and Language Teaching Journal

http://e-journal.usd.ac.id/index.php/LLT

Sanata Dharma University, Yogyakarta, Indonesia

Student’s Perceptions on Simulation

as Part of Experiential Learning

in Approaches, Methods, and Techniques (AMT) Course

Marselina Karina Purnomo

Sanata Dharma University

marselinakarina@yahoo.com

DOI: doi.org/10.24071/llt.2017.200104

Abstract
Simulation is a part of Experiential Learning which represents certain real-life events. In

this study, simulation is used as a learning activity in Approaches, Methods, and

Techniques (AMT) course which is one of the courses in English Language Education

Study Program (ELESP) of Sanata Dharma University. Since simulation represents the

real-life events, it encourages students to apply the approaches, methods, and techniques

being studied based on the real-life classroom. Several experts state that students are able

to involve their personal experiences through simulation which additionally is believed to

create a meaningful learning in the class. This study aimed to discover ELESP students’

perceptions toward simulation as a part of Experiential Learning in AMT course. From

the findings, it could be inferred that students agreed that simulation in class was

important for students’ learning for it formed a meaningful learning in class.

Keywords: students’ perceptions, simulation, Experiential Learning, AMT course

Introduction

Approaches, Methods, and Techniques (AMT) course is the first course that

prepares the students to be future English teachers. According to Buku Panduan

Akademik Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma

Yogyakarta (2012), this course is included in Kelompok Mata Kuliah Berkarya

(MKKB) or known as Content Courses that introduce ELESP students of Sanata

Dharma University who are in semester 4 to learn concepts and principles of

certain approaches, methods, and techniques. Through this course, students are

prepared to teach using different approaches, methods, and techniques. Moreover,

this course invites students to learn how to apply those approaches, methods, and

techniques by doing simulation which is based on a real-life classroom.

Furthermore, learning through simulation is a part of Experiential Learning.

According to Kohonen, Jatinen, Kaikkonen, and Lehtovaara (2011), Experiential

Learning includes various interactive activities through which participants are able

to learn from each other’s experiences. Those interactive activities are: 1) personal

journals and reflections, 2) portfolios, thought questions and reflective essays, 3)

role plays, drama activities, games, and simulation, 4) personal stories and case

studies, 5) visualizations and imaginative activities, 6) models, analogies and

theory construction, 7) empathy-taking activities, story-telling, sharing with

others, 8) discussions and reflection in cooperative groups (p.23). It can be seen

LLT, ISSN 1410-7201, Vol. 20, No. 1, April 2017

from the list that simulation is indeed a part of Experiential Learning. Keeton and

Tate (1978) state that Experiential Learning refers to learning in which a learner is

expected to be in touch with the realities being studied (as cited in Kolb, 1984,

p.5). In AMT course, students are to learn the application of approaches, methods,

and techniques being studied based on a real-life classroom in order to experience

it directly.

According to Lewis, Wentworth, Reinke, and Becke (1974), simulation is an

imitation of reality in an artificial situation (p. 2). In this study, simulation is used

as a learning activity in class to represent real-life classroom situation in order for

students to practice how to apply the approaches, methods, and techniques being

studied. Thus, students have knowledge of the application of approaches,

methods, and techniques which are useful and helpful when they are about to

teach later on.

The fact that this is the first course that prepares the students to be future

English teachers and that this is the first time students learn how to apply certain

approaches, methods and techniques make students' understanding of this course

matters the most. For those reasons, this study would like to address one research

question, namely what are ELESP students’ perceptions toward simulation as a

part of Experiential Learning in AMT course? In order to answer the research

question, the writer conducted a survey. The instrument used to gather the data

was questionnaire which consisted of 28 close-ended statements and 2 open-ended

questions. The questionnaire was distributed to every fourth semester students in

ELESP who were taking AMT course in the academic year of 2016/2017. The

data were analyzed by applying Likert Scale. There were four scales which were

used, namely “Strongly Disagree”, “Disagree”, “Agree” and “Strongly Agree”.

The writer omitted “Neutral” option in order to know the exact answer from the

participants whether they agreed or not.

Perception

Altman, Valenzi, and Hodgetts (1985) state that perception is the way stimuli

are selected by a person so that they can be meaningfully interpreted (p. 85).

Referring to the theory, the writer implies that perception is a process where a

person selects some stimulus in order to be interpreted into a meaningful

information. Nevertheless, Assael (1995) state that what a person perceives or

interprets might be different compared to the perception of other people.

A person’s awareness and acceptance of the stimuli play an important role in

the perception process. Receptiveness to the stimuli is highly selective and may be

limited by a person’s existing beliefs, attitude, motivation, and personality.

Individuals will select the stimuli that satisfy their immediate needs (perceptual

vigilance) and may disregard stimuli that may cause psychological anxiety

(perceptual defense) (as cited in Borkowski, 2005, p. 54).

Based on Assael’s theory, it can be seen that every person perceives things

differently based on his goals, needs or motives which lead to either a positive or

negative perception. Referring to the previous theory, the writer presents theories

on factors affecting perception in order to know the factors affecting ELESP

students’ perceptions toward simulation as a part of Experiential Learning in

LLT, ISSN 1410-7201, Vol. 20, No. 1, April 2017

AMT course. According to Altman, Valenzi, and Hodgetts (1985), there are four

factors affecting individual’s perception of a certain thing, namely 1) Selection of

Stimuli, 2) Organization of Stimuli, 3) The Situation, and 4) The Person’s Self-

Concept (pp. 86-91).

Selection of stimuli is the first factor affecting individual’s perception.

Selection of stimuli is where an individual only focuses on a small number of

stimuli. Therefore, he perceives things differently for he tends to choose specific

cues, filters, etc. The second factor influences perception is an organization of

stimuli. This factor focuses on whether the mind is able to arrange the information

to become meaningful or not. After an individual selects the information, the mind

will try to put them together in a meaningful way based on his experience.

Another factor affecting an individual’s perception is the situation. This factor

gives big impact to an individual’s perception of certain thing. The individual’s

familiarity with, expectations about the situation and also what his or her

experience influence what that individual perceives. The fourth factor affecting an

individual’s perception is self-concept. Self-concept is how a person feels about,

perceives, and sees himself as an individual. Every person has different self-

concept on themselves which is why it will affect their perception of the world

around them and will cause different perception from one another.

Experiential Learning

According to Keeton and Tate (1978), Experiential Learning is learning

where the learners are expected to be in touch with the realities being studied (as

cited in Kolb, 1984, p. 5). Learning through simulation as a part of Experiential

Learning allows the students to learn not only from reading theories, books or

related references but also to experience directly how to apply the approaches,

methods, and techniques based on a real-life classroom. In addition, Kolb

(1984:42) state that the model of Experiential Learning consists of two

dimensions, they are Prehension Dimension and Transformation Dimension (as

cited in Kohonen, Jaatinen, Kaikkonen, and Lehtovaara 2001, pp. 27-28).

Prehension Dimension refers to the way the individual grasps experience.

Afterward, Transformation Dimension refers to how experience is transformed

through reflection and active experimentation. According to Kolb (1984), those

two dimensions of Experiential Learning produce “four orientations to learning”,

namely 1) Concrete Experience, 2) Abstract Conceptualization, 3) Reflective

Observation, 4) Active Experimentation (as cited in Kohonen, Jaatinen,

Kaikkonen, and Lehtovaara, 2001, pp. 28-29).

Concrete Experience focuses on feeling over thinking by involving personal

experiences. Next, Abstract Conceptualization focuses in learning by thinking and

manipulating abstract symbols. After that, Reflective Observation focuses on

understanding the meaning of ideas through careful observation by focusing on

how things happen based on someone’s thoughts, feelings, and judgments in

seeing things from different perspectives. Thereafter, Active Experimentation

focuses on learning by action, with an emphasis on getting things done. Students

are expected to learn how to change situations and take risks in order to meet the

goals.

LLT, ISSN 1410-7201, Vol. 20, No. 1, April 2017

Simulation

According to L. Jones (1983), simulation is a representation of a series of

real-life events (p. 1). In this study, simulation represents a real-life classroom

where there is a teacher applies certain approaches, methods, and techniques in a

classroom to teach his students. Similarly, Guetzkow (1963) states that simulation

has two essential features which must appear before an activity could be

considered as a simulation, they are; 1) It must represent a real situation, 2) It

must be operational, an ongoing process (as cited in Ellington, Addinall, and

Percival, 1981, p. 16). Based on the previous theory, it can be seen what needs to

appear in an activity to be addressed as a simulation. However, there might be

some questions about teacher’s role in the class. Hertel and Millis (2002), state

that the instructor, who is the teacher himself, is to help and to be both helper and

facilitator instead of judging or testing the students (as cited in Coffman, 2006, p.

2). Moreover, Hertel and Millis (2002) also state that simulation will provide

students the opportunity to get involved and participated in real-life experience

which will make them become more aware as active participants (as cited in

Coffman, 2006, p. 3). Since students have the chance to directly experience how

to apply the approaches, methods, and techniques being studied through

simulation, it encourages them to be more active as participants.

Additionally, L. Jones (1983) state that simulation is divided into three

distinct phases, namely preparation, simulation, and follow-up (p. 3). Those three

phases are done by following these 5 steps, namely 1) Preparation in class, 2)

Preparation at home, 3) Simulation, 4) Follow-up at home, 5) Follow-up in class.

Referring to the theory, the writer intends to figure out whether the simulation in

AMT course is based on those steps or not. Furthermore, Brumfield (2005) state

that the results of using simulation are not only to help students in the education

but also to enlighten students in finding how to apply certain issues or concepts

(as cited in Coffman, 2006, p. 3). It improves students’ skills in solving some

issues and applying certain concepts since simulation allows them to apply the

theories and relate them to the real-life context.

Discussion

Table 1 is presents the students’ perceptions toward the concept of perception

and factors affecting perception on simulation in AMT course. The table consists

of 9 statements covering the concept of perception and factors affecting

perception.

Table 1. Students’ perceptions toward the concept of perception and factors affecting

perception on simulation in AMT course

No.

Statements

1 2 3 4

SD D A SA

1 You think simulation makes

the learning in class

meaningful

(0%)

(1.36%)

(55.47%)

(43.15%)

LLT, ISSN 1410-7201, Vol. 20, No. 1, April 2017

2 You think simulation done

in class is important for your

learning

(0%)

(0.68%)

(60.95%)

(38.35%)

3 You think simulation can

make you achieve your goals

in this class

(0%)

(4.10%)

102

(69.86%)

(26.02%)

4 You have a hard time in

understanding the simulation

(3.42%)

100

(68.49%)

(22.60%)

(5.47%)

5 You can understand the

application of approaches,

methods, and techniques

being studied through

simulation

(0.68%)

(6.84%)

113

(77.39%)

(15.06%)

6 You think facilities used in

this course support you to do

the simulation

(2.05%)

(13.01%)

102

(69.86%)

(15.06%)

7 You think the class’s

situation supports you to

conduct simulation

(0.68%)

(18.49%)

(67.12%)

(13.69%)

8 You believe that through

simulation you can pass this

course with good grade and

deep understanding

(0.68%)

(15.06%)

103

(70.54%)

(13.69%)

9 You believe that simulation

implemented in this course

can improve your ability in

teaching

(0%)

(2.05%)

(63.69%)

(34.24%)

Note: SD: Strongly Disagree, D: Disagree, A: Agree, SA: Strongly Agree

From the results of table 1, it can be seen that there are few negative

perceptions toward the concepts and factors affecting perception toward

simulation in AMT course. Students agree that facilities in class and situation of

the class do not support them to conduct the simulation and sometimes they have

a hard time in understanding the simulation. Referring to the open-ended

questions, students state that situation of the class is too noisy for students are

busy with themselves to pay attention to the simulation. Likewise, facilities in

class also need to be improved for sometimes it is hard for them to find a marker.

Students also state that sometimes they have difficulties in understanding the

simulation since the simulation does not cover the theory from the book and

students who are to do the simulation are not well-prepared. In that way, the data

from the open-ended questions present the reasons behind the negative

perceptions found in the close-ended statements.

However, from the result of table 1, the writer discovers that students tend to

have positive perceptions toward simulation in AMT course. It can be seen from

the results of the close-ended questions in table 1 that most of the students agree

with the statement that simulation is important for it makes the learning in class

meaningful. Students agree that through simulation they are able to achieve their

goals which are to understand the application of approaches, methods, and

techniques being studied. Furthermore, students agree that simulation improves
their ability in teaching and also facilitates them in obtaining deep understanding

LLT, ISSN 1410-7201, Vol. 20, No. 1, April 2017

toward the course. Referring to the open-ended questions, the students state by

doing simulation they know how to implement some techniques, to use different

methods, and to implement the materials in the class. Most of all, students state

that simulation facilitates them in achieving their goals which are to understand

more about the approaches, methods, and techniques being studied and to check

whether their teaching is good or not. Thus, through open-ended questions, the

readers can see the reasons behind the positive perceptions found in the close-

ended statements.

Next, in order to further study the students’ perceptions toward simulation,

the writer presents table 2 which is about students’ perceptions toward learning

through simulation as a part of Experiential Learning in AMT course. In the table

presented below, there are five statements covering the definition of Experiential

Learning and its’ four orientations.

Table 2. Students’ perceptions toward learning through simulation as a part of

Experiential Learning in AMT course

No.

Statements

1 2 3 4

SD D A SA

10 You are encouraged to learn

approaches, methods, and

techniques by practicing through

simulation instead of only reading

theories

(4.10%)

(12.32%)

(49.31%)

(34.24%)

11 You think simulation can help you

to involve your experiences in the

learning process

(0%)

102

(69.86%)

(30.12%)

12 You can learn more about the

approaches, methods, and

techniques by observing other

group’s simulation

(0.68%)

(10.27%)

(64.38%)

(24.65%)

13 You think simulation helps you to

understand more about the

theories of approaches, methods,

and techniques being studies

(0%)

(6.16%)

64.38%)

(29.45%)

14 You think simulation provides

opportunities to practice the

application of approaches,

methods, and techniques you have

learned in real-life classroom

(0%)

(2.05%)

105

(71.91%)

(26.02%)

Note: SD: Strongly Disagree, D: Disagree, A: Agree, SA: Strongly Agree

From the results of table 2, the writer discovers that students have positive

perceptions toward learning through simulation as a part of Experiential Learning

in AMT course. Based on the data, the writer can infer that through simulation,

students are able to involve their experiences in the learning process, learn more

about the application approaches, methods, and techniques by observing other

group’s simulation, understand the theories of approaches, methods, and

techniques more, and experience the application of approaches, methods, and

techniques instead of only reading the theories. Referring to the open-ended

LLT, ISSN 1410-7201, Vol. 20, No. 1, April 2017

questions, the students state that simulation encourages them to learn by involving

their experiences in using those approaches, methods, and techniques to teach in a

real-life classroom. In addition, they also obtain a better understanding of the

theories for they need to understand it first before implementing the theories in the

simulation. Therefore, the data from the open-ended questions presents the

reasons behind the positive perceptions found in the close-ended statements.

To be more precise about students’ perceptions toward simulation, the writer

presents table 3 which is about students’ perceptions toward the implementation

of simulation in AMT course. In the table presented on the next page, there are 14

statements covering the definitions of simulation, the role of the teacher, in

simulation, simulation’s phases, and simulation in education.

Table 3. Students’ perceptions toward the implementation of simulation in AMT

course

No.

Statements

SD D A SA

15 You think simulation implemented

in this course is based on a real-life

classroom

(0%)

(20.54%)

(66.43)

(13.01%)

16 You think simulation can be

conducted to represent the real

application of approaches,

methods, and techniques being

studied

(0%)

(8.21%)

120

(82.19%)

(9.58%)

17 You think simulation makes you

more active in class

(1.36%)

(13.01%)

(59.58%)

(26.02%)

18 You think that by doing simulation

you get motivated to learn more

(0.68%)

(17.12%)

(56.84%)

(25.34%)

19 You think that simulation helps

you to practice how to be a teacher.

(0.68%)

(51.37%)

(47.26%)

20 You think simulation can enlighten

you about your function as a

teacher later

(1.36%)

(5.47%)

(60.95%)

(32.19%)

21 You think the lecturer of this

course helps you solve your

difficulties without judging and

testing you.

(2.73%)

(14.38%)

(54.11%)

(28.76%)

22 You think that simulation always

begins with a preparation in the

class.

(0.68%)

(15.75%)

(56.16%)

(27.39%)

23 You think through simulation you

are encouraged to be well-prepared

by reading related books or

references at home.

(2.73%)

(10.95%)

(59.58%)

(26.71%)

24 You think the amount of time to do

the simulation is enough

(2.05%)

(26.71%)

(61.64%)

(9.58%)

LLT, ISSN 1410-7201, Vol. 20, No. 1, April 2017

25 You think the written work at

home helps you to extend your

understanding of the approaches,

methods, and techniques being

simulated.

(4.79%)

(27.39%)

(58.90%)

(8.90%)

26 You think the follow-up discussion

after the simulation extends your

understanding of the approaches,

methods, and techniques being

simulated.

(0%)

(2.05%)

108

(73.97%)

(23.97%)

27 You have deep understanding of

this course through simulation

(0%)

(17.12%)

107

(73.28%)

(9.58%)

28 You think simulation done in class

enables you to apply the

approaches, methods, and

techniques properly

(0%)

(13.01%)

106

(72.60%)

(14.38%)

Note: SD: Strongly Disagree, D: Disagree, A: Agree, SA: Strongly Agree

From the results of table 3, the writer discovers that there are several negative

perceptions from the students toward the implementation of simulation in AMT

course. Students agree that the situation of the class should be improved and also

that the amount of time to do the simulation should be added. Referring to the

open-ended questions, students state that situation of the class in the simulation

should be improved for students do not act like real students. Furthermore,

students state that they need more time to do the simulation. In that way, we can

see that the data from the open-ended questions elaborate students’ negative

perceptions toward the simulation which later could be considered as suggestions

to improve the implementation of simulation in AMT course.

Despite the fact that there are several negative perceptions, it can be inferred

from the results of table 3 that most of the students’ perceptions toward simulation

are positive. The writer discovers that the phases of the simulation done in class

are the same with the supporting theory. First, simulation implemented in class

always begins with a preparation in class. Second, students get to prepare the

simulation by reading related references or books at home. However, most of the

students think that the time to do the simulation is not enough. Then, there is

follow-up at home by doing written work on the question about the discussion of

the materials being simulated and follow-up at class after simulation where

students accept feedback from the lecturer. From the data, the writer can also

imply that students agree that simulation enlightens them about the function of a

teacher, motivates them to learn more, helps them to practice to be a teacher, and

facilitates them in obtaining better and deeper understanding. The writer also

discovers that the lecturer acts as a facilitator who helps students by giving

feedback instead of judging them. Referring to the open-ended questions, students

state that simulation motivates them to find the best method to teach, to conduct

productive class, to master the materials before delivering them to the students

and to have loud voice volume and good eye contact as a teacher. Additionally,

students state that they become more active as participants in class through

simulation for they are motivated to learn how to be good teachers. Furthermore,

LLT, ISSN 1410-7201, Vol. 20, No. 1, April 2017

students state that they always obtain feedback from lecturers which they use to

improve themselves. Therefore, students can achieve deeper and better

understanding of AMT course and can apply the approaches, methods, and

techniques properly.

Conclusions

Based on the research findings and discussion, it can be seen that more than

80% of the students have positive perceptions toward simulation as a part of

Experiential Learning in AMT course. There are several conclusions that can be

inferred from the research findings and discussion. First, students are motivated to

be more active and to learn more by learning how to apply approaches, methods,

and techniques instead of only reading theories. Second, the students have the

chance to involve their personal experiences in learning how to be teachers and

how to function as teachers based on real-life classroom. Third, the students have

deep understandings of this course through simulation. Fourth, students are able to

apply approaches, methods, and techniques properly. Therefore, it can be

concluded that students agree that simulation is important for it makes the

learning in class meaningful. Based on the research findings, the writer would like

to suggest the lecturers of AMT course to set some rules to encourage students to

be more serious and to pay attention to conduct and learn the simulation, to give

more examples on how to simulate certain approaches, methods, and techniques in

order for students to be able to do the simulation properly, to always check

whether the simulation represents a real-life classroom or not in order for students

to get accustomed to being a teacher, to consider adding extra time to do the

simulation. Next, future writers are suggested to focus more on the different

implementation of simulation between one class and another in order to know the

reasons and objectives behind it.

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http://healthadmin.jbpub.com/borkowski/chapter3.pdf
http://www.cdc.gov/dhdsp/pubs/docs/cb_february_14_2012.pdf
http://www.uky.edu/~kdbrad2/EPE619/Handouts/SurveyResearchReading.pdf