Experiential Learning: Exploring Human Literacy of English Language Teaching in Education 4.0

Abstract

Experiential learning, which provides rooms for students to explore, create a project, interact with their environment, real situation, simulation, and guided discovery, has become the focus of Education 4.0. The nature of it, which offers students ways to experience and apply what they have learned in class through social interactions, real-world tasks, and interpersonal experience is manifested in the development of students' human literacy. This study explores the perceptions of English teachers towards the impact of experiential learning in exercising students' human literacy to be better prepared in facing industrial revolution 4.0. This study is qualitative in nature and employs a questionnaire and interview to gather the data. Eight teachers from a private school that offers the International Primary Curriculum (IPC) participated in this study. The results of the study reveal that the majority of the English teachers have positive perceptions towards experiential learning. As an embodiment of human literacy, it helps students connect what they have learned with the realworld experience, promote collaboration, critical thinking, problem-solving, and communication skills, and use technology effectively. Pedagogical and practical implications of experiential learning embody the development of human literacy in English language teaching in Education 4.0 were discussed in the study.