An analysis of Experiential Learning phases in an Outdoor English Class in teaching speaking activities at MA Al - Ishlah Lamongan

English teachers used to design interesting activities and comfortable atmosphere to develop students’ speaking skill because they tended to be bored and lazy. Experiential learning is one way to arrange an interesting activities through outdoor class to anticipate student boredom. This qualitative research collected the data through observation and interview with the English teacher to investigate the implementation of the experiential learning used by the teacher in arranging the class activities at MA Al – Ishlah Lamongan and the challenges were faced by the English teacher in designing the activities. The result of this research shows that the English teacher applies the four phases of the experiential learning in teaching speaking. The four phases are experiencing something, interpreting the experience, generalizing the experience, and applying the experience. Meanwhile, the main challenge faced by the teacher is the limitation of time. The result of this research is in line with the previous research and the theories. So, the experiential learning is an interesting teaching method that can be applied in English teaching-learning process because it gives positive impact on students as well as to reduce students’ boredom in speaking class.