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A SET OF ENGLISH WRITING MATERIALS
BASED ON IGNATIAN PEDAGOGY
FOR THEOLOGY STUDY PROGRAM STUDENTS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Murni Samosir (Sr. M. Anselina FSGM)
Student Number: 091214004
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
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I dedicate this thesis to my Almighty God,
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ABSTRACT
Samosir, Murni (Sr. M. Anselina FSGM). (2013). A Set of English Writing Materials Based on Ignatian Pedagogy for Theology Study Program Students. Yogyakarta: Sanata Dharma University.
The mission of the Catholic Church globally, including in Indonesia, is to have prophetic, smart, and professional ministers who are internationally reliable. In order to achieve that mission, the Theology Study Program in Sanata Dharma University included English Language as one of the subjects in the Profession Skills Courses conducted in two semesters. Writing is one of the skills that the students are required to learn in the course. On the other hand, there is no tailor-made material available in the Theology Study Program. Due to that case, in this research, the writer designed a set of English Writing Materials based on Ignatian Pedagogy for Theology Study Program students.
There were two research problems in this research. They were 1) how is a set of English writing instructional materials for Theology Study Program students of the Theology Faculty, Sanata Dharma University designed?, 2) what does the designed set of English writing instructional materials look like?
In order to answer the first problem, the writer designed own model by employing five steps of Research and Development (R&D) cycle and combining two models: Dick and Carey’s Model, and Yalden’s Model. As a result of employing and combination, there were seven steps used to design the materials. The steps were 1) analyzing learners and contexts, 2) identifying instructional goals, 3) writing performances objectives, 4) selecting syllabus, 5) deciding teaching/learning activities, 6) evaluating and recycling, and 7) presenting main product.
In this research, the data obtained through survey on the designed materials by distributing a questionnaire to four lecturers of the English Language Education Study Program, Sanata Dharma University (ELESP-SDU). The data showed that the average point of the designed materials was 3.7. It means that the materials were considered well developed and it was acceptable for Theology Study Program students, although revision was necessary.
The second research problem was answered by presenting a set of English writing materials. The designed materials consisted of four units, namely 1) Here, I am, 2) My Diary, 3) Tell Me a Story, and 4) Think and Act. Each unit was divided into five parts as proposed in Ignatian Pedagogy. The complete materials were attached in appendix I.
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ABSTRAK
Samosir, Murni (Sr. M. Anselina FSGM). (2013). A Set of English Writing Materials Based on Ignatian Pedagogy for Theology Study Program Students. Yogyakarta: Universitas Sanata Dharma.
Tujuan dari Gereja pada umumnya, termasuk Indonesia, adalah menyiapkan pelayan yang profetis, terampil, dan handal di tingkat internasional. Untuk mencapai tujuan itu, maka Program Studi Ilmu Teologi, Universitas Sanata Dharma, memasukkan Bahasa Inggris sebagai salah satu Mata Kuliah Keahlian Berkarya, yang diajarkan selama dua semester. Menulis adalah salah satu ketrampilan yang harus dipelajari dalam mata kuliah ini. Di lain pihak, belum ada materi yang tetap di Program Studi Ilmu Teologi ini. Berdasarkan hal tersebut, penelitian ini bertujuan untuk mendesain materi menulis (writing) bahasa Inggris berdasarkan Pedagogi Ignasian untuk mahasiswa Program Studi Ilmu Teologi.
Ada dua rumusan masalah dalam penelitian ini. Yang pertama adalah bagaimana materi menulis bahasa Inggris untuk mahasiswa Program Studi Ilmu Teology didesain? Yang kedua adalah seperti apa materi menulis bahasa Inggris itu?
Untuk menjawab rumusan masalah yang pertama, penulis mendesain model sendiri berdasarkan langkah-langkah Research and Development (R&D). Penulis menetapkan tujuh langkah sebagai hasil adopsi dari model desain Dick and Carey, dan Yalden. Langkah-langkahnya adalah 1) analyzing learners and contexts, 2) identifying instructional goals, 3) writing performances objectives, 4) selecting syllabus, 5) deciding teaching/learning activities, 6) evaluating and recycling, and 7) presenting main product.
Penelitian ini menggunakan survey pada materi yang sudah didesain dengan membagikan kuesioner kepada empat dosen dari Program Studi Pendidikan Bahasa Inggris (PBI-USD). Data menunjukkan bahwa rata-rata tingkat persetujuan adalah 3,7. Hal ini berarti bahwa materi tersebut dikembangkan secara baik dan dapat diterima untuk mahasiswa Teologi, meskipun masih perlu revisi.
Untuk menjawab rumusan masalah yang kedua, penulis menyajikan satu set materi menulis. Desain materi terdiri dari empat unit, yaitu 1) Here, I am, 2) My Diary, 3) Tell Me a Story, and 4) Think and Act. Setiap unit dibagi menjadi lima bagian seperti disarankan dalam Pedagogi Ignasian. Materi selengkapnya ada dalam lampiran I.
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ACKNOWLEDGEMENTS
There are so many blessings and mercies that I received during the process of finishing my thesis. Therefore, on this wonderful occasion I would like to express my gratitude here.
First of all, I would like to express my greatest gratitude to Almighty God
for His blessings and mercies during my struggle in finishing my thesis. Without His hands, I can do nothing. He has lifted me up beyond my strength and given me a perseverance to cope with the hard days. His helping hands became real through so many people who give me support and assistance in writing my thesis. Thus, I am obliged to express my gratitude for those who are used by God to make His love real in my life.
My deepest gratitude goes to my thesis advisor, Agustinus Hardi Prasetyo, S.Pd., M.A., who had willingly spent his time to accompany me in finishing my thesis. He has a big willingness to share his knowledge and expertise through giving valuable suggestions, comments, guidance, and patience during my thesis accomplishment.
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Father Lucianus Suharjanto S.J, S.S, STB, Dr. Retno Muljani M.Pd.,
Christina Kristiyani, S.Pd., M.Pd., and Fidelis Chosa Kastuhandani, S.Pd., M.Hum. They improved my designed materials well through their precious comments, suggestions, evaluations, and opinions. In addition, I warmly thank Sr.
Margaret O’Donohue FCJ, for kindly spending her precious time to proofread my thesis.
I delivered my best gratitude to the Dean of Theology Faculty, Father Dr. E. P. D. Martasudjita, Pr, and the Chairperson of Theology Study Program,
Father Dr. Y. B. Prasetyantha, MSF, for the permission to conduct this study at Theology Study Program, Sanata Dharma University. I thank, also, all secretariat staff of Theology faculty for their best services. I delivered my deepest gratitude to all students of Theology Study Program 1st semester who are willing to be my respondents before designing materials.
I intended my sincere gratitude to my beloved congregation, Sr. M. Julia Juliarti FSGM as my superior, and her councils for their great love, prayers, support, and trust that is given to me to study in ELESP-Sanata Dharma University. My gratitude also is intended for Sr. M. Anita FSGM and all my beloved sisters in St. Mary Convent, Yogyakarta. They have accompanied me in every single struggle that I faced every day by their prayer, love, care, and support.
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Frater Philipus Adi Sulistyo, OFM, for his willingness to help me in drawing some pictures in my designed materials.
Finally, from my deepest heart, I would like to thank all those whose names are not mentioned for their support and help through their own way. By all their hands, I can finish this thesis. That the Merciful Love of Almighty God bless them and those people they love, so the name of Our Lord will be praised now and forever.
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TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGE ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xii
LIST OF TABLE ... xv
LIST OF FIGURES ... xvi
LIST OF APPENDICES ... xvii
CHAPTER I. INTRODUCTION ... 1
A. Research Background ... 1
B. Research Problems ... 3
C. Problem Limitation ... 4
D. Research Objectives ... 4
E. Research Benefits ... 4
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CHAPTER II. REVIEW OF RELATED LITERATURE ... 8
A. Theoretical Description ... 8
1. Instructional Design ... 8
a. Dick and Carey’s Model ... 9
b. Yalden’s Model ... 14
2. Ignatian Pedagogy ... 17
3. Teaching Writing ... 29
B. Theoretical Framework ... 32
CHAPTER III. RESEARCH METHODOLOGY ... 38
A. Research Method ... 38
B. Research Setting ... 42
C. Research Participants ... 42
D. Instruments and Data Gathering Technique... 44
E. Data Analysis Technique ... 45
F. Research Procedure ... 47
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 49
A. The Writer’s Model Used in Designing the Materials ... 49
1. Characteristics of the Learners and Contexts ... 49
2. The Instructional Goals Identification... 51
3. Performances Objectives/Indicators ... 53
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5. Teaching/Learning Activities ... 56
6. Evaluation and Revision ... 62
a. Data Presentation and Analysis ... 62
b. Revision of the Design ... 65
B. The Presentation of the Designed Materials ... 66
1. Context of Learning ... 66
2. Experience ... 67
3. Reflection ... 67
4. Action ... 68
5. Evaluation... 68
CHAPTER V. CONCLUSIONS AND RECOMMENDATION ... 69
A. Conclusions ... 69
B. Recommendation ... 71
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LIST OF TABLES
Table Page
3.1 Respondents of the Survey on the Designed Materials ... 43
3.2 Points of Agreement ... 46
3.3 The Description of the Respondents’ Evaluation of the Materials Designed (Blank) ... 47
4.1 The Instructional Goals ... 52
4.2 The Performances Objectives/Indicators ... 53
4.3 The Teaching/Learning Activities... 56
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LIST OF FIGURES
Figure Page
2.1 Dick, W., Carey, L., & Carey, J. O. (2009). The Systematic Design
of Instruction ... 10
2. 2 Language Program Development (Yalden, 1987) ... 16
2.3 Ignatian Paradigm ... 18
2.4 Ignatian Pedagogy Paradigm Cycle (L3MP-LPM, 2012) ... 19
2.5 The Writer’s Design Model ... 33
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LIST OF APPENDICES
Appendix Page
A. Letter of Permission ... 75
B. Questionnaire before Designing the Materials (Bahasa Indonesia) ... 76
C. The Result of Questionnaire before Designing the Materials ... 79
D. The Result of Questionnaire on Analyzing Learners and Context... 88
E. The Result of Questionnaire on the Materials Designed ... 90
F. The General Description ... 94
G. The Syllabus ... 100
H. Lesson Plans ... 114
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CHAPTER I
INTRODUCTION
This chapter presents the introduction of the research. It consists of six parts: the research background, the research problem, the problem limitation, the research objectives, the research benefits, and the definition of terms.
A. Research Background
Having prophetic, smart, and professional ministers who are internationally compatible is the mission of the Christian Church globally and this includes in Indonesia (Academic Guideline Book, SDU, 2012). Thus, based on the above statement, Theology Study Program is aimed to serve the needs of Indonesian Church especially in the field of Theology Studies (Academic Guideline Book, SDU, 2012). In the process of achieving the above aim as a leading religious institution at the international level focusing on scientific and pragmatic Christian faith, the Theology Study Program, Sanata Dharma University (TSP-SDU) provides the opportunity through learning, studying and conducting pastoral ministry services for individuals interested in this field of study.
the people skill in dealing with their congregations. Thirdly, graduates are expected to excel in creating a fair and just environment as well as kind to all God’s creation.
In order to achieve those three aims, the Theology Study Program in Sanata Dharma University included the English language as one of the subjects in the Profession Skills Courses conducted in two semesters. Writing is one of the skills that the students are required to learn in the course. By learning writing in English properly, students are able to express their ideas in a language that is not their mother tongue. In learning the English writing properly, students are expected to understand the basic English grammatical structures as well as the content of texts, especially texts that are related to religious studies (Academic Guideline Book, SDU, 2012).
There are two reasons for the writer to design the set of instructional materials. The first reason is to provide a set of clear English writing instructional materials for the TSP students as there is no tailor-made material available. The set of materials designed is expected to assist the TSP-SDU students to achieve the academic goals in the area of English language learning. In order to achieve the goals as stated previously, the design is based on the results of the needs analyses. The second reason is to increase the students’ ability to communicate the Theology content in written English with the expectation that the graduates can improve their pastoral ministry services in many fields where the knowledge is written in the English language.
B. Research Problems
In this study the writer presented two research problems, namely:
1. How is a set of English writing instructional materials for Theology Study Program students of Theology Faculty, Sanata Dharma University designed?,
C. Problem Limitation
To make this study feasible and reliable, the design of a set of English materials scope is aimed only for Theology Study Program students of Theology Faculty, Sanata Dharma University.
D. Research Objectives
There are two objectives of this study. Firstly, is to present the steps to design a set of English writing instructional materials based on Ignatian Pedagogy for Theology Study Program students. Secondly, it is to present the tailor-made design. .
E. Research Benefits
The writer expects that this study can contribute benefits to the English lecturers in the Theology Study Program at SDU, the TSP-SDU students, the Theology Study Program Department, and future researchers. The benefits are illustrated below:
1. The English Lecturers in the Theology Study Program, Sanata Dharma University
2. The Theology Study Program, Sanata Dharma University Students
Students can benefit through the implementation of the set of materials desgined to equipt them in the area of English language writing skills. Furthermore, the students are able to use the skills learned to meet their needs to improve their pastoral ministry services in various fields using the English written texts.
3. The Theology Study Program Department at Sanata Dharma University
From this study, Theology Study Program Department can take advantage of the tailor-made set of English teaching materials in a more focused design to support and meet the Profession Skills course. In addition to the aforementioned benefit, by improving the English writing skill, TSP-SDU students, are on the right track to achieve the vision of international compatibility in their knowledge and services. 4. Future Researchers
F. Definition of Terms
In order to provide clarity and consistency, the writer presents some terms that are used in this research in the following.
1. Writing
In this study, writing is one of the four skills learned in learning the English language. It is a way of thinking to express ideas as well as a means of communication (Robert & Nancy, 1985). Related to this research, writing will be used to communicate faith in written English texts.
2. The Theology Study Program at Sanata Dharma University (TSP-SDU)
In this study, Theology Study Program is one of the study programs in Theology Faculty, Sanata Dharma University, which is aimed to serve the needs of Indonesian Church especially in Theology field (Academic Guidelines Book, SDU, 2012). The majority of students in this study program are expected to serve as a priest from many congregations or convents. The TSP-SDU is an eight semesters program, and after the graduation, the students obtain Sarjana Sastra.
3. The Pastoral Ministry Service
4. Ignatian Pedagogy
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CHAPTER II
REVIEW OF RELATED LITERATURES
In this chapter, the writer would like to present a discussion of related literatures as a theoretical base in designing a set of English writing materials based on Ignatian Pedagogy for Theology Study Program students. There are two main parts included in this chapter, namely the theoretical description and the theoretical framework.
A. Theoretical Description
The theoretical description consists of some theories relevant to the research that would be discussed directly. The first section of the theoretical description is focused on the discussion on instructional design models. The second section is going to discuss Ignatian Pedagogy. The last section deals with some theories of teaching English writing skill.
1. Instructional Design
Borg and Gall (2007) explained that education Research and Development (R&D) is:
It means that education R & D is a process to develop educational products used to support teaching-learning process. As cited by Diane Tucker (2009), there are three points as contributions to the success of systems approach models, namely, (1) the focus, at the outset, on what the learner is to know or be able to do when the instruction is concluded, (2) instruction is specifically targeted on the skills and knowledge to be taught and supplies the appropriate conditions for the learning of these outcomes, (3) the system approach is an empirical and replicable process. To cover the previous definition, the writer chose two instructional design models that will be discussed in this section, namely: Dick and Carey‟s model and Yalden‟s
Model. Each model would be explained in the following subsections.
a. Dick and Carey’s Model
Figure 2.1 Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction (6th ed.).
Dick & Carey (2005: 6-8) described the steps briefly in sequence below. Step 1: Identify Instructional Goal (s)
The first step in Dick and Carey‟s model is determination on what the designer wants learners to be able to do when they have completed the instruction. The instructional goal here can be derived from a list of goals, from a performance analysis, from a needs assessment, from practical experience with learning difficulties of students, from the analysis of people who are doing the job, or from some other requirements for a new instruction.
Step 2: Conduct Instructional Analysis
After doing the first step, Dick and Carey proposed the next step to determine step-by-step to perform that goal. This step was ended by the process of analyzing the
instructional; to determine what skills, knowledge, known as entry behaviors, are required of learners to be able to begin the instruction.
Step 3: Analyze Learners and Contexts
In addition, Dick and Carey suggested learners and contexts‟ analysis to analyze the instructional goal, in which they learn the skills, and the context in which they will use them. Learners‟ current skills, preferences, and attitudes are determined
along with the characteristics of the instructional setting and the setting in which the skills will eventually be used. This crucial information shapes a number of the succeeding steps in the model, especially the instructional strategy.
Step 4: Write Performance Objectives
Furthermore, the next step is writing the performance objectives. As stated by Dick and Carey, that “based on the instructional analysis and the statement of entry behaviors, the designer will write specific statements of what the learners will be able to do when they complete the instruction (p. 7)”. These statements, which are derived from the skills identified in the instructional analysis, will identify the skills to be learned, the conditions under which the skills must be performed and the criteria for successful performance.
Step 5: Develop Assessment Instruments
objectives. Major emphasis is placed in relating the kind of skills described in the objectives to what the assessment requires.
Step 6: Develop Instructional Strategy
The information from the previous steps will be used to identify the strategy that will be used in instruction to achieve the terminal objective. The strategy will emphasize components to foster student learning including preinstructional activities, presentation of content, learner participation, assessment, and follow-through activities. The strategy will be based on current theories of learning and results of learning research, the characteristics of the media that will be used to deliver the instruction, content to be taught, and the characteristics of the learners who will participate in the instruction.
Step 7: Develop and Select Instructional Materials
In this step, the instructional strategy is used to produce the instruction. This typically includes guidance for learners, instructional materials, and assessments. The decision to develop original materials will depend on the types of learning outcomes, the availability of existing relevant materials, and the developmental resources available.
Step 8: Design and Conduct Formative Evaluation of Instruction
and field-trial evaluation. Each type of evaluation provides a different type of information that can be used to improve the instruction.
Step 9: Revise Instruction
In revising the instruction, data from the formative evaluation are summarized and interpreted to identify difficulties experienced by learners in achieving the objectives and to relate these difficulties to specific deficiencies in the instruction. The data from formative evaluation are not simply used to revise the instruction itself, but are used to reexamine the validity of the instructional analysis and the assumptions about the entry behaviors and characteristics of learners. By incorporating the reexamined statements of performance objectives and reviewed instructional strategy, the instructional tool will be more effective.
Step 10: Design and Conduct Summative Evaluation
It is an evaluation of the absolute and/or relative value or worth of the instruction and occurs only after the instruction has been formatively evaluated and sufficiently revised to meet the standards of the designer. Since the summative evaluation usually does not involve the designer of the instruction but instead involves an independent evaluator, this component is not considered an integral part of the instructional design process.
In designing English writing instructional materials, the writer adapted three steps of Dick and Carey‟s model. They are identifying instructional goals (step 1),
The steps were adapted in order to know the characteristics of the learners. Based on the characteristics, the writer identified the goals of learning writing, and after that the writer decided the objectives of learning process.
b. Yalden’s Model
In designing a set of instructional materials, Yalden offered a communicative syllabus (1987). A communicative syllabus structured is different from those for selecting the linguistics contents (p. 86). It means that the syllabus has to ensure that the learners acquire the ability to communicate.
There are seven stages presented by Yalden (1987) to design communicative syllabus. The stages are summarized briefly as follows.
1) Needs Survey
This stage is used to gather the information about the learners such as personal needs, motivation, and learners characteristics. This survey is conducted to know the local (learners‟) needs.
2) Description of Purpose
This description of purpose to be prepared in terms of student characteristics and student skills „on entry to‟ and „on exit from‟ the program.
3) Selection/Development of Syllabus Type
should modify some existing types of syllabus to produce a completely learner-centered approach.
4) Production of a Proto-syllabus
In this stage, the content of syllabus is decided to be covered in the program. The designer should select and combine the items to determine the content of syllabus.
5) Production of a Pedagogical Syllabus
The pedagogical syllabus development of teaching, learning and testing approaches consists of development of teaching materials and testing sequences and decisions on testing instruments.
6) Development and Implementation of Classroom Procedures
The next stage is development of classroom procedures such as selection of exercise types and teaching technique, preparation of lesson plan, and preparation of weekly schedules.
7) Evaluation
Evaluation is the final stage in Yalden‟s model. The evaluation describes the
evaluation of the students, the evaluation of the program, and the evaluation of the teaching as well as the over-all design of the course.
To make the Yalden‟s instructional model clearer, the following is the figure
Figure 2. 2. Language Program Development (Yalden, 1987)
All stages of Yalden‟s model would not be applied in designing a set of
English writing materials for TSP students. The writer adapted three stages from Yalden‟s model, namely selecting/developing syllabus type (stage 3), producing a pedagogical syllabus (stage 5), and evaluation (stage 7).
Those two models discussed previously used as the basis to make the writer‟s model. It is made to describe steps that are taken by the writer in order to answer the research problems as stated in Chapter I. By adjusting two models, the writer decided to take six steps; three steps are taken from Dick and Carey‟s Model, and three left steps adjusted from Yalden‟s model.
Furthermore, the writer designed English materials based on Ignatian Pedagogy. Ignatian Pedagogy was chosen to identify the instructional goals, write performances objective, select syllabus, and decide teaching and learning activities. The description of Ignatian Pedagogy is explained as follows.
2. Ignatian Pedagogy
In designing English writing instructional materials for Theology Program Students, the writer would like to apply Ignatian Pedagogy: A Practical Approach as the ground of the theory. According to Kolvenbach (1993), Ignatian Pedagogy is “a paradigm that speaks to the teaching-learning process, that addresses the teacher-learner relationship, and that has practical meaning and application for the classroom (p. 8)”. This pedagogy is inspired by the principles of Ignatius‟ Spiritual Exercises, in Part IV of the Constitution of the Society of Jesus, and in the Jesuit Ration Studiorum (Kolvenbach, 1993:3). Furthermore, it is explained that Ignatius Loyola adapted the “modus Parisiensis,” the ordered pedagogical approach employed at the University of
Paris in his day. This was integrated with a number of the methodological principles he had previously develop for use in the Spiritual Exercises (Kolvenbach, 1993: 4).
Figure 2.3. Ignatian Paradigm
Based on the figure 2.3, it can be seen that in Ignatian Paradigm, the introduction of reflection is a critically important note as an essential dynamic. By doing reflection, students can choose the experiences to find the truth in her/his self (P3MP-LPM, 2012: 7, Subagya, 2010). Students experience a lesson clearly presented and thoroughly explained and the teacher calls for subsequent action on the part of students has been successfully absorbed. Ignatian Pedagogy applied a two-step instructional model of EXPERIENCEACTION, in which the teacher plays a far more active role than the student. It is a model where memorization skills on the part of students are a primary pedagogical aim. There are two reasons that are seriously deficient in the model of Jesuit education, namely:
1. Experience is expected to move beyond rote knowledge to the development of the more complex learning skills of understanding, application, analysis, synthesis, and evaluation.
ACTION
REFLECTION
2. If learning were to stop there, it would not be Ignatian. For it would lack the components of REFLECTION wherein students are impelled to consider the human meaning and significance of what they study and to integrate that meaning as responsible learners who grow as persons of competence, conscience, and compassion (Kolvenbach, 1993, p. 12).
A comprehensive Ignatian Pedagogical Paradigm must consider the context of learning as well as the more explicitly pedagogical process. In addition, it should point to ways to encourage openness to grow even after the student has completed any individual learning cycle. Thus five steps are involved: CONTEXT; EXPERIENCE; REFLECTION; ACTION; EVALUATION. The following figure describes the cycle of Ignatian Pedagogy.
In order to describe it clearer, the writer gave explanation as seen as follows.
a. Context of Learning
According to Ignatius, predispositions to prayer made judgments about readiness to begin, whether a person would profit from the complete exercises or an abbreviated experience. Similarly, personal care and concern for individual, which is a hallmark of Jesuit education, requires that the teacher become as conversant as possible with the life experience of the learner. Since human experience, always the starting point in Ignatian pedagogy, we must know the actual context within which teaching and learning takes place. As teachers, we need to understand the world of the student, including the ways in which family, friends, peers, youth culture and others as well as social pressures, school life, politics, economics, religion, media art, music, and other realities impact that world and affect the student for better or worse.
Teachers, as well as other members of school community should take account of:
1) The real context of a student’s life which includes family, peers, social situations, the educational institution itself, politics, economics, cultural climate, the ecclesial situation, media, music, and other realities. All of these have an impact on the student for better or worse.
3) The institutional environment of the school or learning center, including the complex and often subtle network of norms, expectations and especially relationships that create the atmosphere of school life.
4) What previously acquired concepts students bring with them to the
start of the learning process.
From the previous description, learning process must be concerned the context related to the process of learning. Context includes „with whom‟ the students
interacted, „how‟ the students‟ background and experiences, „where‟ and „what kind‟
of environment students interacted, „what‟ the purpose of the interactional, and „why‟ students join the learning. Those contexts must be as consideration for teacher in order to construct the knowledge and the meaning of human being of the students effectively (P3MP-LPM, 2012: 13).
b. Experience
Experience for Ignatius meant „to taste something internally‟. In the first place
The term „experience‟ is used to describe any activity in which addition to a
cognitive grasp of the matter being considered, some sensation of an affective nature is registered by the student (Kolvenbach, 1993:150). In any experience, data is perceived by the student cognitively. Through questioning, imagining, investigating its elements and relationships, the student organizes this data into a whole hypothesis. At the beginning of new lessons, teachers often perceive how students‟ feelings can move them to grow. New facts, ideas, viewpoints, theories often resent a challenge to what the student understands at that point. Confrontation of new knowledge with what one has already learned cannot limit simply to memorization or passive absorption of additional data, especially if it does not exactly fit what one knows. Analysis, comparison, contrast, synthesis, evaluation are all sorts of mental and/or psychomotor activities wherein students are alert to grasp reality more fully.
Human experience may be either direct or vicarious. Direct experience usually is fuller, more engaging of the person. In an academic setting, it usually occurs in interpersonal experiences such as conversations or discussion laboratory investigations, field trips, service projects, participation in sports, and the like. Learning is often achieved through vicarious experience in reading, or listening to a lecture. In order to involve students in the learning experience more fully at a human level, teachers are challenged to stimulate students‟ imagination and use of the sense
c. Reflection
Kolvenbach (1993) defined reflection as a formative and liberating process which is the memory, the understanding, the imagination, and the feelings are used to capture the meaning and the essential value of what is being studied, to discover its relationship with other aspects of knowledge and human activity, and to appreciate its implications in the ongoing search for truth and freedom (p.16). It means that reflection forms the conscience of learners (their beliefs, values, attitudes, and their entire way of thinking) in such a manner that key are led to move beyond knowing, to undertake action.
The term of reflection is used to mean a thoughtful reconsideration of some subject matter, experience, idea, purpose or spontaneous reaction, in order to grasp its significance more fully. Thus, reflection is the process by which meaning surfaces in human experience:
1) By understanding the truth being studied more clearly.
2) By understanding the sources of the sensations or reactions I experience in this consideration.
3) By deepening my understanding of the implications of what I have grasped for myself and for others.
5) By coming to some understanding of who I am and who I might be in relation to others.
There is a major challenge to a teacher at this stage of the learning paradigm according to Kolvenbach. It is to formulate questions that will broaden students‟
awareness and impel them to consider viewpoints of others, especially of the poor (p. 17). The temptation here for a teacher may be to impose such viewpoints. If that occurs, the risk of manipulation or indoctrination is high, and a teacher should avoid anything that will lead to this kind of risk. But the challenge remains to open students‟ sensitivity to human implications of what they learn in a way that transcends their prior experiences and thus causes them to grow in human excellence. Since the educators should do everything with total respect for the student‟s
freedom, a student may decide to act selfishly in reflective process (Tanner & Green, 1998). It is possible that dues to developmental factors, insecurity or other events currently impacting a student‟s life, he or she may not be able to grow in directions of
d. Action
It is necessary to end the reality of experience with that same reality in order to affect it. Reflection only develops matures when it fosters decision and commitment or action (Kolvenbach, 1993:18). The term “action” here refers to
internal human growth based upon experience that has been reflected upon as well as its manifestation externally. It involves two steps:
1) Interiorized Choices
After reflection, the learner considers the experience from personal, human point of view. Here, the will is moved, meaning perceived and judged present choices to be made. Such choices occur when a person decides that a truth is to be his or her personal point of reference, attitude or predisposition which will affect any number of decisions.
2) Choices Externally Manifested
e. Evaluation
One important thing that should be done by teachers is to evaluate a student‟s
progress in academic achievement. Daily quizzes, weekly or monthly tests and semester examinations are familiar evaluation instruments to assess the degree of mastery knowledge and skills achieved. Periodic testing alerts the teacher and the student both to intellectual growth and to lacunae where further work is necessary for mastery. This type of feedback can alert the teacher to possible needs for use of alternate methods of teaching; it also offers special opportunities to individualize encouragement and advice for academic improvement for each student (Kolvenbach, 1993:19).
There are a variety of ways in which this fuller human growth can be assessed. All must take into account the age, talents, and developmental levels of each student. Here the relationship of mutual trust and respect which should exist between students and teachers sets a climate for discussion of growth. Useful pedagogical approaches including mentoring, review of students‟ journals, student self-evaluation in light of personal growth profiles, as well as review of leisure time activities and voluntary service to others.
additional perspectives, supplying needed information and suggesting ways to view matters from other points of view.
This model of proceeding can thus be an effective ongoing pattern for learning as well as stimulus to remain open growth throughout a lifetime. A repetition of the Ignatian paradigm can help the growth of a student:
1. Who will gradually learn to discriminate and be selective in choosing experiences.
2. Who is able to draw fullness and richness from the reflection on those experiences;
3. Who becomes self-motivated by his or her own integrity and humanity to make conscious, responsible choices.
In addition, consistent use of the Ignatian paradigm can result in the acquisition of life-long habits of learning which foster attention to experience, reflective understanding beyond self-interest, and criteria for responsible action (Kolvenbach, 1993: 20).
Furthermore, P3MP-LPM (2012) confirmed that teachers can develop some techniques to evaluate students as far as the evaluation involved competence, conscience and compassion (p. 38). Competence, conscience, and compassion define as cited as follows:
appreciation of creative art, sport, and leisure, and effective communication skills (p. 38)”.
“A person of conscience discerns what is right, good, and true, and has the courage to do it, take a stand when necessary, has a passion for social justice and is an influential leader in their community. Such a person is a person of integrity (p. 38)”.
“A compassionate person generously responds to those who are in greatest need who walk with others to empower them, in solidarity and empathy (p. 39)”.
From those definitions, it is clear that those three skills should be an integrality skill. In other words, cognitive, psychomotor, and affective should be achieved at the end of the lesson or course. To achieve those skills, every course should make adaptation on the indicators based on the characteristics of the course itself to make it reachable and feasible.
3. Teaching Writing
Tiedt, I. M. (1989) stated that writing is a method of expressing ideas about any subject content; it appears in classrooms everywhere and, therefore, must be the concern of every teacher. Thus, teaching writing is a complex undertaking, for we never teach writing in isolation. It means that process of writing should be taught writing inherently and interdependent.
Furthermore, Tiedt stated that an effective writing program is student-centered. It engages students in active learning from the selection of the topic to making changes to improve the writing (editing) to evaluating the finished product (Lyons & Zhang, 2005). Effective writing instruction involves all that we know about effective teaching in general. It provides for the growth of each student‟s self-esteem as students experience success with expressing the students‟ thoughts creatively and effectively.
students learn to write by reading, (4) writing is not easy, (5) writing can be taught, and (6) writing is a way of learning in all classrooms.
In designing writing instruction, an effective writing lesson will be comprised of five major components: OBJECTIVES, PREWRITING stimulus, WRITING stimulus, POSTWRITING follow up, EVALUATION based on objectives. Each component will be explained briefly as seen in the following:
a. Objectives
In this component, writing instruction must be concerned equally about cognitive and affective objectives if learning is to take place. It also brings in good practice. Notice that error avoidance is not the primary goal.
b. Prewriting stimulus
Everything that precedes a particular writing experience can be thought of as the prewriting stimulus. Writing instruction must consider the student‟s prior knowledge and show how to draw on this knowledge to advantage. Therefore, the instruction begins composition a prewriting warm-up to assertion that the writing activity will have meaning for each student. Prewriting activities help students bring out ideas pertinent to the topic at hand.
c. Writing stimulus
introducing the structure by showing examples is needed because students need to develop a “sense of story” before writing a story and in the same way, they need to hear and to read other forms in order to create them (Tiedt, 1989: 13).
d. Post writing follow up
The post writing activity is anything that follows the students‟ writing-sharing, editing, or publishing (Tiedt, 1989:13). It can be any of paired or small group editing activities.
e. Evaluation based on objective
The final component of a lesson based on the full writing process is evaluation of the lesson. Evaluation of a lesson can be done by the teacher, individual students, or a group of students. Frequently opportunities given to the students will engage in evaluation activities and it will become reflective thinkers who are fully engaged in the learning process (Tiedt, 1989: 14).
In summarizing those five components, Tiedt made recognition for the readers, namely:
Teaching writing is more than just assigning a topic and letting students write. The effective teacher of writing assumes responsibility for motivating, planning writing experiences, developing rapport with the group to facilitate editing and evaluation, extending experiential backgrounds to supply content for writing activities, and perhaps, most important, appreciating the results of students efforts (1989, p. 19).
and they learn how language is written by reading the work of their peers as well as published writing. Thus, writing can be a very exciting, rewarding process. It is expected that the teacher provide instruction by showing students how to minimize the difficulties and to guide the students to recognize and to appreciate the students‟
achievement.
From all theories explained previously, the writer proposed Ignatian Pedagogy as a binder to cover the entire phenomenon described. Ignatian Pedagogy is relevant for learning process in this context. By applying Ignatian Pedagogy, the context of Theology Study Program, instructional design, and writing are covered in to tailor-made set of materials for TSP students.
B. Theoretical Framework
This theoretical framework is presented to help the writer to answer the research problems as stated in chapter I. The first research problem answered by designing own model by the writer. It is a combination of the two models of Dick and Carey‟s Model, and Yalden‟s Model. Furthermore, in order to answer the second research problem, the writer applied Ignatian Pedagogy to present the designing of English writing instructional materials for Theology Study Program students.
model. Dick and Carey‟s model did not provide how to select and design a syllabus for the learners. That is why, the writer adapted the step from Yalden‟s model to design syllabus. The syllabus should be designed since these materials will be used by university‟s students.
The seven steps taken are described in Figure 2.5.
Step 1 adapted from Dick and Carey‟s Model
Step 2 adapted from Dick and Carey‟s Model
Step 3 adapted from Dick and Carey‟s Model
Step 4 adapted from Yalden‟s Model
Step 5 adapted from Yalden‟s Model
Step 6 adapted from Yalden‟s Model
Step 7
Figure 2.5 The Writer’s Design Model
Analyzing Learners and Contexts
Identifying Instructional Goals
Writing Performances Objectives
Selecting Syllabus
Deciding Teaching /Learning Activities
Evaluating and Recycling
The following explanation presents to explain each step of the writer‟s model.
a. Analyzing Learners and Contexts
The design materials were started by analyzing learners and context. This step is used to identify the skills and knowledge to be taught. Dick and Carey (2005) suggested, “Not only must the designer determine what is to be taught, but also the
characteristics of the learners, the contexts in which the instruction will be delivered, and the contexts in which the skills will eventually be used (p. 99).” Moreover, Dick
and Carey suggested that through learner analysis, designers need to know information about the target population includes entry behaviors, prior knowledge of the topic area, attitudes toward and potential delivery system, academic motivation, educational and ability levels, general learning preferences, attitudes toward the organization giving the instruction, and group characteristics (2005: 101).
answer in the questionnaire. The information gained was used to design the instrumental design.
b. Identifying Instructional Goals
According to Dick and Carey (2005), there are four common methods to identify instructional goals. They are the subject-matter expert approach, the content outline approach, the administrative mandate approach, and the performance technology approach. The writer applied the performance technology approach in this study. As Dick and Carey stated, “Performance technology approach is used to respond to the problems or opportunities within an organization. (p. 16)” This is the reason why the writer chose the performance technology approach. The writer identifies instructional goals by covering the problems and the best solutions for students in learning writing. The result of the identification formulated in goals which are presented in each unit of the English writing materials.
c. Writing Performances/Objectives
Dick and Carey (2005) defined a performance objective as a detailed description of what students will be able to do when they complete a unit of instruction (p. 125). Moreover, it describes instead the kinds of knowledge, skills, or attitudes that the students will be learning.
contains the action and the content or concept. The second component describes the conditions that will prevail while learner carries out the task. The third component describes the criteria that will be used to evaluate learner performance. The criterion is often stated in terms of the limits, or range, or acceptable answers or responses.
d. Selecting Syllabus
In selecting type of syllabus, Yalden suggested to modify some existing structural syllabus to a completely learner-centered approach (1978: 108). It means that various combinations are possible, and various focuses on written language are also feasible. Due to the suggestion, the writer chose communicative syllabus type 3: Variable Focus. As Yalden (1978) stated that this syllabus would dominate structural exercises and activities at the first level, and emphasis would then change to communicative function and finally to situation or subject-matter (p. 113). The writer expect that the syllabus chosen will stimulate the true academic situation in designing a set of English writing instructional materials for Theology Study Program students.
e. Deciding Teaching/Learning Activities
This step is adapted from the fifth stage of Yalden‟s model. In this step, the writer provides a pedagogical syllabus which can fill the teacher‟s needs without
the learner (p. 144). The development of teaching, learning, and testing approaches are presented in this step by applying Ignatian Pedagogy. As proposed in Ignatian Pedagogy (Kolvenbach, 1993), the design consists of four units and each unit consists of five steps. The steps are context of learning, experience, reflection, action, and evaluation.
f. Evaluating and Recycling
On the ground of the final stage of Yalden‟s model, the writer evaluated the designed materials by distributing a questionnaire to some experts in this field. This is in accordance with Yalden suggestion that the teaching as well as the over-all design of the course should be assessed (p. 96). The experts evaluated the instructional goals, the performances objectives, the syllabus, and the teaching activities/materials. The result of this evaluation is aimed to judge whether the designed material have accommodated the needs or not. The data gathered are used to revise the design.
g. Presenting Main Product
38
CHAPTER III
METHODOLOGY
In this chapter, the writer would like to present detailed information about the methodology used. It is used to answer the research questions as stated in Chapter I. The discussion of this chapter covers some important points of the research method, the research setting, the research participants, the research instruments and data gathering technique, the data analysis technique, and the research procedures which are applied in this study.
A. Research Method
This study was educational Research and Development (R&D). Gall, Borg, and Gall (2007) define Research and Development (R&D) as:
An industry-based development model in which the findings of research are used to design new products and procedures, which then are systematically field-tested, evaluated, and refined until they meet specified criteria effectiveness, quality, or similar standards (p. 589).
Since this research belongs to R&D Cycle, it is suggested to do all the steps. However, if the writer conducts all the steps, it will take a very long time, and it will be called a project, not a research. Because the limitation of the time for the writer to do all the steps and the limitation of the place to do all the field tests, that is why the writer just employed step 1 to step 5. The following figure describes the steps that were done by the writer.
Figure 3. 1. R & D Cycle and the Writer’s Instructional Design Model
R & D Cycle
1. Research and information collecting
2. Planning
5. Main product revision 4. Preliminary field
testing
3. Develop preliminary form of product
The Writer’s Model
1. Analyzing learners and contexts
2. Identifying
instructional goals
3. Writing performances objectives
4. Selecting syllabus
5. Deciding Teaching /Learning activities
6. Evaluating and recycling
The writer‟s instructional models are adopted from R & D cycle. There are five steps chosen and those are explained as follows.
1. Research and information collecting
The starting step done before designing materials was collecting data about the learners‟ needs, lack, interest, and learning styles by distributing a questionnaire and conducting informal interview. After collecting data, the writer analyzed it based on some theories which are relevant to this research.
2. Planning
In this step, the writer made some preparation before designing materials. From the result of data collecting and analyzing, the writer identified instruction goals. The instruction goals were a basis to formulate performance objectives. Then, the writer selected an appropriate syllabus.
3. Developing preliminary form of product
The following step done was developing preliminary form of product. In this step, the writer chose the teaching/ learning activities and resources used in developing a set of instruction materials to teach English writing based on the result of the two previous steps.
4. Preliminary field testing
Program as the experts on the designed materials. The result of these verifications used as the basis to revise the main product.
5. Main product revision
The next step done was to revise the preliminary form to develop the last version of the materials. It was the final version of the designed English writing materials for TSP students.
Moreover, the product in this research refers to the instructional materials were developed. To develop the materials, the writer conducted two surveys. In this case, surveys were used as the means to gather data from qualified respondents used to support the material development (Fraenkel & Wallen, 2008). There were two kinds of survey conducted in this research. They were needs survey which is aimed to know the needs of the respondents and survey on the designed materials which is aimed to evaluate and get some feedback to the designed materials. Both surveys are described as follows.
1. Needs Survey
questionnaire, it was continued by conducting an informal interview to an English lecturer of the TSP to enrich and clarify the data from questionnaire.
2. Survey on the Designed Materials.
This survey was conducted after the materials were designed, it was called post-design survey. It was in accordance with step 4 of R & D cycle (preliminary field testing) as mentioned before. Preliminary field testing was conducted to obtain the evaluation and feedback on the designed materials. A questionnaire was used in this post-test designed. The questionnaire was distributed to four lecturers of the English Language Education Study Program.
B. Research Setting
This research took place at Theology Study Program, located at Jl. Kaliurang Km. 7, Yogyakarta. It is a study program of Theology Faculty, Sanata Dharma University. Since this study program belongs to the same university with the writer, it is easy for the writer to do this research.
The writer distributed the first questionnaire on November 19, 2012. The second questionnaire was distributed on March 22, 2013 up to May 3, 2013. The interview conducted from November 19, 2012 up to December 7, 2012.
C. Research Participants
1. Respondents of the Needs Survey
In designing the materials, the students‟ needs, lacks, interest, and learning style are the knowledge that must be concerned in the research (Borg and Gall, 1983). The writer distributed the questionnaire to the first semester students of the Theology Study Program to know their needs, lacks, interest, and learning styles. The samples were the students in Class B which consists of 22 students. This class was chosen as a cluster sampling in this research. Moreover, to enrich and clarify the data about students‟ needs, lacks, and learning styles, the writer conducted an informal interview to an English lecturer of the TSP.
2. Respondents of the Survey on the Materials Designed
To obtain feedback and evaluation on the designed material, the writer distributed a questionnaire to four lecturers of the English Language Education Study Program. The writer chose four lecturers who have experiences in designing and implementing materials. Besides, they knew the theories of designing materials and taught some subjects related to the designing materials. The description of the respondents presented in the table below.
Table 3.1 Respondents of the Survey on the Designed Materials
Respondents Sex Educational
Background
Teaching Experience (in Year)
F M S1 S2 S3 10-20 21-30 31-40
D. Instruments and Data Gathering Technique
There are two instruments used in this research. They are questionnaire and interview. There are two questionnaires and one interview for the English lecturer. The elaboration of the instruments can be seen as follows.
1. Questionnaires
There were two questionnaires used in this research. The first questionnaire was distributed to the first semester students in the Theology Study Program consists of 22 students. This questionnaire was aimed to gather information about their needs, lacks, interest, and learning styles. The first questionnaire was written in Indonesian in order to help students to understand the meaning of the questions so they can answer easily and appropriately (Fraenkel & Wallen, 2008). The type of questions used in the first questionnaire is close-ended questions. It means that the participants answer the questions from options provided. However, the writer provided an “other” option to pose the response that is not present among the option given. It is in accordance with Fraenkel and Wallen (2008, p. 396). The questions were about the students‟ learning style, difficulties in learning writing and how they solve the
difficulties, the activities and media they wanted in learning writing.
questionnaire divided into two parts: part A and B, and each part contains different type of question. Part A contained close-ended questions, means that respondents should answer the question by choosing the option provided. Part B contained open-ended questions to obtain the free comments of the respondents about the material designed: the strengths and weaknesses, the opinions and suggestions to improve the designed materials.
2. Interview
This interview was conducted to enrich and clarify the data gathered from the first questionnaire. The questions were in the form of open-ended questions, to give a chance for the English lecturer to answer freely since there is no provided option. By interviewing the English lecturer, the writer collected the participants‟ reasons for studying English writing, the process of writing, the difficulties they faced and the way to solve the difficulties, the lacks of vocabulary, and the topic they need to learn. The result of this interview was used as the basis to design materials.
E. Data Analysis Technique
There are two techniques used to analyze the data in this research. They are (1) data analysis techniques of the needs survey and (2) data analysis technique of the survey on the designed materials.
1. Data Analysis Technique of the Needs Survey
writer recapitulated the data written in the table. After that, the writer gave percentage for each answer. The formula used can be seen as follows.
Note : n : the number of the participants who chose a certain option N : the total number of participants
The result of questionnaire was enriched by using information from the interview. Based on the results, the writer designed a set of English writing materials for the TSP students based on Ignatian Pedagogy.
2. Data Analysis Technique on the Designed Materials
In analyzing the materials designed, the writer distributed a questionnaire to the respondents. The questionnaire designed based on Scaled responses as proposed by Munn and Drever (2004, p. 25-26). The way to use this type is to take idea of „agreement‟ and provide intervals of agreement from strongly agree to strongly disagree. The example of the agreement points were described as follows.
Table 3.2 Points of Agreement
Points of Agreement Meaning
1 Strongly Disagree
2 Disagree
3 Do not know/Not Sure
4 Agree
5 Strongly Agree
n
______ x 100%
After that, the writer wrote the result of the second questionnaire on the designed materials on the table to describe the respondents‟ evaluation as seen as follows.
Table 3.3 The Description of the Respondents’ Evaluation of the Materials Designed (Blank)
No. Respondents’
Opinion on
Frequency of the points of agreement
N Central Tendency
1 2 3 4 5 M
The formula to get the Mean
Notes (table and formulation):
N : Total number of respondents M : Mean
Ʃ x : the sum of the scores
Since the total number of the respondents is less than thirty, so that the writer also asked the comments or opinions, suggestions or criticisms from the respondents. It was asked to improve the materials design and to make it more appropriate and acceptable for the Theology Study Program students. Based on the evaluation, the writer revised the designed materials.
F. Research Procedure
In doing this research the writer did some steps described as follows. Ʃ x
M =
1. Research and information collecting
a. Reviewing some theories related to the study.
b. Collecting information about Ignatian Pedagogy as the basis of the design. c. Collecting information about learners by distributing a questionnaire and
conducting informal interview. 2. Planning
a. Identifying instructional goals or basic competences. b. Writing performances or indicators.
c. Selecting syllabus.
d. Deciding teaching/learning activities. 3. Develop preliminary form of product
a. Making a rough draft of the designing based on the information gathered. b. Completing the materials as English writing instruction materials for the
Theology Study Program students. 4. Preliminary field testing
a. Distributing a questionnaire to evaluate the design to four lecturers of the English Language Education Study Program.
b. Analyzing the evaluation and the suggestion. 5. Main product revision
a. Revising and developing the design based on the evaluation and suggestion.
49
CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter presents the results of designing a set of English writing materials based on Ignatian Pedagogy for Theology Study Program students. It is presented to answer research problems as stated in Chapter I. This chapter is divided into two subsections to present the writer‟s model used in designing the materials and the presentation of the design.
A. The Writer’s Model Used in Designing the Materials
The writer used five steps of R& D Cycle to design the materials as mentioned in Chapter III and elaborated them in to six steps. They are analyzing the learners and contexts, identifying instructional goals, writing performances objectives, selecting syllabus, deciding teaching/learning activities, and evaluating and recycling. The results and the findings of each step are described as follows:
1. Characteristics of the Learners and Contexts
a. There are 3 English classes in the Theology Study Program. The researcher chose class B as a cluster sample of participants. There were 22 students in this class. According to the English lecturer, the class chosen has varied ability in learning English. Some of the students are very clever, but some of them have very low ability in learning English. This information became a challenge for the researcher to make a design which is able to facilitate that varied ability.
b. Besides the varied ability, the students have varied motivation in learning English. Twelve out of 22 students did not like to write something in English. It means that the academic motivation in learning English is low. Actually, the students have willingness to be able to write something in English, but the limitation of knowledge in English, such as, not mastering English grammar and the lack of vocabulary, became a big problem to develop their ability in writing.
