The 65th TEFLIN International Conference, Universitas Negeri

Makassar, Indonesia, 12-14 July 2018

The Benefits of Filed Trip Strategy at Junior and Senior High

Schools: An Overview

Rugaiyah
[email protected]
Islamic University of Riau, Pekanbaru, Indonesia

Abstract

This reseach studied about the beneficial of educational Field Trips at secondary and
high school level in Pekanbaru, Riau Province Indonesia. The respondents of this study were
the students and Pre-service teachers of English program of both government and private
schools. The ideas and views of students and Pre-service teachers were sought out regarding
the benefit of educational field trips at secondary and high schools level. To achieve the
purpose of study two questionnaires was design as research tool separately for teachers and
students. sixty respondents including 10 Pre-service teacher of English program and 50
students were randomly selected. The questionnaire was used as a research instrument which
was consisted of 25 items, collected data was analyzed by using simple percentage method.
The findings for each statement were made. On the basis of findings, the conclusion was
drawn. Majority of the respondents had a view that educational field trip is helpful to explore
students’s learning experience. Therefore, a large number of respondents opinioned that
educational field trip positively affect students’ creative thinking and practices in learning.

Keywords: Field Trip, Strategy, students, Pre-service Teacher

Introduction exhibits to expand and reinforce desired

School field trips have become concepts. However, this study was
considerable attention and it is more conducted to affirm teachers’ and students’
popular since recent years especially in perceptions in the context of applying field
Indonesia. it is indicated Field trips are strip strategy in teaching or learning
appropriate for all grade levels of students. writing descriptive text.
They is an opportunity for students to visit Educational field trip provides an
cultural resources which they may not opportunity for social training of the
have known existed. They provide a students because field trip is taken in large
shared experience for all students. They group and students‟ are included from
provide an entrance into an unfamiliar different social backgrounds, it gives
world to which the students may be able to students a chance to get to know each
introduce their parents. Field trips extend other and interact in a more relaxed
the resources available to students in the environment Jamilu and Salihu (2012). It
classroom. They expand learning by giving is a great way to communicate difficult
the student access to the real thing. They information. Through educational field trip
illustrate and permit experience with what most of the concepts and phenomena may
has been read about, seen on television or be easily clarified, understood and
computer software. Teachers include field assimilated and with the help of this, good
trips in their units of study for this deal of energy and time of both the
purpose. Field trips are linked to the teachers and students can be saved. It is
classroom because they are contextualized clear that going on a field trip is a
within the classroom curriculum. Teachers wonderful way to extend a learning
choose from museum programs and experience in such a way that the students
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not only understand the concept, but also personal experiences and lived social
understand how it connects to their world. events that become ―ways of knowing.
Field trip is also vital for students to have a According to Wright (2000), Orion 1993,
chance to view and explore historical Noel 2007).since experiential learning
places and different social institutions. activities allow students to participate in
Educational Field trips has great activities that help link theory and practice,
potential to positively affect students' they become excited and motivated to
learning (Farmer, Knapp and Benton, learn, spurring on new experiential
2007; Flexer and Borun, 1984; Lisowski activities. It can be defined that field trips
and Disinger, 1991; Mackenzie and White, fasilitate students to extend their learning
1982) and students' attitudes towards their experience. Otherwise, it is not only
education (Hannon and Randolph, 1999; undestant the concept, but also understand
Michie, 1998; Price and Hein, 1991; how it connects to their word. Raiszadeh
Wendling and Wuensch, 1985). Field trips and Ettkin (1989) illustrated that field trips
provide real world settings in which provide useful learnin experience for
students are challenged to apply students. Tal and Morag (2009) described
knowledge learned in the classroom. Many field trips as student experiences outside of
students enjoy the less formal setting in the classroom at interactive locations
which the learning takes place (Braund and designed for educational purposes. When
Reiss, 2006; Falk, 1983; Flexer and Borun, students have an interest, they tend to learn
1984). As a result, these students may the subject materials better (Haw-Jan
become more excited about their school “John” Wu (2009)
subjects (Michie, 1998; Storsdieck, 2001). In addition, Shakil, Faizi and
Though field trip itself tends to be short- Hafeez (2011) argue that educational field
term outing, the effects of this trip on trips give students the opportunity to have
students may continue for many months to first-hand experiences and to explore
years after the field trip (Farmer, Knapp world. It helps students to interact with
and Benton, 2007; Mackenzie and White, what they are learning. Field trips allow
1982). for actual tactile experiences, students are
Field trips help students to connect able to see it, manipulate it or participate
their own experience the concept, as in it physically. Further, Shakil, Faizi and
Orion (1993) found that field trips can Hafeez (2011) pointed out that the
facilitate the construction of abstract purpose of education is to develop the
concepts by providing the setting for long knowledge, skill or character of students.
term memorized episodes. Meredith et al. Thus the education is the process of
(1997) and Behrendt Marc and Franklin learning and knowing, which is not
(2014) also point out that students who restricted to our school or textbooks.
directly participate during a field Myers and Jones (2009) describe
experience generate a more positive that educational field trips should be
attitude about the subject. Dole and designed around specific educational
Sinatra, (1998) The more authentic the objectives. Furthermore, Shakil, Faizi and
mental exploration of the stimuli (e.g., Hafeez (2011) argue that educational filed
testing, questioning, observing and making trip , is a progressive method of learning
mental notes, self-explaining, and by which the student goes through the
critiquing of one‘s previous understanding, necessary learning experiences under the
the more previously constructed schemas leadership and guidance of the teacher. It
are retrieved and the more complex they is helpful in developing the complete
become. Scarce (1997) posited that field personality of the students like their
trips offer enriching experiences central to physical, mental, social and emotional
successful learning because they are both development. Educational field trip gives

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 The 65th TEFLIN International Conference, Universitas Negeri
Makassar, Indonesia, 12-14 July 2018

students the opportunity to have first-hand .

experiences and to explore world. It helps Method
students to interact with what they are This research applied qualitative
learning. Victor (1965) asserts that ―the research design with case study. In this
field trip should refer to any learning case study, document analysis from the
activity that is carried on by the children as respondents responses. (Yin, 1994)
a group outside the classroom. describes that a case study is an empirical
Aggarwal (2003) describes that research that examines contemporary
educational field trip is also helpful for the phenomena in a real- life context. Hence,
teachers to clarify, establish, co-relate and Case studies involve intensify analyses on
coordinate accurate concepts, people, communities, or organizations. In
interpretations and appreciations and addition, (McDonough and McDonough,
enable them to make learning more 1997) claimed that case studies provide
concrete, effective, interesting, opportunities for the researcher to obtain
inspirational, meaningful and vivid. Thus holistic and in-depth views on research
it can be said that educational field trip is problems, and can facilitate the depicting,
helpful in completing the triangular understanding, and explanation of
process of learning that is motivation, problems or contextual situations of the
clarification and stimulation. research. In case studies, documents and
From the previous research above, data are examined in detail in order to
it can be defined that educational field trip explain the phenomena within the data.
provides an opportunity for social training Based on the data, the researcher can
of the students because field trip is taken in produce a theory and will be able to test
large group and students‟ are included this theory.
from different social backgrounds, it gives Creswell (2012) The open-ended
students a chance to get to know each responses, however, permit us to explore
other and interact in a more relaxed reasons for the closed-ended responses and
environment. Hence, Field trips also offer identify any comments people might have
many direct teaching and learning benefits, that are beyond the responses to the
including providing a hands-on closed-ended questions. In addition, the
experience, creating a laboratory for responses are detached from the context—
business students, making a relevant, the setting in which people. Furthermore,
concrete real life experience that’s Rahardjo (2017) defines that a case study
otherwise not available in class. These is a series of scientific activities that are
interactions teach them how to behave in done in an intensive, detailed, and in-depth
different settings. It will also help to manner on a program, event, and activity,
control or show balanced emotions in whether on the level of individuals, groups
different type of situations and it means of people, institutions, or organizations, to
that students who were taught with obtain an in- depth knowledge on the
Educational field trip have higher event. Usually, the selected happening
performance than those taught with lecture (which is then called a case) is an actual
technique. However, It is not restricted (real-life) event that is taking place, not
students to learm more about textbook in something that has already taken place
the classroom. Otherwise, teachers create (Rahardjo, 2017:3).
any learning activity that is carried on by The questionare used in Shakil and
students as a group outside the classroom. Hafeez’s study in 2011was adopted for this
Therefore, it is expected that a teacher-led research because of its suitability to the
school activity outside the classroom in context of this study. Thus questionnare
which students are expected to learn. had modified by the researcher based on
the need of the study.

123
 The questionnaire used in this them closed-ended questionnaire, and
study was divided into three categories, asked them to complete it. The researcher
which were labeled as Part-1, part-2, part- distributed the questionnaire in English
3 part 4 with and part 5 in closed-ended and they have to respond all questions
questions. The item format for type in using likert scale. Then, analyzed the
questionnaire was developed on a three- information, and proceed to the data for
point scale which asked individuals to purpose of the research. Creswell (2012)
respond in series of statements by asserts that using a narrative passage to
indicating whether the incidents in state the findings of the analysis is the
question take place ‘Strongly most frequent approach in this step.
Agree’,agree’, ‘slightly agree’, ‘disagree’, Therefore, the researcher described every
and ‘strongly disagree.’ The Part-1 type theme, supported it with excerpts of the
questionnaire for students consisted of 10 students’ responses from the questionnaire
statements, which aimed to determine how and interpreted the data
much field trip are helpful in effective
learning. The Part-2 type questionnaire for Finding and Discussion
the teachers, on the other hand, consisted In finding, the researcher
of 9 statements, which likewise aimed to described the process of calculating and
determine how much field trip promotes presenting result of the data. It was
the required qualities among students. The intended to answer the questions of the
Part-3 type of questionnaire for the study. In finding, the researcher described
students consisted of 6 statements the process of calculating and presenting
respectively. These questionnaires were result of the data.
aimed at determining how much fieldtrips The data from the quistionnaire in
are beneficial for society and individuals. this study has been analyzed with the
Before collecting the data, the results as shown in the following table:
researchers met the respondents who have
been chosen as the sample. Then, gave

Table 1: Students’ Perception of Fiel Trips

No Questions Frequency
Field Trip are Helpful for affective Strongly Disagree Slightly Agree Strongly Percentage
Disagree (2) Agree (4) Agree
Learning (1) (3) (5)
1 Field Trips give me opportunity to adopt varius 0 1 16 30 3 74%
strategy of learning
2 Field Trips provide self experience & 0 2 18 30 89.6%
observation to increase Knowledge
3 Field Trips allow me to express my thoughts 1 7 25 17 83.2%
more clearly and openly
4 Field trips contribute to my learning experience 8 28 14 82.4%
positively
5 Field Trips help me to solve many problems in 3 6 22 19 82.8%
the classroom
6 Field Trips help me to explore my learning 3 3 31 15 85.5%
experience
7 Field Trips make me understand the importance 6 7 23 10 70%
of learning from sharing real-world experiences.
8 Field Trips enhance my ability to think critically 4 35 11 82.8%
and creatively
9 Field Trips enhance my ability to think logically 2 3 28 17 84%
10 Field Trips give me the opportunity to relate my 7 4 30 9 93.2%
own experiences to the topics covered in the
course

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 The 65th TEFLIN International Conference, Universitas Negeri
Makassar, Indonesia, 12-14 July 2018

Based on the results presented in attitude about the subject. The students
table above, it shows that field trip are also demeed that Field trips also can help
helpful in effective learning. However, them to explore their learning experience
majority of students (93.2%) think that (85.5%). Besides, (84%) agreed that field
Field Trips can give them opportunity to trips provide self experience and
relate their own experiences to the topics observation in increasing their knowledge,
covered in the course. From students’ this finding supported by Nabors et al.,
responses above were in line with several (2009) claims that students on field trips
researchers findings. Oreon (1993) found sharpen their skills of observation and
that field trips can facilitate the perception by utilizing all their senses.
construction of abstract concepts by Likewise, (82.8%) believe that Field trips
providing the setting for long term contribute to their learning experience
memorized episodes. It means that field positively, beside, it also can help them to
trips contribute o students’ learning solve many problems in the classroom and
experience and help them to relate the enhances their ability to think critically
concept of what they have learnt in the and creatively. On the other hand, there
classroom. Behrendt Marc and Franklin were (70%) of them consider that Field
(2014) also point out that students who Trips make students understand the
directly participate during a field importance of learning from sharing real-
experience generate a more positive world experiences.

Table 2. Students’ Perception of Field Trips

No Questions Frequency
Field Trips Promote Qualities among Strongly Disagree Slightly Agree Strongly Percentage
Disagree (2) Agree (4) Agree
Students (1) (3) (5)
1 Field Trips encourage me to develop myself as a 2 4 30 14 82.4%
team member
2 Field Trips anable me to increase self 3 19 28 90%
confidance
3 Field Trips sharpen my discussion/ interaction 1 2 35 12 83.2%
skills
4 Field Trips make me feel more involved with 0 3 35 10 80.9%
the class
5 Field Trips help me to promote sense of 2 6 29 13 81.2%
discipline
6 Field Trips help me to develop leadership 0 1 35 17 86.4%
qualities
7 Field Trips allow me to communicate more 1 3 35 10 80.9%
effectively than traditional face-to-face
meetings
8 Field Trips allow me to comment and discuss 2 37 11 83.6%
ideas with m group more efficiently as
compared to traditional classes.
9 Field Trips make me convidence in sharing idea 1 39 10 83.6%
to others in discussion

As shown in Table 2, the data develop leadership qualities and makes

analysis indicates that the highest them feel more involved with the class, in
persentage of agreement goes to the terms line with this shakiland Hafeez (2011)
“Field trips encourage them to increase claimed that It helps to develop the ability
self confidance (90%). (86.4%) who of obligation and leadership qualities in
stressed that Field Trips help them to students. Furthermore, (83.6%) of students

125
agree that Field Trips allow them to backgrounds, it gives students a chance to
comment and discuss ideas with their get to know each other and interact in a
group more efficiently and make them more relaxed environment. However, it
convidence in sharing idea to others in was only (80,9%) of them believed that
discussion. Morever, Shakil and Hafeez Field Trips make them feel more involved
(2011) again asserted that Educational with the class as well as allow them to
field trips provide an opportunity for social comment and discuss ideas with m group
training of the students because field trips more efficiently as compared to traditional
are taken in large group and students are classes.
included from different social

Table 3: Students’ Perception of Field Trips

No Questions Frequency
Benefits of Field Trips for Society Strongly Disagree Slightly Agree Strongly Percentage
Disagree (2) Agree (4) Agree
and Individuals (1) (3) (5)
1 Field trips help me to show better perfomance 1 40 9 83.2%
in studies
2 Field Trips help me appreciate the relevance 1 37 12 84.4%
and importance of what they have learnt in the
classroom
3 Field Trips allow me to meet the need of higher 6 9 25 10 70.8%
education
4 This field trips are relevant to my study at 2 12 36 93.6%
writing descriptive text
5 Field trips help me to know the importence of 35 15 86%
histrical places and cultural heritage
6 Field Trips ancourage me to participate 1 30 19 87.2%
efectively during the trip

Table 3 represents the ideas of vital for seeing and understanding the
students that how much field trips are things. Students to have a chance to view
beneficial for society and and explore historical places and different
individuals.according to the data shown in social institutions. They provide an
the table, (93.6%) of students reveal that opportunity for the students to visiting a
This field trips are relevant to their study at new place, meeting new people and Field
writing descriptive text. Likewise, (87%) Trips help them appreciate the relevance
of them Field Trips ancourage them to and importance of what they have learnt in
participate efectively during the trip. the classroom (84%). Then (83.2%) of the
Further, (86%) from the respondance students fostering better perfomance in
believe that Field trips help them to know studies. Nevertheless, Nevertheless, it was
the importence of histrical places and only (70.8%) of the students reported that
cultural heritage this point related to Eric Field Trips allow them to meet the need of
Powell who describes that field trips are higher education.

Table 4. Teachers’ Perception of Field Trips

N0 Questions Frequency
Field Trip are Helpful for affective Strongly Disagree Slightly Agree Strongly Percentage
Disagree (2) Agree (4) Agree
Learning (1) (3) (5)
1 Field Trips give students opportunity to adopt 2 8 96%
varius strategy of learning
2 Field Trips provide self experience & 1 9 98%
observation to increase Knowledge

126
3 Field Trips allow students to express their 1 9 98%
thoughts more clearly and openly
4 Fieald Trips contribute to students’ learning 3 7 94%
experience positively
5 Field Trips help students to solve many 1 9 96%
problems in the classroom
6 Field Trips help students to explore their 0 10 100%
learning experience
7 Field Trips make students understand the 2 8 96%
importance of learning from sharing real-world
experiences.
8 Field Trips enhance students’ ability to think 2 8 96%
critically and creatively
9 Field Trips enhance students’ ability to think 3 7 94%
logically
10 Field Trips give students the opportunity to 1 9 96%
relate their own experiences to the topics
covered in the course

The analysis revealed that teachers (100%) opportunity for students to create
held the strong view that Field Trips help connections, which will help them gain
students to explore their learning understanding and develop an enjoyment
experience, the same is the case with of learning. On the othr hand, teachers’
Scarce (1997) claimed that field trips are (96%) believed that Field Trips enhance
experiential, authentic social events that students’ ability to think critically and
create a new way of knowing an object, creatively and allow students to express
concept, or operation. In terms of Field their thoughts more clearly and openly.
Trips provide self experience & Thus, supported by Catherine E. Boyle,
observation to increase Knowledge and (1995) that Students are encouraged to
allow students to express their thoughts think critically an creatively beyond the
more clearly and openly This finding also parameters of the classroom environment
coincided Hutson, T., at all. (2011) who engage with the theoretical knowledge that
stated that Field trips offer a unique they have mastered.

Table 5: Teachers’ Perception of Field Trips

N0 Questions Frequency
Field Trips Promote Qualities among SStrongly Disagree Slightly Agree Strongly Percentage
Disagree (2) Agree (4) Agree
Students (1) (3) (5)
1 Field Trips encourage students to develop 5 5 90%
themselves as a team member
2 Field Trips anable students to increase self 4 6 92%
confidance
3 Field Trips sharpen students’ discussion and 2 8 96%
interaction.
4 Field Trips make students feel more involved 2 8 96%
with the class
5 Field Trips help students to promote sense of 3 7 94%
discipline
6 Field Trips help students to develop leadership 3 7 94%
qualities
7 Field Trips allow students to communicate 4 6 92%
more effectively than traditional face-to-face
meetings
8 Field Trips allow students to comment and 1 9 98%

127
 discuss ideas with their group more efficiently
as compared to traditional face-to-face classes.
9 Field Trips make students convidence in 3 7 94%
sharing idea to others in discussion

The table above shows that the field trip not only could help students to
mayority of teachers (98%) believe that promote sense of discipline and develop
Field Trip allows students to comment leadership qualities but also could make
and discuss ideas with their group more students convidence in sharing idea to
efficiently as compared to traditional face- others in discussion. This findings also
to-face classes. This finding is in keeping related to the outcomes reserach by Shakill
with the outcomes of the study by NRC and Hafeez (2011) demonstrate that the
(2009) illustrated that students who positive benefits derive from field trips are
acquire hands-on, authentic experience hands-on, real-world experiences, quality
may develop curiosity and interest, leading of education, positive attitudes to science
to a desire to learn more, observation skills and motivation towards the subjects,
improve. Social skills develop as the improvement of the socialization between
students share perceptions and knowledge students, which would impinge on the
with others. However, it is indicated that classroom, and development of rapport
(96%) of teachers considered out that field between teachers and students. Likewise,
trip allows students to sharpen their (92%) of teachers’ perceptions that it
discussion and interaction. Therefore, it allows students to communicate more
anables students to increase self effectively than traditional face-to-face
confidance. This finding is similar to the meetings. Therefore, it anables students to
outcomes of recent study by Shakil and increase self confidance as (Kisiel, 2003;
Hafeez (2011) pointed out that Educational Rennie, 2007) found that students are
field trips are very important because they better observers, interact more frequently,
are a way to bring the students closer discuss the concepts, and ultimately
together develop more connections between the
However, from the results of concepts and the experience.
teachers’ resposes (94%) claimed that

Table 6: Teachers’ Perception of Field Trips

No Questions Frequency
Field Trips are Beneficial for Society Strongly Disagree Slightly Agree Strongly Percentage
Disagree (2) Agree (4) Agree
and Individuals. (1) (3) (5)
1 Field trips help students to show better 4 6 92%
perfomance in studies
2 Field Trips help students appreciate the 2 8 96%
relevance and importance of what they have
learnt in the classroom
3 Field Trips allow students to meet the need of 3 7 94%
higher education
4 This field trips are relevant to students’ study at 0 10 100%
writing descriptive text
5 Field trips help students to know the importence 1 9 96%
of histrical places and cultural heritage
6 Field Trips ancourage students to participate 3 7 94%
efectively during the trip

The above table shows that it is belief that Field trips are relevant to
found related to the dominant of teachers’ students’ study at writing descriptive text.

128
For the reason that, during the field trips Conclusion
the students have concrete learning The results of this study showed
experiences in a real situation which can that Field Trip is an effective strategy in
improve their writing on the descriptive enhancing students’ knowledge in Social
text. Therefore, It is crucial that educators Studies. Interestingly, after the field trip,
make connections between what students students were much more confident in
are being taught in their classrooms and dealing with exploring their idea and
the real world. The respondents also sharing idea to others in discussion in the
deemed that Field trips help students to classroom. It is indicated that Field Trip
know the importence of histrical places could increase students’ motivation.
and cultural heritage (96%), In line with Likewise, in terms of promoting students’
this, Eric Powell quality, it seems that students can interact
(https://www.slideshare.net/aneeshashokan to each others. However, Field Trips allow
545/online-assignment-39405965 students to comment and discuss ideas
describes that field trips are vital for with their group more efficiently as well as
students to have a chance to view and they are involved in the class.The other
explore historical places and different most significant is The field trip acted as
social institutions. Inspide of (92%) of the an empowering tool for students and
teachers agrred on Field Trips could help assisted them in gaining ownership over
students to show better perfomance in future learning experiences. Therefore, the
studies. However, teachers on the whole mayority of teachers and students believe
believed that Field Trips benefits for that Field Trips are not only helpful in
sociaety and individual. effective learning, but also promotes the
required qualities among students and
beneficial for society and individuals.

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