DES
SPEAKIN
BASE
FOR THEOL
A S
Presented to O
ENGLISH LANG
DEPARTMENT
FACULTY OF T
SAN
SIGNING A SET OF ENGLISH
ING INSTRUCTIONAL MATERIALS
SED ON IGNATIAN PEDAGOGY
LOGY STUDY PROGRAM STUDENT
SARJANA PENDIDIKAN THESIS
d as Partial Fulfillment of the Requirements Obtain the Sarjana Pendidikan Degree
in English Language Education
By Risa Sagita
Student Number: 091214154
NGUAGE EDUCATION STUDY PROG
T OF LANGUAGE AND ARTS EDUCA
TEACHERS TRAINING AND EDUCA
NATA DHARMA UNIVERSITY
YOGYAKARTA
2013
NTS
iv
I can do all things through Him who strengthens me. Phil. 4.13
vii ABSTRACT
Sagita, Risa. 2013. Designing a Set of English Speaking Instructional Materials Based on Ignatian Pedagogy for Theology Study Program Students. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
English is one of the courses offered in the Theology Study Program of Sanata Dharma University. There are four skills in learning English and speaking is one of the skills that the students will learn when they are learning English. Unfortunately, there is no speaking materials based on Ignatian Pedagogy for the students of Theology Study Program of Sanata Dharma University. Based on that problem, the researcher develops a set of speaking materials based on Ignatian Pedagogy for the students of Theology Study Program of Sanata Dharma University. The speaking materials is supposed to help the students to improve their speaking skills.
This research aimed to find out the answers to two research problems: (1) how is a set of English speaking instructional materials for Theology Study Program students designed? (2) what does a set of English speaking instructional materials for Theology Study Program students look like?
To answer the first research problem, the researcher adapted five steps of Research and Development (R&D) namely (1) research and information collecting, (2) planning, (3) develop preliminary form of product, (4) preliminary field testing, and (5) main product revision. In this research, the researcher also adapted Kemp’s instructional design model. There are seven steps employed by the researcher. They are (1) identifying learners’ characteristic, (2) determining goals, topics, and general purposes, (3) specifying learning objectives, (4) listing subject content, (5) selecting teaching learning activities and instructional resources, (6) evaluating the designed materials, (7) revising the designed materials.
Gathering the data needed, the researcher distributed questionnaire to 22 first semester students of Theology Study Program of Sanata Dharma University. After the designed materials were designed, the researcher distributed the expert validation questionnaire to five lecturers of English Language Education Study Program of Sanata Dharma University to obtain the feedback and suggestions. The result of the evaluation questionnaire showed that the designed materials is appropriate for facilitating the students of Theology Study Program to improve their speaking skills.
To answer the second problem formulation, the researcher presented the revision of the designed materials. In this research, the researcher employed the Ignatian Pedagogy design the materials. There are four units in this designed materials namely Nice to Meet You! (Unit 1), May I Help You? (Unit 2), Where Am I? (Unit 3), and What Do You Think? (Unit 4). Lastly, the researcher expects that the designed materials could help the Theology Study Program students to improve their speaking skills.
viii ABSTRAK
Sagita, Risa. 2013. Designing a Set of English Speaking Instructional Materials Based on Ignatian Pedagogy for Theology Study Program Students. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Bahasa Inggris merupakan salah satu mata kuliah di Program Studi Theologi di Universitas Sanata Dharma. Ada empat kemampuan dalam belajar Bahasa Inggris dan salah satunya adalah kemampuan berbicara. Sayangnya, tidak ada materi kemampuan berbicara untuk mahasiswa Program Studi Theologi Universitas Sanata Dharma. Maka, peneliti mengembangkan seperangkat materi berbicara Bahasa Inggris untuk mahasiswa Program Studi Theologi. Seperangkat materi berbicara tersebut diharapkan membantu mahasiswa mengembangkan kemampuan berbicara Bahasa Inggris nya.
Penelitian ini bertujuan untuk menemukan jawaban dari dua rumusan masalah, yaitu (1) Bagaimana seperangkat materi berbicara Bahasa Inggris berdasarkan Pegagogi Ignasian untuk mahasiswa Program Studi Theologi dirancang? (2) Bagaimana penyajian materi berbicara yang sudah dirancang tersebut?
Menjawab rumusan masalah yang pertama, peneliti mengadaptasi lima langkah dalam Research and Development (R&D) yaitu (1) penelitian and pengumpulan data, (2) perencanaan, (3) mengembangkan bentuk awal produk, (4) evaluasi awal bentuk produk, dan (5) Revisi produk. Peneliti juga mengadaptasi model instructional design milik Kemp. Terdapat tujuh langkah, yaitu (1) menganalisa karakteristik siswa, (2) menetukan tujuan, topic, dan tujuan umum, (3) perumusan tujuan khusus, (4) mendaftar isi materi, (5) memilih aktivitas belajar mengajar dan sumber instraksional, (6) mengevaluasi desain materi, (7) merevisi desain materi.
Untuk mengumpulkan data yang diperlukan, peneliti membagikan kuesioner kepada 22 mahasiswa semester pertama Program Studi Theologi Universitas Sanata Dharma. Kemudian peneliti membagikan kuesioner kepada lima dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma untuk memperoleh pendapat dan usulan. Hasil dari kuesioner tersebut menunjukkan bahwa desain materi dapat membantu memfasilitasi mahasiswa Program Studi Theologi untuk meningkatkan kemampuan berbicara Bahasa Inggris.
Untuk menjawab rumusan masalah yang kedua, peneliti menampilkan revisi dari desain materi. Peneliti menggunakan Pedagogi Ignasian sebagai landasan teori dalam mendesain materi. Terdapat empat unit dalam desain ini, yaitu Nice to Meet You! (Unit 1), May I Help You? (Unit 2), Where Am I? (Unit 3), dan What Do You Think? (Unit 4). Pada akhirnya, peneliti berharap agar desain materi ini dapat membantu mahasiswa Program Studi Theologi untuk meningkatkan kemapuan berbicara Bahasa Inggris mereka.
ix
ACKNOWLEDGEMENTS
First of all, I would like deliver my greatest gratitude to Jesus Christ for
His guidance, mercy, and blessing so that I could finish my thesis. He always
gives me strength and courage to accomplish my thesis for nothing is impossible
for Him. He always be with me and makes a way when there seems no way.
I would like to deliver my gratitude to my thesis advisor, Agustinus
Hardi Prasetyo, S.Pd., M.A. for his suggestions, support, patience and
willingness to share all the knowledge so that I could finish this thesis. I am very
grateful to Christina Lhaksmita Anandari, S.Pd., Ed.M., Caecilia Tutyandari,
S.Pd., M.Pd., Laurentia Sumarni, S.Pd., M.trans.St., Fidelis Chosa
Kastuhandani, S.Pd., M.Hum., and Drs. Barli Bram, M.Ed., Ph.D. for
willingly spending their time evaluating my designed materials. I am grateful to
my academic advisor Christina Kristiyani, S.Pd., M.Pd. for her guidance and
support during my study in PBI. I would like to thank to all lecturers of English
Language Education Study Program of Sanata Dharma University for the
knowledge and support they have shared for my past four years. My gratitude
goes to the PBI staff Mbak Dhanik and Mbak Tari for their help during my
study. I am grateful to Sr. Margareth FCJ for being a proofreader of my thesis.
I warmly thank the dean of the Theology Study Program of Sanata
Dharma University Dr. E. Pranawa Dhatu Martasudjita, Pr. and the chair
person of the Theology Study Program Dr. Y. B. Prasetyantha, MSF. for their
x
semester students of Theology Study Program of Sanata Dharma University for
their help and willingness to be the participant of this research.
I am deeply grateful to my beloved parents, my mother Waris Budiati and
my father Waluyo, my beloved brother Septian Budi Waluyan and my beloved
sister Hening Satiti for their endless love, understanding, patience, support, and
prayer given to me. I would like to deliver thank to my best partner Christin
Diana Marpaung for willingly listening to all my stories and always giving me
encouragements. I sincerely thank my best supporter Markus Danang
Suryapratama for his patience, understanding, prayer, and support during the
process of this thesis.
I wish to thank all my best friends in PBI batch 2009, Aloysia Nana,
Br.Markus, Leo, Sr.Anselina, Hani, Tiara, Jonetha, Cemara, Rena, Wisnu,
Sandy, Wanda, Dimas Triasmara, Frisca, Niken, Willy, Dimas Merdeka,
Titus, Pungki, Dian, and Ajeng. I thank them for their support, encouragement,
precious experiences, and mostly for the warm friendship. In addition, I would
like to deliver my gratitude to my boarding house friends, Eka, Ika, Tia, Igas,
Ketrin, Valen, Ka Vera, and Ratna for their endless support and care.
My gratitude goes to PSM Cantus Firmus, especially Mas Panca Sona
Aji, for his care, advice and support. I thank my brother and sisters in PSM CF
Mbak Yosephine Dhita, Mas Roni, Mbak Agatha for their support and care.
Last but not least, I would like to express my gratitude to those who
helped and supported me in finishing my thesis whom I have not mentioned.
xi
TABLE OF CONTENTS
Page
TITLE PAGE ………. i
APPROVAL PAGES ………..…. ii
DEDICATION PAGE ………..…… iv
STATEMENT OF WORK’S ORIGINALITY ………. ….. v
PERNYATAAN PERSETUJUAN PUBLIKASI ……..……….. vi
ABSTRACT ……… vii
ABSTRAK ……….……… viii
ACKNOWLEDGEMENTS ……….……. ix
TABLE OF CONTENTS ……… xi
LIST OF TABLES ……….. xiv
LIST OF FIGURES ……… xv
LIST OF APPENDICES ……… xvi
CHAPTER I: INTRODUCTION A. Background of the Study ………... 1
B. Research Problem …..……… 3
C. Problem Limitation ………... 4
D. Objectives of the Study ………. 4
E. Benefits of the Study ………. 4
xii
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Theoretical Description ……….. 7
1. Ignatian Pedagogy……… 7
a. Context of Learning ………..………. 10
b. Experience………..………... 11
c. Reflection………..……….. 12
d. Action………..……… 13
e. Evaluation………..………. 14
2. Instructional Design……….……….... 16
3. Speaking……….……... 20
a. The Nature of Speaking………..………... 20
b. Teaching Speaking………..………... 21
B. Theoretical Framework ………..………. 23
CHAPTER III: RESEARCH METHODOLOGY A. Research Method ……….………. 26
1. Research and Information Collecting ……….……….. 27
2. Planning ……….………... 27
3. Preliminary Product Developing ……….………. 28
4. Preliminary Testing ……….………. 28
5. Product Revision ……….………. 29
B. Research Participants ……….………... 30
1. Participants of The Research and Information Collecting………..….. 30
2. Participants in The Preliminary Field Testing ……….. 30
C. Research Instruments and Data Gathering Technique ………..… 31
D. Data Gathering Techniques ……….. 32
E. Data Analysis Techniques ………. 33
xiii
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION
A. The Steps of Designing English Instructional Speaking Materials …… 38
1. Research and Information Collecting ………. 37
2. Planning ………... 40
3. Develop Preliminary Form of Product ………... 47
4. Preliminary Field Testing ………... 48
5. Main Product Revision ………... 52
B. The Presentation of the English Speaking Materials for Theology Study Program ………...……… 54
CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions ………..………. 55
B. Suggestions ………..………. 57
REFERENCES ………..………. 58
xiv
LIST OF TABLES
Page
Table 3.1 The Participants in the Preliminary Testing ……….. 31
Table 3.2 The Participants’ Evaluation of the Designed Materials …………... 34
Table 4.1 The learning Topics of the Materials ……… 41
Table 4.2 The Basic Competence ………. 41
Table 4.3The Learning Indicators ……… 44
Table 4.4 The List of the Subject Contents ………. 47
Table 4.5The Description of the Participants for Expert Validation Questionnaire ……… 48
xv
LIST OF FIGURES
Page
Figure 2.1 Ignatian Paradigm ………... 8
Figure 2.2 Ignatian Pedagogy Paradigm Cycle ……… 10
Figure 2.3 Kemp’s Instructional design model……….. 20
Figure 2.4 The Researcher’s Theoretical Framework Chart………... 25
xvi
LIST OF APPENDICES
Page
Appendix A Letter of Permission ... 61
Appendix B Questionnaire of Research and Information Collecting ... 63
Appendix C Questionnaire for Expert Validation... 69
Appendix D General Description of the Designed Materials... 73
Appendix E Syllabus ... 78
Appendix F Lesson Plan ... 100
1 CHAPTER I INTRODUCTION
In this chapter, the researcher would like to present about research background, research problem, problem limitation, research objectives, research benefits, and definition of terms.
A. Background of the Study
Hutchinson and Waters (1987) state that as English becomes the accepted international language of technology and commerce, it creates a new generation of learners who wants to study English specifically based on their needs of learning English. People who come from around the world interact with other people who come from different nations using English since English is the accepted as international language. Therefore, this era demands people to master English. For that reasons, English is taught in the formal educations in Indonesia.
language is a social activity and it is one of the communication means (Yalden, 1987).
Based on the situations above, English becomes one of “Mata Kuliah Berkarya” subject offered to the students of Theology Study Program of Sanata Dharma University. There are four skills when the students learn English. They are reading, writing, speaking, and listening. This research is a part of collaborative research done by the researcher and other three researchers in designing the materials for the first semester students of Theology Study Program of Sanata Dharma University. In this research, the researcher only focuses on designing speaking materials. Unfortunately, there are no speaking instructional materials based on Ignatian Pedagogy used to help the students of Theology Study Program of Sanata Dharma University to improve their English speaking skills.
of Ignatian Pedagogy is not about creating smart people but it creates people for others. Ignatian Pedagogy consists of five main steps, namely context, experience, reflection, action and evaluation. Those five steps applied in the design materials are expected to help the Theology Study Program of Sanata Dharma University students improving the English speaking skills.
In conclusion, there are two reasons why the researcher designed a set of speaking instructional materials. First, there are no speaking materials based on Ignatian Pedagogy for the students of Theology Study Program of Sanata Dharma University. Second, related to the vision of the Theology Study Program of Sanata Dharma University that the graduates would serve and tell many people around the world about the Good News so that they have to be able to speak English since English is the International Language.
B. Research Problem
Regarding the problem mentioned before, there are two problems proposed by the researcher regarding the topic discussed:
1. How is a set of English speaking instructional materials based on Ignatian Pedagogy for Theology Study Program students designed?
C. Problem Limitations
The research is limited to a set of speaking materials based on Ignatian Pedagogy for the first semester students of Theology Study Program of Sanata Dharma University. The researcher designed the speaking materials because there are no speaking materials based on Ignatian Pedagogy to facilitate Theology Study Program of Sanata Dharma University students to improve their English speaking.
D. Objectives of the Study
1. To find out how a set of English speaking instructional materials based on Ignatian Pedagogy for Theology Study Program students is designed.
2. To present a set of English speaking instructional materials based on Ignatian Pedagogy for Theology Study Program students.
E. Benefits of the Study
1. For the Students of Theology Study Program of Sanata Dharma University
2. For the English Lecturers of Theology Study Program
The lecturer can use the materials as the main book for teaching English speaking. Moreover, the researcher hopes that the design will help the lecturers to improve their techniques and strategies in teaching speaking.
3. For the English Language Education Study Program
The researcher hopes that the designed materials becomes the references to improve the teaching strategies to the lecturers and students in English Language Education Study Program.
4. For the researcher
Designing a set of English speaking materials for students of Theology Study Program gives experience for the researcher and it helps her to learn and know better how to design English speaking materials.
F. Definition of Terms 1. Speaking
Speaking is an instrumental activity in which speakers talk in order to have some effects on their listeners. In speaking, a message is transferred from a speaker to a hearer. The speaker produces the message and the hearer receives the message (Clark and Clark, 1977).
2. Instructional Design
meet the needs; includes development of instructional materials and activities; and try out and revision of all instruction and learner assessment activities.
3. Ignatian Pedagogy
According to Kolvenbach (1989), Ignatian Pedagogy is the way in which teachers accompany learners in their growth and development which Ignatian values can be incarnated in the teaching-learning process. Kolvenbach (1989), states that the goal of Jesuit education is to form a person who is well-rounded, intellectually competent, open to growth, religious, loving, and committed to do justice in generous service to the people of God. The Jesuit education requires the students not only looking for the knowledge but also developing the students’ personality in order to help others (LPM-USD, 2012). It is the same with Christ’s spirit which called Men and Women for Others.
4. Theology Study Program Students
7
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of two parts. They are theoretical description and theoretical framework. The theoretical description provides some theories related to the research. The theoretical framework shows the relationship between the research and the theories applied.
A. Theoretical Description
In this part, the researcher discusses theories related to the research. They are Ignatian pedagogy, instructional design, and the nature of speaking and teaching speaking.
1. Ignatian Pedagogy
Designing a set of speaking instructional materials, the researcher applies the Ignatian Pedagogy. According to Kolvenbach (1993), Ignatian Pedagogy is the way in which teachers accompany learners in their growth and development used in Jesuit Education where the Ignatian values can be incarnated in the teaching-learning process. Ignatian Pedagogy brings the Characteristics of Jesuit Education to the life in the school.
ACTION
developing the students’ personality in order to help others (LPM-USD, 2012). It is the same with Christ spirit which called Men and Women for Others.
Based on the Ignatian Pedagogy, the role of the teacher is as a facilitator who accompanies the students to encounter truth and explore the meaning of humanity and bring them all into real life. Kolvenbach (1993) states that applying the Ignatian Pedagogy, the teacher creates the condition, lays the foundations and provides the opportunities for the continual interplay of the students’ experience, reflection, and action. The following is the figure of Ignatian Paradigm.
Figure 2.1 Ignatian Paradigm (Kolvenbach, 1993)
Starting with experience, the teacher creates the conditions whereby the students gather and recollect the materials of their own experience in order to distill what they have understand already and bring it to the subject matter at hand. Then the teacher guides the students assimilating new information and the experience so that their knowledge will grow completely. After that, the teacher
REFLECTION
lays the foundations for learning how to learn by engaging the students in skills and techniques of reflection. The reflection itself should be a deliberating process which shapes the students’ habitual attitudes, values, beliefs, and the ways of thinking. It encourages the students to move beyond knowing to action (Kolvenbach, 1993).
In the Ignatian Pedagogy, we can see that the role of the teacher is as the facilitator and the students’ role is so important (student-centered). The teacher lets the 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. While research over the past two decades showed that still much of teaching continues to be limited to a two-step instructional model of experience action, in which the teacher played more active role than the students (teacher-centered).
Figure 2.2 Ignatian P
In order to mak follows:
a. Context of Learning
Personal care an becomes as conversant Ignatian Pedagogy, the the context of learning. understand the world of R
n Pedagogy Paradigm Cycle (LPM-USD, 2012, p. 11
ake it clearer, the researcher gives the expla
ng
and concern for the individual requires that t t as possible with the life experience of the lear e human experiences are always to be the startin
g. Based on the Ignatian Pedagogy, the teache of the students (Kolvenbach, 1993, p. 12).
EXPERIENCE
ACTION REFLECTION
EVALUATION CONTEXT
11)
lanations as
According to Kolvenbach (1993), 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 institutional 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.
2) The socio-economic, political and cultural context within which a student grows can seriously affect his or her growth as a person for others.
3) The institutional environment of the school or learning center such as 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. Their points of view and the insights that they may have acquired from earlier study or picked up spontaneously from their cultural environment, as well as their feelings, attitudes, and values regarding the subject matter to be studied form of the real context for learning.
b. Experience
The experience for Ignatius meant “to taste something internally” (LPM-USD, 2012, p. 16). It means that the activities chosen by the teachers are the activities that require the students’ conscience. The students are asked to do activities which are not only for their cognitive but also their affective point.
use of the imagination and the feeling as well as the mind in experience. Therefore, the affective and cognitive sides of the people are involved, because without the feeling joined to intellectual grasp, learning will not move a person to action. According to Kolvenbach (1993), the term of experience is used to describe any activity in which in addition to a cognitive grasp of the matter being considered, some sensation of an affective nature that is registered by the students.
The data got from the experience is perceived by the student cognitively. It is through questioning, imagining, investigating its elements and relationships, the student organizes the data into a whole or a hypothesis. Using Ignatian Pedagogy, the teachers have to perceive how the students’ feelings can move them to grow and that is done by the teachers at the beginning of the new lessons. According to Kolvenbach (1993), there are two human experiences. They are direct experience and vicarious experience (p. 15). The first is direct experience which is usually fuller and more engaging of the person, but it is not always possible. The second is vicarious experience. In the vicarious experience, the teachers are challenged to stimulate the students’ imagination and use of the senses precisely so that the students can enter the reality studied more fully.
c. Reflection
Moreover, the reflection forms the conscience of the learners’ beliefs, values, attitudes, and their entire way of thinking in a manner that they are led to move beyond knowing to undertake action. Kolvenbach (1993) divides the meaning surfaces of the experience in human experience into five. They are (1) by understanding the truth being studied more clearly, (2) by understanding the sources of the sensations or reactions I experience, (3) by deepening my understanding of the implications of what I have grasped for myself and for others, (4) by achieving personal insights into events, ideas, truth or the distortion of truth, and (5) by coming to some understanding of who I am and who I might be in relation to others.
There is a major challenge for the teacher in the reflection stage of learning Ignatian Paradigm. It is to formulate questions that will broaden students’ awareness and impel them to consider viewpoints of others, especially for the poor. Moreover, in this stage we must respect others and give them freedom since they are sowers of the Good News. By sharing the reflection it can reinforce, challenge, encourage reconsideration, and ultimate give greater assurance that the action to be taken (individual or corporate) is more comprehensive and consistent with what it means to be a person for others.
d. Action
experience that has been reflected upon as well as its manifestation externally. It involves two steps as followings:
1. Interiorized Choices
After reflection, the learner considers the experience from a personal, human point of view. Here in light of cognitive understanding of the experience and affection involved, the will is moved. Meanings perceived and judged present choices to be made. Such choices may 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. It may take the form of one’s priorities. It is at this point that the student chooses to make the truth his or her own while remaining open to where the truth might lead.
2. Choices Externally Manifested
In time, these meanings, attitudes, values which have been interiorized, made part of the person, impelled the student to act and to do something consistent with this new conviction. The meaning was positive. Then the student will likely seek to enhance those conditions or circumstances in the daily life.
e. Evaluation
academic and affective sides. Here Ignatian Pedagogy concerns about students’ well-rounded growth as persons for others.
There are a variety of ways in which human growth can be assessed. All must take into account the age, talents and developmental levels of each student. The relationship of mutual trust and respect which should exist between students and teachers sets a climate for discussion of growth. Useful pedagogical approaches include 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.
This can be a privileged moment for a teacher to congratulate and encourage the student for progress made, as well as opportunity to stimulate further reflection in light of blind spots or lacunae in the student’s point of view. The teacher can stimulate needed reconsideration by judicious questioning, proposing additional perspectives, supplying information and suggesting ways to view matters from other points of view.
Ignatian Paradigm is an ongoing process which becomes an effective ongoing pattern for learning as well as stimulus to remain open to growth throughout a lifetime. According to Kolvenbach (1993), there are three repetitions of the Ignatian paradigm which can help the growth of a student. They are as follows:
2. Who is able to draw fullness and richness from the reflection and be selective in choosing experiences.
3. Who become self-motivated by his or her own integrity and humanity to make conscious, responsible choices.
According to P3MP-LPM (2012, p. 37), the evaluation technique to evaluate the students should involve 3C (Competence, Conscience, and Compassion). The explanations are as follows:
“Competence embraces a broad spectrum of abilities – academic proficiency (including the ability to reason reflectively, logically, critically, imaginatively, and creatively), technological and vocational skills, an appreciation of creative art, sport, and leisure, and effective communication skills. 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. A compassionate person generously responds to those who are in the greatest need who walk with others to empower them, in solidarity and empathy.” (P3MP-LPM, 2012).
From the theory above, we can conclude that the competence is related to cognitive and psychomotor side. Moreover, conscience and compassion are related to affective side.
2. Instructional Design
There are eight important plans in Kemp’s model (Kemp, 1977). The explanations are as follows:
1. Consider goals, list the topics, state the general purposes for teaching each
topic
In this step, the designer considers the goals, lists the topic and states the general purpose of teaching (Kemp, 1977). The goal of learning is used to measure whether the students can achieve the goal of learning or not. In this step, the designer also lists the topics of the materials that will be taught to the students. After listing the topics, the designer has to state the general purposes in each topic.
2. Enumerate the important characteristics of the learners for whom the
instruction is to be designed
Considering the learners’ characteristics is very important. Moreover, it could help the designer in designing learning activities (Kemp, 1977). For that reason, the designer obtains information about learners’ needs, learners’ ability, and also learners’ interest.
3. Specify the learning objectives to be achieved in terms of measurable
students behavioral outcomes
In this step “the designer specifies the learning objectives so that what students’ performances are expected to achieve are clearly known (Kemp, 1977). The learning objectives have to be stated in terms of activities in order to promote the learning itself. There are three major categories of objectives for learning. The first is cognitive domain which includes objective concerning knowledge, or information, and thinking. The second is psychomotor domain which treats the skills requiring use and coordination of skeletal muscles, as in physical activities of performing, manipulating, and constructing. The third is affective domain. This domain involves objectives concerning attitudes, appreciations, values, and all emotions like enjoying, conserving, and respecting for example.
4. List the subject content that supports each objective
In this step, the designer lists the subject contents that support each objective and have relationship with the students’ needs.
5. Develop pre-assessments to determine the student’s background and
present level of knowledge about the topic
The pre-assessment was developed in order to give information about the students’ background and what students have achieved.
6. Select teaching/learning activities and instructional resources that will
treat the subject content so students will accomplish the objectives
efficient and effective methods and select materials to provide learning experiences that will utilize the content associated with each objective.
7. Specifying support services for implementing activities and producing
materials
Specifying support services is important in this research. According to Kemp (1977), the support services that should be needed in this research include budget, facilities, equipment, personnel, and schedules.
8. Evaluate students’ learning
The designer should evaluate the students by considering their achievements, whether they accomplish the objectives or not. Moreover, the evaluation should include three domains, namely cognitive domain, affective domain, and psychomotor domain.
Figure 2.3 Kemp’s Instructional Design Model
3. Speaking
In this part, the researcher writes two important ideas in teaching speaking. The first one is the nature of speaking. The second is the principles of teaching speaking.
a. The Nature of Speaking
Speaking is one of the major skills learned by people when they learn language. For some people, speaking is more difficult than other skills (writing, reading and listening). Speaking a language is especially difficult for foreign language learners because effective oral communication requires the ability to use
Goal, topic, general purpose
Evaluation Learners’
characteristic
Learning Objectives Revision
Supporting Services
Learning Activities, Resources
Subject Content
the language appropriately in social interactions (Richards & Renandya, 2002, p. 204). According to Bailey (1994) as cited by Nunan (2003, p. 48), there are two reasons why speaking is more difficult than reading, listening, and writing. First is because unlike reading or writing, speaking happens in real time: usually the person you are talking to is waiting for you to speak right then. Second, when people speak, they cannot edit or revise what they wish to say, as they can if they are writing.
In language teaching, the four skills are described in terms of their direction. Bailey (1994) states speaking and writing are referred to as productive. Moreover, listening and reading are referred to as receptive. Another important idea is the channel, which refers to the medium of the message (aural/oral or written). Thus, speaking is the productive oral skill. It consists of producing systematic verbal utterances to convey meaning.
b. The Principles of Teaching Speaking
According to Bailey (1994) as cited by Nunan (2003, p. 54), there are five principles of teaching speaking. We can see as follows:
1) Be aware of the differences between second language and foreign language
learning contexts
In learning languages, there are two broad contexts. They are foreign language context and second language context.
2) Give students practice with both fluency and accuracy
matches what people actually say. Moreover, fluency is the extent to which speakers use the language quickly and confidently. The learner cannot develop their fluency if the teacher always interrupts them to correct their oral errors.
3) Provide opportunities for students to talk by using group work or pair
work, and limiting teacher talk
In class, teacher should be aware of how much they are talking in class, so they do not take the students’ opportunity for speaking in class. Pair work and group work activities intend to make the students increase the students’ opportunity to speak in the target language during the lesson.
4) Plan speaking tasks that involve negotiation for meaning
In communicating with others, the learners are hoped to make progress by communicating in the target language because interaction necessarily involves trying to understand and make yourself understood. This process involves clarification, repetition, or explanations during conversations.
5) Design classroom activities that involve guidance and practice in both
transactional and interactional speaking
B.Theoretical Framework
This part presents the researcher’s design model. In this research, the researcher adapts Kemp’s instructional design model for developing the materials. Moreover, in designing a set of instructional speaking materials for Theology Study Program students, the researcher employed the Ignatian Pedagogy.
There are seven steps adapted by the researcher namely (1) identifying the learners’ characteristics; (2) determining goals, topics and general purposes; (3) specifying learning objectives; (4) listing the subject contents; (5) selecting teaching-learning activities and instructional resources; (6) conducting evaluation of the final product; (7) revising the final product. Those seven steps of Kemp’s instructional design model become the researcher’s framework. The explanation of the researcher’s framework can be seen as follows:
1. Identifying the Learners’ Characteristic
In this step, the researcher collects all the information about the students’ characteristics, lacks, condition, learning styles and needs. In order to gather the data, the researcher observes the students and distributes the needs analysis questionnaire to the first semester students of Theology Study Program of Sanata Dharma University.
2. Determining Goals, Topics and General Purposes
3. Specifying Learning Objectives
The researcher specifies the learning objectives after determining the goals, topics, and general purposes. Writing objectives is a developmental activity that requires refinements, changes, and additions as the writer develops subsequent planning steps (Kemp, 1977, p. 24).
4. Listing the Subject Contents
After specifying the learning objectives, the researcher lists the subject contents. The researcher lists the contents used in designing the materials.
5. Selecting Teaching-Learning Activities and Instructional Resources
Based on the data gathered on the students’ characteristics, lacks, learning styles, condition and needs, the researcher selects the teaching and learning activities. Designing the materials, the researcher implements the steps of Ignatian Pedagogy namely context of learning, experience, reflection, action and evaluation.
6. Evaluating the Designed Materials
Conducting the evaluation for the designed materials, the researcher distributes the expert validation questionnaire to five lecturers of English Language Education Study Program of Sanata Dharma University.
7. Revising the Designed Materials
The researcher’s framework of the design model in this research can be seen in the Figure 2.4.
Figure 2.4: The Researcher’s Theoretical Framework Chart Identify the learners’ characteristics
lacks, needs, and expectations
Consider goals, topics and general objectives
Specify the learning objectives
List the subject content
Selecting the teaching and learning activities
Evaluating the designed materials
26 CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the methodology used in this study which is divided into six parts. They are research method, research participants, research instruments, data gathering techniques, data analysis techniques, and research procedure.
A. Research Method
As stated in Chapter I, the problem in this research dealt with a problem related to the existence for speaking materials based on Ignatin Pedagogy in the English lecture for the students of Theology Study Program of Sanata Dharma University. Therefore, the method that is proposed by the researcher to solve this problem is Research and Development (R&D).
They are research and information collecting, planning, develop preliminary form of product, preliminary field testing, main product revision.
There are two research problems in this research. They are (1) how a set of English speaking instructional materials based on Ignatian Pedagogy for Theology Study Program students of Sanata Dharma University is designed. (2) what the designed set of English speaking instructional materials looks like. In order to answer those research problems, the researcher also adapted the Kemp’s instructional model as the implementation of the Research and Development (R&D) method.
1. Research and Information Collecting
In this step, the researcher collected the data which are the learners’ needs, lack, interest, and learning styles (Borg & Gall, 1983, p. 776). In order to obtain the data needed, the researcher distributed questionnaire to the first semester students of Theology Study Program of Sanata Dharma University. After collecting the data, the researcher analyzed the data based on the theories related to this research.
2. Planning
contents. Those steps would help the researcher to make the syllabus and lesson plan for the designed materials.
3. Preliminary Product Developing
The next step done by the researcher was preliminary product developing. The researcher conducted the preliminary form of the instructional materials after completing the primary planning (Borg & Gall, 1983, p. 781). In this step, the researcher employed the Kemp’s instructional design step namely selecting teaching learning activities and instructional resources. After that, the researcher made the preliminary product developing based on the information that had been gathered by doing the previous step.
4. Preliminary Field Testing
In this step, the designed material was evaluated by the experts. It was conducted to obtain feedback and suggestions to improve the designed material. In this step, the researcher adapted Kemp’s instructional design step namely conducting evaluation in order to judge the appropriateness of the designed materials for the required purposes.
5. Product Revision
After collecting the feedback from the preliminary field testing step, the researcher revised the designed material based on the feedback and suggestions obtained from the questionnaire. From the feedback given, the researcher could improve and develop the design into the ideal design that was needed by the students of Theology Study Program of Sanata Dharma University. In this step, the researcher adapted the Kemp’s instructional design model namely conducting the revision. The following figure presents the collaboration of the R&D model and the Kemp’s model.
Figure 3.1 The Writer’s R&D Model Collaborated With Kemp’s Model
: The next step
: Providing the basis for : Feedback line
Research and information collecting
Planning
Develop preliminary form of product
Preliminary field testing
Goals, Topics and General Objectives
Learning Objectives
Subject Content
Teaching-Learning Activities
Evaluation Learners’ characteristics
B. Research Participants
In this research, the researcher presents the participants of this research. There are two participants. They are the participants of the research and information collecting and the participants of the preliminary field testing.
1. Participants of the Research and Information Collecting
The participants of the research and information collecting in this research were the first semester students of Theology Study Program of Sanata Dharma University who were in class B. There were three classes in the first semester, they were A, B, and C which was divided by the score result of their TOEFL score. The reasons why the researcher chose the class B were that they could be a good sample because they were in the middle level based on the result of their TOEFL grade. Moreover, the researcher had limitation of time so that the researcher only chose class B. There were 22 students in the class B. In order to obtain the data needed, the researcher distributed the needs analysis questionnaire to the students.
2. Participants in Preliminary Field Testing
Table 3.1 The Participants in the Preliminary Testing
Participants Sex Educational Background
Teaching Experience (Years)
The PBI lecturers
F M S1 S2 S3 5 - 10 11 – 15 >15
3 2 4 1 3 2
C. Research Instruments and Data Gathering Techniques
There are two instruments used by the researcher in this research in order to gather information and data needed. They are questionnaire and interview. The explanation is stated below:
1. Questionnaire
To obtain the data needed, the researcher used questionnaire as one of the instruments. There are two kinds of questionnaires used by the researcher in this research. First, the researcher distributed the questionnaires for the first semester students class B of Theology Study Program. The first questionnaire was used to get the information about the students’ characteristics, need, lacks, and interest. The type of the questionnaires used by the researcher was close-ended question in order to avoid too many varieties on the answer. Moreover, the possible answers were known and were few in number (Ary, et al. 2002). However, the researcher provided other option to let the participants share their responses that is not present in the option given.
suggestions to improve the designed materials. There were two parts in the questionnaire. The first part was close form items consisting of some statements and the participants were asked to express their opinion in scales 1 – 5. The second part was the open form items consisting of some questions. This part was expected to elicit the experts’ opinion about the designed materials. The feedback, suggestions, and evaluation were used to improve the designed materials.
2. Interview
According to DeMarais (2004) as cited by Merriam (2009, p. 87) an interview is a process in which a researcher and participant engage in a conversation focused on questions related to a research study. Based on the degree of structuring interviews can be divided into three categories: structured interviews, semi-structured interviews and unstructured interviews. In this research, the researcher did unstructured interview which was done informally. The researcher interviewed the English lecturer who was in charge of teaching English the students of the Theology Study Program batch 2012 (class B). The researcher used interview to enrich the data gathered by the questionnaire. The interview was about the students’ characteristics, students’ condition, students’ difficulties, the students’ vocabulary, and the students’ learning styles.
D. Data Gathering Techniques
and information collecting were the first semester students class B of Theology Study Program of Sanata Dharma University and the purpose was to obtain the data on learners’ lacks, needs, and expectations.
The second technique was conducted in the preliminary field testing step. In this step, the researcher distributed the questionnaire to five lecturers of English Language Education Study Program of Sanata Dharma University. The purpose was to obtain the experts’ feedback, evaluation, and suggestion on the designed materials. From the experts’ feedback, evaluation, and suggestion, the researcher could revise and improve the designed materials.
E. Data Analysis Techniques
There are two techniques used by the researcher to analyze the data gathered. They are the data analysis technique of the research and information collecting survey and the data analysis technique on the preliminary field testing. 1. Data Analysis Technique of the Research and Information Collecting
After gathering the data from the questionnaire, the researcher analyzed it. The researcher calculated and made it into the percentage. Below is the formula used by the researcher:
x
x 100 % Σx
x : the number of the participants who choose the option
2. Data Analysis Technique on the Preliminary Field Testing
The researcher also distributed the questionnaire to five lecturers of English Language Education Study Program in order to obtain their feedback, suggestions, and evaluation. For the questionnaire, there are two parts. In the first part, the participants were asked to express their opinion towards the designed materials which were helped by some statements. In this research, the researcher used the Likert’s scale to evaluate the designed materials. The Likert scale was a scale with a number of points, usually five, that represent a set of related responses, one for each point (Sprinthal et. al., 1991, pp. 114-115). In this research, the researcher used five options of agreement based on Likert’s scale in the questionnaire and the participants chose one of the points of agreement. There were five points of agreement in this research. They were (1) Strongly Disagree, (2) Disagree, (3) Doubt, (4) Agree, and (5) Strongly Agree. The second part is in the form of open question, so that the lecturers can give more feedback and evaluation on the designed materials. The table below describes the participants’ evaluation and feedback.
Table 3.2 the Participants’ Evaluation of the Designed Materials No. Participants’ Opinion Frequency of the
points of Agreement
Central Tendency
After the data were gathered in the table, the researcher summarized and analyzed them. The type of descriptive statistics was used to summarize and describe the data on central tendency. The central tendency used in this part was mean (Mn). Mean (Mn) is the average of all points in a distribution. The following pattern is the pattern to calculate the mean (Mn):
Σx x =
N
N : Total participants x : Mean
Σx : The sum of the score
F. Research Procedure
In order to get further data, the researcher distributed questionnaire to the first semester students of Theology Study Program. In this research, the researcher used cluster sampling and the sampling used is class B.
The second step was planning. Before designing, the researcher identified the learning goals achieved by the students. After identifying the learning goals, the researcher wrote the learning objectives in each lesson in the designed materials. After writing the learning objectives, the researcher started making the syllabus. After that, the researcher chose the appropriate teaching and learning activities for the designed materials.
After that, the researcher chose and developed the learning activities design based on the need analysis gathered. The researcher also referred to the Ignatian Pedagogy. Developing the teaching learning activities, the researcher interpreted the data gathered by reviewing the related theories of speaking and instructional design.
The fourth step was preliminary field testing. In this step, the researcher evaluated the designed materials by distributing the expert validation questionnaire to five lecturers of English Language Education Study Program. The purpose was to obtain the feedback and suggestions from the experts to evaluate the designed materials.
37 CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter presents the results and findings of the research. This chapter
will answer the two research problems stated in chapter one. Therefore, there will
be two major parts in this chapter. The first part is the process on how a set of
English speaking instructional material for students of Theology study program
Sanata Dharma University is designed. The second part is about what a set of
English speaking instructional materials for Theology Study Program students
looks like.
A. The Steps of Designing English Instructional Speaking Materials
To answer the first research problem in this research, the researcher
adapted the Research and Development (R & D) and Kemp’s instructional design
model. There were five steps of R & D implemented in this research namely
research and information collecting, planning, develop preliminary form of
product, preliminary field testing, main product revision. The explanation of each
step will be discussed as follows:
1. Research and Information Collecting
In this step, the researcher obtained the data needed by conducting the
needs survey. The researcher conducted the needs survey by distributing
questionnaire on November 19, 2012, and the participants of the needs survey
Dharma University. There were 22 students. From the data gathered through
distributing the questionnaire, it is found that almost all the students like studying
English. It can be seen from the result which was 90.9% of the students like
studying English. Moreover, the students have an English lecture once a week
which is 100 minutes learning English in class.
In the teaching and learning process, the students have various activities to
practice speaking. Moreover, all students say that the lecturer gives a chance to
the students to practice their speaking skill. It is strengthened by the fact that
86.3% of the students agree that the English subject helps them to improve their
speaking skill and few students disagree that the English subject helps them to
improve their speaking skill (13.6%). However, all students agree that they still
need to improve their speaking skill.
The next question discusses the detailed activities that the students like
most. The first question is about the activities that the students often have in the
teaching and learning process. It shows that 45.4 % of the students say that the
activities that they usually have is delivering a short speech about various things
or topics given by the lecturers. Some of the students also say that they often
practice their speaking by doing conversation, doing exercises, and sharing their
opinion. Dealing with the method used to improve the students’ speaking skill in
class, the students prefer peer work. It is strengthened by the fact that 59.09 % of
the students like doing practice with their friends to improve their speaking skill.
Therefore, the researcher designs the materials which give a chance to the students
activities that the students expect to have in the teaching and learning. Most of the
students state that they expect to have sharing activities, it is 77.2 %. Therefore,
the researcher also designs the activities that give a chance for the students to do
sharing in the designed materials. Dealing with the students’ expectation about the
activities in class to improve their speaking skill, 68.1 % of the students expect to
practice the dialogue. Moreover, some of the students also expect to have role
play (45.4 %). Some of the students also say that they want to have class
discussion so that they can practice speaking English by sharing their opinion.
The data shows that 83.3 % of the students find difficulties in speaking
English. The first difficulty is regarding to vocabulary, the data gathered shows
that 50 % of the students agree that they do not master the meaning of English
words. The second difficulty is regarding to the students’ confidence, 27.2 % of
the students say that they have no confidence to speak English especially in front
of a lot of people. Moreover, some of the students are afraid of making grammar
mistakes when they speak English, it is 18.1 %. For that reasons, in order to
improve the students’ motivation to speak English, 81.8 % of the students expect
that the lecturer will help them to decrease their fear and help them to have more
confidence. Moreover, 72.2 % of the students expect to have fun teaching learning
activities in class and others expect to have the interesting topics to learn.
Dealing with the topics of the speaking materials, almost all of the
students agree that the topics of the speaking materials affect their motivation.
Besides, there are four students’ expectations towards topics of the materials.
life so that the students can use it in their daily life. Second, 54.4% of the students
expect that they could get and learn some moral values from the materials they
learnt. Then, from the moral values they have learnt, they could implement what
they have learnt in their daily life (45.4%). Moreover, the materials could help the
students to see what’s happening in their surroundings (22.7%).
In this research, the researcher implemented Ignatian Pedagogy where the
reflection is one of the parts in the Ignatian Pedagogy cycle. Therefore, the next
question is related to the importance of reflection part for the students in learning
English. There are 81.8 % of the students say that the purpose of the reflection
part is to get the positive values and make it as an experience for improving the
students’ English speaking ability, 59.09 % of the students said that is to find out
the values got from the tasks they have got in the teaching and learning process.
Moreover, the students say that by doing reflection, the students are able to find
out their weaknesses so that they could learn from it and make it better.
2. Planning
After gaining the necessary data about the students’ characteristics, lacks,
needs, expectations, and the learning styles, the researcher took the next step. In
this step, the researcher determined the learning goals, topics, and general
objectives, specified the objectives, and listing the subject content. In this step, the
researcher implemented Kemp’s instructional design model steps namely
determining the learning goals, topics, and general objectives, specifying the
a. Determining the Learning Goals, Topics, and General Objectives
By analyzing the result of the questionnaire and the guideline of the
Theology Study Program, there are four topics presented in the designed
materials. The topics are stated in the table 4.1.
Table 4.1 The learning Topics of the Materials
UNITS TOPICS TITLE
1 Greeting and Introduction Nice to Meet You!
2 Offering Help May I Help You?
3 Describing Place Where Am I?
4 Asking for and Giving Opinion What Do You Think?
After listing the topics of the designed materials, the researcher stated the
general objectives in the form of basic competence. The basic competence helped
the lecturer to measure the students’ achievement, whether the students could
achieve the goals or not. The basic competence of the designed materials is
presented in the Table 4.2.
Table 4.2 The Basic Competence
UNIT TOPICS TITLE BASIC COMPETENCE
1 Greeting and
Introducing
Nice to Meet You! Competence
In the end of the lesson, the students are able to perform a dialogue with the appropriate expressions of greetings and introducing self and others with
good intonation and
Conscience
In the end of the lesson, the students are able to share their opinions and do any tasks or activities and respond to the value they get from the dialogue which is dealing with their daily life context.
Compassion
In the end of the lesson, the students are able to respect others’ opinion while having
group discussion and
performing the dialogue in front of the class.
2 Offering Help May I Help You? Competence
In the end of the lesson, the students are able to perform a dialogue with the correct expressions of offering help with good intonation and value they get from the dialogue which is dealing with their daily life context.
Compassion
In the end of the lesson, the students are able to respect others’ opinion while having
group discussion and
expressions of describing place value they get from the dialogue which is dealing with their daily life context.
Compassion
In the end of the lesson, the students respect others’ opinion while having group discussion and performing the dialogue in front of the class.
4 Asking for and value they get from the dialogue which is dealing with their daily life context.
Compassion
b. Specifying the Learning Objectives
After determining the learning goals, topics, and general objectives, the
researcher specified the learning objectives in the form of learning indicators. The
indicators were used to measure the students’ success in achieving the basic
competences. The learning objectives in the designed materials were formulated
to achieve 3C competencies (Competence, Compassion, and Conscience) as the
basic of Ignatian Pedagogy. The learning indicators of each unit are presented in
the table 4.3.
Table 4.3 The Learning Indicators
UNIT Steps in Ignatian
Pedagogy
In the end of the lesson, the students are able to:
1. Identify the expressions of greetings from the dialogue.
2. Mention the expressions of greetings used in the dialogue. 3. Identify the expressions of
introducing self and others from the dialogue.
4. Mention the expressions of introducing self and others from the dialogue.
5. Mention English meanings of vocabulary in the dialogue correctly. 6. Perform the dialogue containing the
expressions of greetings and introducing self and others.
Conscience
In the end of the lesson, the students are able to:
