i v T C A R T S B A I L I W S E N G
A SPRAWISM .I(2014) .ProgramEvaluaitono fJayant iAcitve , e r i b a N , it n a y a J , n o it a m r o F l a u ti r i p S f o e s u o H l u a P . t S t a 3 1 0 2 e s r u o C h s il g n E . a u p a
P Yogyaka tra :Universtia sSanataDharma
a m r a h D a t a n a S f o m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E e h T Y , y ti s r e v i n
U ogyaka tra ,state svisionandmissiont opreparet hegraduate sno tonlyt o , s e s r u o c h s il g n E s a h c u s s m a r g o r p g n i n r a e l h s il g n E e g a n a m o t o s l a t u b , h s il g n E h c a e t e b d l u o h s n u r n e e b s a h h c i h w m a r g o r p A . s r a n i m e s d n a , s p o h s k r o w , s g n i n i a rt n i a t n i a m o t d e t a u l a v
e ti sconitnutiyanddevelopbetters ervices .Thisr esearchbelong s f o n o it a u l a v e m a r g o r p f o s i s y l a n a e h t o
t Jayant iAcitve Engilsh Course 2013 ,an . a u p a P , e ri b a N , it n a y a J , n o it a m r o F l a u ti ri p S f o e s u o H l u a P . t S f o m a r g o r p h s il g n E a d e s o p o r p s n o it s e u q o w t e h
T re(1 )whatthe rtainingprograml ooked ilkeand( 2 )did m a r g o r p e h
t respond to the idenit ifed need so fthe course paritcipants .Thi sstudy g n i n r a e l e h t e t a u l a v e d n a s t n e d u t s e h t f o s t x e t n o c g n i n r a e l e h t e b ir c s e d o t s m i a f o s s e c o r
p Jayant iAcitveEngilshCourse2013.
f o s i s y l a n a c i m e t s y s a d e t c u d n o c r e h c r a e s e r e h t , n o it s e u q t s ri f e h t r e w s n a o T f o e l u d o m g n i n r a e l d n a s t n e m u c o d e h t y l e m a n m a r g o r p e h
t Jayant iAcitve Engilsh
3 1 0 2 e s r u o
C to obtain a comprehensive program desc irpiton .To answer t he second o
it s e u
q n,t her esearche rconducted aneedanalysis t oknowt hei rcutlura lbackground d e t c e ll o c y ll a n if d n a , d o h t e m g n i n r a e l e h t d e w e i v e r , d n u o r g k c a b g n i n r a e l h s il g n E d n a t s o p g n it u b ir t s i d y b n o it a u l a v e m a r g o r p t u o b a a t a
d -survey to the students .The
e e s n o it a u l a v
e kst odiscus swhethe rcoursecouldmeett hes tudents ’need .s g n i d n if e h
T s on the program desc irpiton show stha tthe use o fsto ire sa s e r e w d o h t e m e h t s a a m a r d d n a R P T g n i s u h s il g n E d e t a r g e t n i d n a s l a ir e t a m g n i n r a e l e , s d e e n ’ s t n e d u t s e h t g n ir e d i s n o c y b t e
s ducaitona lcontext ,cutlura lbackground a s m a r g o r p e h t n o s g n i d n if e h T . s e t a d i d n a c t s e ir p s a t x e t n o c s u o i g il e r ri e h t d n a , s n a u p a P g n i n r a e l d n a , s l a ir e t a m g n i n r a e l , s r o t u t e h t d n u o f s t n e d u t s e h t t a h t w o h s n o it a u l a v e n e m e v o r p m i t n a c if i n g i s d e t u b ir t n o c d o h t e
m tf ort hei rEngilsh .The l earningmate iral s e h t e v o r p m i o t d e e c c u s d n u o f e r e w a m a r d d n a R P T g n i s u h s il g n E d e t a r g e t n i d n a s g n ir b o s l a e s r u o c s i h T . g n it ir w d n a , g n i k a e p s , n o it a i c n u n o r p , y r a l u b a c o v ’ s t n e d u t s e p w e n d n a n o it a v it o m ’ s t n e d u t s e h t n o s t c e f f e d o o
g rspecitvet oward sEngilsh.
r e h c r a e s e r e h t , n o i s s u c s i d e h t n o d e s a
B givessugges iton for t he programme r f o s r o t u t e h t d n
a Jayant iAcitve Engilsh Course to have bette rpreparaiton son the r u tl u c e h t o t e u d e c n e t e p m o c d n a , s l a ir e t a m g n i n r a e l ,l a t n e m , l a c i s y h
p a lbackground
. n o it a m r o F l a u ti ri p S f o e s u o H l u a P . t S f o t n e m n o ri v n e d n a : s d r o w y e
ii v K A R T S B A .I M S I W A R P S I L I W S E N G
A (2014) .ProgramEvaluaitono fJayant iAcitve p S f o e s u o H l u a P . t S t a 3 1 0 2 e s r u o C h s il g n
E irtiua lFormaiton ,Jayanit ,Nabire , .
a u p a
P Yogyaka tra :Universtia sSanataDharma
s ir g g n I a s a h a B n a k i d i d n e P i d u t S m a r g o r
P Universtia s Sanata Dharma
a tr a k a y g o
Y mempunya i vis i dan mis i untuk itdak hanya mempersiapkan ,s ir g g n I a s a h a B u r u g i a g a b e s a y n a w s i s a h a
m tetap ijuga mampu mengelola suatu
, s u s r u K . s ir g g n I a s a h a B n a k i d i d n e p m a r g o r
p workshop ,semina radalah bentuk
-m a r g o r P . a l o l e k i d a s a i b g n a y s ir g g n I a s a h a B m a r g o r p k u t n e
b -program yang telah
k i d k a l e k k u t n u i s a u l a v e i d u lr e p i n i n a l a jr e
b embangkan .Peneilitan in imerupakan p a d a h r e t m a r g o r p i s a u l a v
e Jayant iAcitve Engilsh Course 2013 ,sebuah program , n o it a m r o F l a u ti ri p S f o e s u o H l u a P . t S f o h e l o n a k a d a i d g n a y s ir g g n I a s a h a B s u s r u k h a l a d a i n i i s p ir k s m a l a d s a h a b i d n a k a g n a y n a a y n a tr e p a u D . a u p a P , e ri b a N , it n a y a J
(1 )sepe tr iapa program kursu sini? Dan (2 )apakah program in imampu menjawab r a j a l e b s e s o r p i s a u l a v e g n e m k u t n u h a l a d a i n i n a it il e n e p i r a d n a u j u T ? a w s i s n a h u t u b e k e v it c A i t n a y a
J EngilshCourse2013.
a n a n a k u k a l e m i ti l e n e p , a m a tr e p n a a y n a tr e p b a w a j n e m k u t n
U ilsi ssistemait s
b a w a j n e m k u t n U . n a k a n u g i d g n a y r a j a l e b l u d o m n a d i s n a t s n i n e m u k o d a d a p n a g n e d a w s i s r a j a l e b n a h u t u b e k s i s il a n a n a k a d a g n e m i ti l e n e p , a u d e k n a a y n a tr e p li s a h s i s il a n a g n e
m kuesione rtentangbudaya dan irwaya tbelajar .Setelah tiu penelti i j
n e
m abarkanmetodebelaja rJayant iAcitveEngilshCourse2013 ,dan mendiskusikan s n a h u t u b e k n a g n e d i a u s e s r a j a l e b e d o t e m n a d , r a j a l e b i r e t a m , r o t u t n a r e p h a k a p
a iswa
. g n u s g n a lr e b m a r g o r p h a l e t e s n a k i g a b i d h a l e t g n a y r e n i s e u k n a k r a s a d r e b
Anailsi spada bahandanprose sbelaja rmenemukanbahwapenggunaan certia a m a r d n a d R P T n a g n e d i s a r g e t n ir e t g n a y s ir g g n I a s a h a B , r a j a n a h a b i a g a b e s f it a r a n n a h u t u b e k i h u n e m e m k u t n u n a g n a b m it r e p i r a d l i s a h h a l a d a r a j a l e b e d o t e m i a g a b e s il a k e s a u p a P t a k a r a y s a m i a g a b e s a w s i s r a j a l e
b gu scaloni mam .Mater idanmetodei n i , u ti a r a t n e m e S . a w s i s i g il e r s k e t n o k n a d , a y a d u b n a a d a e k n a k r a s a d r e b n u s u s i d h a l e t a
H si levaluas iprogram Jayant iAcitve Engilsh Course2013 ,memperilhatkan bahwa r o t u t n a r e
p , mater i belajar , dan metode belaja r yang diterapkan berhasi l s ir g g n I a s a h a b n a u p m a m e k n a k t a k g n i n e
m siswa .Metodebelaja rBahasaI ngg ir syang , a ti r e c n a k a n u g g n e m n a g n e d i s a r g e t n ir e
t Ktiab Susi ,doa-doa ,dan lagu-lagu reilg i k i n h e t n a k a n u g g n e m a tr e
s TPR dan drama dinlia i mampu mengembangkan n a u p m a m e
k kosakata ,pengucapan ,berbicara dan menuil ssiswa .Kursu sin ijuga . a w s i s r a j a l e b i s a v it o m n a k t a k g n i n e m u p m a m n u s u y n e p a d a p e k n a r a s n a k ir e b m e m i ti l e n e p , i s u k s i d l i s a h n a k r a s a d r e B g n a t a m h i b e l g n a y n a p a i s r e p i a y n u p m e m r a g a r o t u t n o l a c n a d m a r g o r
p untuk
n e
m gatas ikondis iyangs anga tberbedad iSt .Pau lHouseo fSpi irua lFormaiton. i c n u k a t a
3 1 0 2 E S R U O C H S I L G N E E V I T C A I T N A Y A J F O N O I T A U L A V E M A R G O R P
T
A ST .PAULHOUSEOFSPIRITUALFORMATION , A
U P A P , E R I B A N , I T N A Y A J
ASARJANAPENDIDIKANTHESIS
l a it r a P s a d e t n e s e r
P Ful ifllmen toft heRequriements t Oo btaint heSarjanaPendidikanDegree
in EnglishLanguageEducaiton
y B
i m s i w a r P s il i W s e n g A
8 9 0 4 1 2 1 0 1 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
i
3 1 0 2 E S R U O C H S I L G N E E V I T C A I T N A Y A J F O N O I T A U L A V E M A R G O R P
T
A ST .PAULHOUSEOFSPIRITUALFORMATION , A
U P A P , E R I B A N , I T N A Y A J
ASARJANAPENDIDIKANTHESIS
l a it r a P s a d e t n e s e r
P Ful ifllmen toft heRequriements t Oo btaint heSarjanaPendidikanDegree
in EnglishLanguageEducaiton
y B
i m s i w a r P s il i W s e n g A
8 9 0 4 1 2 1 0 1 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
v i
Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T S
h I h c i h w , s i s e h t s i h t t a h t e r a l c e d y lt s e n o h
I ave w irtten ,doe sno tcontain the k
r o
w so rpa tr sof the work o fothe rpeople ,except t hose ctied i n t he quotaitons and d
l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e
r .
, a tr a k a y g o
Y 9Mei2014 w
e h
T rtier
i m s i w a r P s il i W s e n g A
v
N A U J U T E S R E P N A A T A Y N R E P R A B M E L
S I M E D A K A N A G N I T N A P E K K U T N U H A I M L I A Y R A K I S A K I L B U P
a d n a tr e b g n a
Y nt gaa nd ibawahi n,is ayamahasiswiUniverstia sSanataDharma: a
m a
N :Agne sWiil sPrawismi a
w s i s a h a M r o m o
N :101214098
n a a t s u p r e P a d a p e k n a k ir e b m e m a y a s , n a u h a t e g n e p u m li n a g n a b m e g n e p i m e D
:l u d u jr e b g n a y a y a s h a i m li a y r a k a m r a h D a t a n a S s a ti s r e v i n U
3 1 0 2 E S R U O C H S I L G N E E V I T C A I T N A Y A J F O N O I T A U L A V E M A R G O R P
T
A ST .PAULHOUSEOFSPIRITUALFORMATION ,
, E R I B A N , I T N A Y A
J PAPUA
a m r a h D a t a n a S s a ti s r e v i n U n a a k a t s u p r e P a d a p e k n a k ir e b m e m a y a s , n a i k i m e d n a g n e D
k u t n e b m a l a d a y n a l o l e g n e m , n i a l k u t n e b m a l a d n a k h il a g n e m , n a p m i y n e m k u t n u k a h
n i a l a i d e m u a t a t e n r e t n i i d a y n n a k i s u b ir t s i d n e m , a t a d n a l a k g n a
p untuk kepenitngan
p a t e t a m a l e s a y a s a d a p e k y tl a y o r n u p u a m n ij i a t n i m e m u lr e p a p n a t s i m e d a k a
.s il u n e p i a g a b e s a y a s a m a n n a k m u t n a c n e m
. a y n r a n e b e s n a g n e d t a u b a y a s i n i n a a t a y n r e p n a i k i m e D
a tr a k a y g o Y i d t a u b i D
: l a g g n a t a d a
P 1 4Ap ir l2014
, n a k a t a y n e m g n a Y
i v T C A R T S B A .I M S I W A R P S I L I W S E N G
A (2014) .ProgramEvaluaitono fJayant iAcitve , e r i b a N , it n a y a J , n o it a m r o F l a u ti r i p S f o e s u o H l u a P . t S t a 3 1 0 2 e s r u o C h s il g n E . a u p a
P Yogyaka tra :Universtia sSanataDharma d u t S n o it a c u d E e g a u g n a L h s il g n E e h
T y Program o f Sanata Dharma
o t y l n o t o n s e t a u d a r g e h t e r a p e r p o t n o i s s i m d n a n o i s i v s e t a t s , a tr a k a y g o Y , y ti s r e v i n U , s e s r u o c h s il g n E s a h c u s s m a r g o r p g n i n r a e l h s il g n E e g a n a m o t o s l a t u b , h s il g n E h c a e t b s a h h c i h w m a r g o r p A . s r a n i m e s d n a , s p o h s k r o w , s g n i n i a
rt een run should be
s g n o l e b h c r a e s e r s i h T . s e c i v r e s r e tt e b p o l e v e d d n a y ti u n it n o c s ti n i a t n i a m o t d e t a u l a v e f o n o it a u l a v e m a r g o r p f o s i s y l a n a e h t o
t Jayant iAcitve Engilsh Course 2013 ,an b a N , it n a y a J , n o it a m r o F l a u ti ri p S f o e s u o H l u a P . t S f o m a r g o r p h s il g n
E rie ,Papua .
e r a d e s o p o r p s n o it s e u q o w t e h
T (1 )whatthe rtainingprograml ooked ilkeand( 2 )did m a r g o r p e h
t respond to the idenit ifed need so fthe course paritcipants .Thi sstudy r a e l e h t e t a u l a v e d n a s t n e d u t s e h t f o s t x e t n o c g n i n r a e l e h t e b ir c s e d o t s m i
a ning
f o s s e c o r
p Jayant iAcitveEngilshCourse2013.
f o s i s y l a n a c i m e t s y s a d e t c u d n o c r e h c r a e s e r e h t , n o it s e u q t s ri f e h t r e w s n a o T f o e l u d o m g n i n r a e l d n a s t n e m u c o d e h t y l e m a n m a r g o r p e h
t Jayant iAcitve Engilsh
3 1 0 2 e s r u o
C to obtain a comprehensive program desc irpiton .To answer t he second d n u o r g k c a b l a r u tl u c r i e h t w o n k o t s i s y l a n a d e e n a d e t c u d n o c r e h c r a e s e r e h t , n o it s e u q d e t c e ll o c y ll a n if d n a , d o h t e m g n i n r a e l e h t d e w e i v e r , d n u o r g k c a b g n i n r a e l h s il g n E d n a t s o p g n it u b ir t s i d y b n o it a u l a v e m a r g o r p t u o b a a t a
d - us rvey to the students .The
.s d e e n ’ s t n e d u t s e h t t e e m d l u o c e s r u o c r e h t e h w s s u c s i d o t s k e e s n o it a u l a v e g n i d n if e h
T s on the program desc irpiton show stha tthe use o fsto ire sa s e r e w d o h t e m e h t s a a m a r d d n a R P T g n i s u h s il g n E d e t a r g e t n i d n a s l a ir e t a m g n i n r a e l
se tby conside irng the students ’needs ,educaitona lcontext ,cutlura lbackground a s m a r g o r p e h t n o s g n i d n if e h T . s e t a d i d n a c t s e ir p s a t x e t n o c s u o i g il e r ri e h t d n a , s n a u p a P g n i n r a e l d n a , s l a ir e t a m g n i n r a e l , s r o t u t e h t d n u o f s t n e d u t s e h t t a h t w o h s n o it a u l a v e
methodcont irbutedsigni ifcanti mprovementf ort hei rEngilsh .The l earningmate iral s e h t e v o r p m i o t d e e c c u s d n u o f e r e w a m a r d d n a R P T g n i s u h s il g n E d e t a r g e t n i d n a s g n ir b o s l a e s r u o c s i h T . g n it ir w d n a , g n i k a e p s , n o it a i c n u n o r p , y r a l u b a c o v ’ s t n e d u t s t c e f f e d o o
g sont hes tudents ’moitvaitonandnewperspecitvet oward sEngilsh. r e h c r a e s e r e h t , n o i s s u c s i d e h t n o d e s a
B givessugges iton for t he programme r f o s r o t u t e h t d n
a Jayant iAcitve Engilsh Course to have bette rpreparaiton son the t a m g n i n r a e l ,l a t n e m , l a c i s y h
p e irals ,and competence due t o t he cutlura lbackground . n o it a m r o F l a u ti ri p S f o e s u o H l u a P . t S f o t n e m n o ri v n e d n a : s d r o w y e
ii v K A R T S B A .I M S I W A R P S I L I W S E N G
A (2014) .ProgramEvaluaitono fJayant iAcitve g
n
E ilshCourse2013a tSt .Pau lHouseo fSpirtiua lFormaiton ,Jayanit ,Nabire , .
a u p a
P Yogyaka tra :Universtia sSanataDharma s ir g g n I a s a h a B n a k i d i d n e P i d u t S m a r g o r
P Universtia s Sanata Dharma a tr a k a y g o
Y mempunya i vis i dan mis i untuk itdak hanya mempersiapkan mahasiswanya sebaga iguru Bahasa Ingg irs ,tetap ijuga mampu mengelola suatu
, s u s r u K . s ir g g n I a s a h a B n a k i d i d n e p m a r g o r
p workshop ,semina radalah bentuk -m a r g o r P . a l o l e k i d a s a i b g n a y s ir g g n I a s a h a B m a r g o r p k u t n e
b -program yang telah
s a u l a v e i d u lr e p i n i n a l a jr e
b iuntuk kelak dikembangkan .Peneilitan in imerupakan p a d a h r e t m a r g o r p i s a u l a v
e Jayant iAcitve Engilsh Course 2013 ,sebuah program , n o it a m r o F l a u ti ri p S f o e s u o H l u a P . t S f o h e l o n a k a d a i d g n a y s ir g g n I a s a h a B s u s r u k g n a y n a a y n a tr e p a u D . a u p a P , e ri b a N , it n a y a
J akan dibaha sdalam sk irpsi i n iadalah ) 2 ( n a D ? i n i s u s r u k m a r g o r p a p a i tr e p e s ) 1
( apakah program in imampu menjawab r a j a l e b s e s o r p i s a u l a v e g n e m k u t n u h a l a d a i n i n a it il e n e p i r a d n a u j u T ? a w s i s n a h u t u b e k e v it c A i t n a y a
J EngilshCourse2013. e p b a w a j n e m k u t n
U tranyaan pe trama ,penelti imelakukan anailsi ssistemait s b a w a j n e m k u t n U . n a k a n u g i d g n a y r a j a l e b l u d o m n a d i s n a t s n i n e m u k o d a d a p n a g n e d a w s i s r a j a l e b n a h u t u b e k s i s il a n a n a k a d a g n e m i ti l e n e p , a u d e k n a a y n a tr e p li s a h s i s il a n a g n e
m kuesione rtentangbudaya dan irwaya tbelajar .Setelah tiu penelti i r a j a l e b e d o t e m n a k r a b a j n e
m Jayant iAcitveEngilshCourse2013 ,dan mendiskusikan s n a h u t u b e k n a g n e d i a u s e s r a j a l e b e d o t e m n a d , r a j a l e b i r e t a m , r o t u t n a r e p h a k a p
a iswa
g o r p h a l e t e s n a k i g a b i d h a l e t g n a y r e n i s e u k n a k r a s a d r e
b rambe lrangsung.
Anailsi spada bahandanprose sbelaja rmenemukanbahwapenggunaan certia a m a r d n a d R P T n a g n e d i s a r g e t n ir e t g n a y s ir g g n I a s a h a B , r a j a n a h a b i a g a b e s f it a r a n n a h u t u b e k i h u n e m e m k u t n u n a g n a b m it r e p i r a d l i s a h h a l a d a r a j a l e b e d o t e m i a g a b e s j a l e
b a rsiswasebaga imasyaraka tPapuasekailgu scaloni mam .Mater idanmetodei n i , u ti a r a t n e m e S . a w s i s i g il e r s k e t n o k n a d , a y a d u b n a a d a e k n a k r a s a d r e b n u s u s i d h a l e t a
H si levaluas iprogram Jayant iAcitve Engilsh Course2013 ,memperilhatkan bahwa r o t u t n a r e
p , mater i belajar , dan metode belaja r yang dtierapkan berhasi l s ir g g n I a s a h a b n a u p m a m e k n a k t a k g n i n e
m siswa .Metodebelaja rBahasaI ngg ir syang , a ti r e c n a k a n u g g n e m n a g n e d i s a r g e t n ir e
t Ktiab Susi ,doa-doa ,dan lagu-lagu reilg i k i n h e t n a k a n u g g n e m a tr e
s TPR dan drama dinlia i mampu mengembangkan a g u j i n i s u s r u K . a w s i s s il u n e m n a d a r a c i b r e b , n a p a c u g n e p , a t a k a s o k n a u p m a m e k . a w s i s r a j a l e b i s a v it o m n a k t a k g n i n e m u p m a m n u s u y n e p a d a p e k n a r a s n a k ir e b m e m i ti l e n e p , i s u k s i d l i s a h n a k r a s a d r e B y n u p m e m r a g a r o t u t n o l a c n a d m a r g o r
p a i persiapan yang lebih matang untuk . n o it a m r o F l a u ir i p S f o e s u o H l u a P . t S i d a d e b r e b t a g n a s g n a y i s i d n o k i s a t a g n e m i c n u k a t a
ii i v
O N K C
A WLEDGEMENTS
l d l u o w I y ti n u tr o p p o t a e r g s i h t n
I ike to expres smy grattiude fo rJesu s t
s i r h
C ,fo rgreates tblessing salong my lfie ,especially Hi scompanion along my .
y ti s r e v i n U a m r a h D a t a n a S n i y d u t s
,r o s i v d a s i s e h t y m o t e d u ti t a r g e r e c n i s y m s s e r d d a o t e k il d l u o w
I Marku s
i d u
B raharjo ,M.Ed. ,Ed.D .f or hi smoitvaiton ,paitence ,and encouragemen tin e
m g n i d i u
g to wrtie this t hesis .He gave big cont irbuitons for t his t hesi sand fo rmy .
ti ri p
s Ialso addres smy grattiude to Father Harjanto ,SJ ,fo rhi ssha irng and g
n it ir w n i e m d e p l e h y ll a e r h c i h w k c a b d e e
f thist hesi .s
o t e d u ti t a r g y m s s e r p x e o t e k il d l u o w
I al llecturer sand staf fo fEngilsh m
a r g o r P y d u t S n o it a c u d
E fo rguidance and suppor talong Istudied in Sanata y
ti s r e v i n U a m r a h
D ,andalsof orknowledge ,expe irence ,andt ogethernes .s p
x e o t e k il d l u o w
I res smy grattiude to Father Basiilu sSoedibja ,SJ,. the o t n o i s s i m r e p e m e v a g o h w , n o it a m r o F l a u ti ri p S f o e s u o H l u a P . t S f o r o t c e ri d
o t k n a h t o s l a I . h c r a e s e r y m t c u d n o
c lal staf fand brother sof St .Pau lHouse o f n
o it a m r o F l a u ti r i p
S 2013 who had spen tprecious moments togethe rin Jayant i h
s il g n E e v it c
A Course and became my research paritcipant .s Ialso t hank t o Fathe r
D V S , t e g a W n o t n
A . ,a smy wonderfu lpa trner ,also bes tf irend and fathe rin the .
x i
o t e d u ti t a r g y m s s e r p x e o t e k il d l u o w
I my parent ,s H .Mursarwoko and
, h i s g n i n r a W . M .
M da on als my brother ,Yoga Kiswara, who have suppo tred me e
r e c n i s ri e h t h g u o r h
t love ,prayer ,moitvaiton ,andguidance . m
e v i g
I y sincere t hanks t o my bes tf irend sGtia ,Aurel ,Ina ,and U it .They y
m e r
a famliy Yin ogyaka tra .Andalso f o rRia ,There ,Vina ,Siw,iMbakIyudand r
e h t
o friend sfrom PB I2010 ,fo rthe suppo tr ,cont irbuiton ,s and preciou s itme .
r e h t e g o
t Ialso give my thank sto my bes tschoolmates ,Sliver ,Mawar ,Devi , n
a
D ar ,Hartanto ,Tantri ,Dev,i and F yan ,thank you so much fo ryou rlove , .r
e y a r p d n a , tr o p p u s
Igive my grat tiude t o al lo fmy f irend sin Keluarga Gladi ,mybrother sand n
i s r e t s i
s Sangga rCirakaka ,and my brother sand sister sin Sangga rAnak Alam a
t r a k a y g o
Y fo rexpe irence ,ss uppo tr ,andt ogethernes .s
x
T N E T N O C F O E L B A
T S
E G A P E L T I
T ... i E
G A P L A V O R P P
A ... ii .... Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... vi
I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E P R A B M E
L .............................................v T
C A R T S B
A ... vi
K A R T S B
A ...................................................................................................................v i i S
T N E M E G D E L W O N K C
A ... iiv i S
T N E T N O C F O E L B A
T ... x S
E L B A T F O T S I
L ... x iii .. I
F T S I
L GURES... x vi S
E C I D N E P P A F O T S I
L ... vx
. I R E T P A H
C INTRODUCTION
.
A ResearchBackground... 1 .
B ResearchProblems ... 6 n
o it a ti m i L m e l b o r P .
C ... 6 s
e v it c e j b O h c r a e s e R .
D ... 6 s
ti f e n e B h c r a e s e R .
E ... 7 .. s
m r e T f o n o it i n if e D .
F ... 8
I I R E T P A H
C . REVIEWONRELATEDLITERATURE
it e r o e h T .
A ca lDesc irpiton ... 11 .
1 TheOverviewofProgramEvaluaiton ... 11 n o it a c u d E e g a u g n a L n o n o it a u l a v E m a r g o r P f o n o it i n if e D e h T .
a .... 11
e u q i n h c e T n o it a u l a v E m a r g o r P e h T .
b ... 31 n
o it a u l a v E m a r g o r P f o s e s U e h T .
i x .
2 TheOverviewo fIntegratedApproach ... 61 if
e D e h T .
a niitonofI ntegratedApproach ... 61 h
c a o r p p A d e t a r g e t n I f o e c n a tr o p m I e h T .
b ... 61 R
P T d n a s e v it a r r a N g n i s U s ll i k S d e t a r g e t n I .
c ... 71 s
e ir o t S e v it a r r a N )
1 ... 71 e
s n o p s e R l a c i s y h P l a t o T )
2 ... 91 )
3 Drama... 91 y
g o l o p o r h t n A l a r u tl u C n o w e i v r e v O .
3 ... 12 .
a Cutlura lAnthropology ... 1..2 l
a r u tl u C ’ s n a u p a P .
b Anthropology... 22 f
o w e i v r e v O .
4 LearningMoitvaiton ... 92 k
r o w e m a r F l a c it e r o e h T .
B ... 92
I I I R E T P A H
C . METHODOLOGY
.
A ResearchMethod... 1..3 .
B ResearchParitcipants... 32 .
C Setitng ... 23 .
D ResearchI nsrtuments ... 23 .
E DataGathe irngTechnique ... 33 .
F DataAnalysi sTechnique ... 33 .
G Procedure soft heStudy... 43
V I R E T P A H
C . RESEARCHRESULTANDDISCUSSION
f o n o it p ir c s e D m a r g o r P .
A Jayant iAcitveEngilshCourse........................................3 8 l
a u ti ri p S f o e s u o H l u a P . t S .
1 Formaiton ... 83 d
n u o r g k c a B l a c ir o t s i H .
a ... 9..3 r
g k c a B l a i c o S .
b ound ... 14 t
x e t n o C s u o i g il e R .
c ... 24 t
x e t n o C l a n o it a c u d E .
ii x
n o it a m r o F l a u ti ri p S f o e s u o H l u a P . t S f o e s r u o C h s il g n E .
2 ... 64 d
n u o r g k c a B e s r u o C h s il g n E .
a ... 64 .
b Jayant iAcitveEngilshCourse2013 ... 74 e
h T .
B ProgramEvaluaiton fo Jayant iAcitveEngilshCourse2013... 84 s
d e e N ’ s t n e d u t S e h t n o s i s y l a n A .
1 ... 84 y
g o l o p o r h t n A l a r u tl u C ’ s t n e d u t S n o d e s a b s d e e N ’ s t n e d u t S .
a ... 94
n o d e s a B s d e e N ’ s t n e d u t S .
b thei rEngilshLearningBackground .... 15 e
h T .
2 LearningProces sandProgramEvaluaiton fo Jayant iAcitveEngilsh 3
1 0 2 e s r u o
C ... 60 e
h T .
a LearningMate irals ... 06 .
b TheTeachingandLearningProcess ... 26 .
c TheEvaluaitonResul tandDiscussion ... 17 )
1 TheEvaluaitonont heEngilshTutors... 17 )
2 TheEvaluaitonont heCourseMate irals... 77 )
3 TheEvaluaitonont heMethod... 87 )
4 TheI n lfuenceoftheCourseonStudents ’Atttiudes ... 48
N O I T S E G G U S D N A N O I S S U L C N O C : V R E T P A H C
A .Conclussion ... 89 B .Suggesiton ... 09
S E C N E R E F E
ii i x
S E L B A T F O T S I L
e l b a
T page
) k n a l B ( tl u s e r n o it a u l a v e m a r g o r p e h t f o n o it p ir c s e d e h T . 1 e l b a
T ... 43
F . 2 e l b a
T ris tSemeste rProgram so fSt .Pau lHouseo fSpritiua lFormaiton... 45 r
e t s e m e S t s ri F . 3 e l b a
T Program so fSt .Pau lHouseo fSpritiua lFormaiton... 54 4
e l b a
T .DaliyScheduleofJayant iAcitveEngilshCourse2013 ... 74 5
e l b a
T . eT h Students ’LanguageDfi ifculites ... 15 6
e l b a
T . eT h Students ’Source so fDfi ifculites ... 55 7
e l b a
T . eT h oft heStudents ’Percep iton ... 75 8
e l b a
T .TheStudents ’NegaitveAtttiudes ... 95 9
e l b a
T . -AdayTeachingLearningAcitviite sbasedonTutors ’Notes... 36 0
1 e l b a
T .TheResul to fEvaluaitononTutors’TimeManagement ... 27 1
1 e l b a
T .TheResul to fEvaluaitononTutors ’Appearance... 3....7 2
1 e l b a
T .TheResul to fEvaluaitononTutor’ sCompetence... 4....7 3
1 e l b a
T .TheResul to fEvaluaitononTutors ’Atttiudes ... 57 4
1 e l b a
T .TheResul to fEvaluaitonont heCourseMate irals ... 7..7 5
1 e l b a
T .TheResul toft heI n lfuence so fMethodonStudents ’W iritng ... 87 6
1 e l b a
T .TheResul toft heI n lfuence so fMethodonStudents ’Pronunciaiton ... 08 7
1 e l b a
T .TheResul toft heI n lfuence so fMethodonStudents ’Speaking... 18 8
1 e l b a
T .TheResul toft heI n lfuence so fMethodonStudents ’Vocabulary ... 28 9
1 e l b a
T .TheResul toft heStudents ’LearningMoitvaiton... 4....8 0
2 e l b a
T .TheResul toft heStudents ’Con ifdence ... 68 1
2 e l b a
v i x
S E R U G I F F O T S I L
e l b a
T page
t x e t n o C : 1 . 2 e r u g i
F -AdapitveModels( Lynch ,1990 :4)... 31 e
s u o H l u a P . t S f o r e d r O l a r u t c u rt S : 1 . 4 e r u g i
v x
C I D N E P P A F O T S I
L E S
x i d n e p p A
: 1 X I D N E P P
A Document so fSt .Pau lHouseo fSpritiua lFormaiton :
2 X I D N E P P
A M apo fWes tPapua :
3 X I D N E P P
A Sample so fStudents ’Work
4 X I D N E P P
A :Sample so fNeedAnalysi sandProgramEvaluaitonQuesitonnarie 5
X I D N E P P
A :Recaptiulaiton so fNeedAnalysi sandProgramEvaluaiton e
ri a n n o it s e u Q
6 X I D N E P P
A :Sample so fSha irngandI nterviewResutls e
t o N ’ s r o t u T : 7 X I D N E P P
I R E T P A H C
N O I T C U D O R T N I
r e t p a h c s i h t n
I , the researche r presents the research background , the h c r a e s e r e h t ,s e v it c e j b o h c r a e s e r e h t , n o it a ti m il m e l b o r p e h t , n o it a l u m r o f m e l b o r p
. h c r a e s e r e h t n i d e s u s m r e t f o n o it i n if e d e h t d n a s ti f e n e b
.
A ResearchBackground
On June 18th to July 20th ,2013 , Iexpeirenced conducitng an Engilsh S
f o e s u o H l u a P . t S n i e s r u o
C pritiual ,Jayanit ,Nabrie ,Papua wtih a patrner , I e m it t s ri f e h t s a w t I . e m r o f e c n e ir e p x e w e n a s a w t I . D V S , t e g a W n o t n A r e h t a F
l a i c o s w e n a n i h c a e t d l u o h
s andcutlura lbackgroundwhich i svery dfiferen twtih , d n u o r g k c a b a v a J n i g n i v il e fi l y m t n e p s d n a e s e n a v a J a m a I . d n u o r g k c a b n w o y m
t u
b int hi scourseI s houlddea lwtihPapuans tudent sandPapuanbackground .
s s a h n o it a m r o F l a u ti ri p S f o e s u o H l u a P . t
S pecia l condiiton s wtih
n i d e t a c o l s i tI . t x e t n o c s u o i g il e r g n o rt s d n a e r u tl u c n a u p a P l a n o it i d a
rt Mon itirbal
h ti w n o it a ti b a h l a n o it i d a
rt heterogeneou s rtopica lrain forest , ifelds ,swamp ,and .
s e v o r g e g n a r
o Thi sareastli lha srtadiitona lwayofl fieandsimplef aciilites ,such o
n s i e r e h t s
a interne t conneciton , ilmtied book s and references , and new n
o it a m r o F l a u ti ri p S f o e s u o H l u a P . t S . m e t s y s y ti c ir t c e l
e i salso srtong wtih
a rt l a u ti ri p s ’ s n a ir a n i m e s e h t r o f n o it u ti t s n i n a s i ti e s u a c e b t x e t n o c s u o i g il e
r ining .
. d o h t e m g n i n r a e l d e n g i s e d y l e u q i n u a m e h t e v i g o t s u d e ri u q e r s n o it i d n o c e s e h T
f o s s e c o r p g n i n r a e l e h t g n o l
A Jayant iAcitveEngilshCourse2013,I f ound d n a , s t n e d u t s , s n o it i d n o c l a i c e p s d a h m a r g o r p s i h T . s t c a f g n it s e r e t n i y n a m
s e it i v it c a g n i n r a e
l , so Iwasi nterestedt oputt hi sprogrami ntor esearch .
St .Pau lHouse o fSpritiua lFormaiton i san insttiuiton owned by ifve ;
n o i g e R a u p a P n i s e s e c o i
d Timika ,Agats ,Merauke ,Jayapura ,and Sorong . tI i s .
a u p a P , e ri b a N , e g a ll i V i t n a y a J n i d e t a c o
l tIi smanaged byJesuti .s The program f
o St .Pau lHouseo fSp ritiua lFormaiton i sguiding the diocesep ires tcandidate s n
o it a m r o f e h t o t n
i o fspritiuall fie .Thestudent saret hep ires tcandidate scoming .
s e s e c o i d e v if e h t m o r
f Atfe rgraduaitngf romMino rSeminary, theygatheri nthi s h sou efo rayea.r
f o e s u o H l u a P . t
S Spritiualf oundt ha tEngilshi simpo tran.t Jayant iAcitve ,
e s r u o C h s il g n
E an intensive Engilsh course wa sse tbecause the student sare c
il o h t a C f o s r e d a e l e b o t d e t c e p x
e s inPapua .A sal eade,rt hecommunicaitonskill f
o e n o s i h s il g n E . t n a tr o p m i y r e v s
i the language s which is impo tran t in u
m m o
c nicaiton and media .Based on t he document sprovided by t he i nsttiuiton , c il o h t a C e r u t u f e s e h t g n ir a p e r p n i s e l o r t n a tr o p m i e v a h o t d e v e il e b s i h s il g n E
.s t s e ir
p Engilsh i salso impo trant a sthei rpreparaiton to pursue thei rbachelo r e
e r g e
d in theology and phliosophy ,to help them understand Engilsh reference s d e t c e p x e e r a s t n e d u t s e h t , e s r u o c s i h t h g u o r h T . y a s s e c i m e d a c a n a e ti r w n e v e d n a
h s il g n E r i e h t e v o r p m i o
t recep itveand producitveskills .Recepitveskillsr efert o t
a h t t c a f e h
t theycanr ead ,understand ,ands ummairzew irttenpassage .Producitve . h s il g n E n i s t h g u o h t ri e h t s s e r p x e d n a k a e p s n a c y e h t t a h t t c a f e h t o t r e f e r s ll i k s
r p s a e s a c r i e h t n i , r e v o e r o
d n a s r e y a r p , s g n o s , e l b i b h s il g n E t u o b a n r a e l o t m e h t e ri u q e r t a h t s t c e p s a s u o i g il e r
. n o m r e s
n
I the teaching learning process ,we used a module enitlted “Jayant i ”
h s il g n E e v it c
A (2013) ,a compliaiton o fshor tsto ires ,and drama scenairo s h
u S . L r e h t a F y b d e g n a r r
a ajranto ,SJ .In addiiton the module ,the student salso .
e l b i B e h t d n a , s r e y a r p , s g n o s s u o i g il e r t u o b a n r a e
l We used these mateirals in
s e it i v it c a r u o f o l l a t s o m l
a using i ntegrated method .From t he narraitvet exts ,we d n a g n it ir w , n o it a l s n a rt , y r a l u b a c o v , n o it a i c n u n o r p , g n i d a e r t u o b a d e n r a e l
e h t o t d e t a l e r g n it ir w n o it c e lf e r e v a h o t d e s u e w , y a d y r e v E . s e c n a m r o f r e p
s e c n e ir e p x e g n i n r a e l r o y r o t s e v it a r r a
n .Every weekend we used to have drama
n a m r o f r e
p cesr elatedwtiht hemateiral swehavel earnedi naweek.
t o n d i d m a r g o r p e h t , e s r u o c f
O run perfeclty .Thereweresomething good e h t n i s t n e d u t s e h t g n i d i u g r e tf A . d e v o r p m i e b o t d e e n h c i h w g n i h t e m o s d n a
n a s n o it i d n o c t n e r e f fi d e h t g n it c e lf e r d n a e s r u o
c d backgrounds , Ithink i ti s
d o o g a e b n a c t I . m a r g o r p e h t e t a u l a v e y l s u o ir e s o t g n it s e r e t n i d n a t n a tr o p m i
s m a r g o r p r a li m i s d n a t x e n e h t r o f n o it s e g g u s e v i g d n a e r a p e r p o t n o it u b ir t n o c
. e r e h w e s l e
i h t f o n o it a u l a v e m a r g o r p e h t s s u c s i d o t t e s s a w s i s e h t s i h
T sEnglsih
. e s r u o
c Evaluaitng se t o f learning mate iral s and acitviite s o f a program i s o
t e l b a ti u s e r a m a r g o r p e h t r e h t e h w e z y l a n a n a c e W . t n a tr o p m
i thestudents ’need
a h c d n
a racter s o r not. According to Kiely (2005 ) i t i s to assis t program h
t o s t n e m e g a n a
g n i n r a e l f o d r a d n a t
s (p.19) .Programevaluaiton i si mpo trantf ort hedevelopmen t s
a h t i e s u a c e b , m a r g o r p e h t f o y ti l a u n it n o c d n
a provide snecessaryf eedback sand s
t n e m e v o r p m i r o f s m o o r e r o m s n e p
o .
s i h
T program evaluaiton i simpo tran tbecause o fthree reasons . Frist , e
s r u o C h s il g n E e v it c A i t n a y a
J i san annua lprogram .Second ,related to ou r , r e g a n a m m a r g o r p g n i n r a e l e g a u g n a l n a e b o t d e r a p e r p e r a e w e r e h w , m u l u c ir r u c
y r e v o s l a s i n o it a u l a v e m a r g o r
p impo trant .Thrid ,along the learning process , n
i y ll a i c e p s
e Jayant iAcitve Engilsh Course, there were some impo tran tand e
r a h c i h w g n i n r a e l e g a u g n a l t u o b a s e s a c l a it n a t s b u
s impo trantt oanalyze .
e s r u o C h s il g n E e v it c A i t n a y a
J ai s n annua lprogram ,which i sheld every r
e tt e b t i e k a m o t d e t a u l a v e e b o t s d e e n t I . r a e
y itme to itme a sthe knowledge
. s e g n a h c d n a s p o l e v e
d The ifnding so fthe program evaluaiton can be a srtong e
h t p o l e v e d o t a t a
d n ext program .Besides ,thi sprogram also ha sno tbeen r
o f e b d e z y l a n
a e . So , by conducitng program evaluaiton in thi s area, thi s e
c n e r e f e r d n a n o it a t n e m u c o d e b n a c n o it a u l a v
e s to Engilsh program in St .Pau l
S f o e s u o
H pritiualFormaitonandsimlia rcondiiton.
m u l u c ir r u c I B P o t d e t a l e
R , program evaluaiton in Engilsh Language Educaiton Study Program also ha ssrtong roles .Wecan seefrom t hevision and m a r g o r p h s il g n E e b o t s t n e d u t s e h t e r a p e r p o t l a o g a e v a h h c i h w I B P f o n o i s s i m
r e g a n a
m s ,no tonly a sEngilsh t eachers. From t he curirculum ,we have Service ,
n g i s e D m a r g o r
m a r g o r p h s il g n
E . InServiceProgramDesign ,we nr ru o u owncompanies ,arrange d
n
a evaluatet heprogram sandhoweffecitveweworkt ogether.
u d n o c y
B citnganEngilshprogram ,we ifndEngilsht eachingi sno tonlya s g n i h c a e t h s il g n E . e c i v r e s a s a g n i h c a e t h s il g n E e e s o s l a e w t u b , s s e c o r p y r e v il e d
d n a s e u q i n h c e t g n i h c a e t e h t n o s u c o f e r o m y a p e w s n a e m s s e c o r p y r e v il e d s a
r e h c a e t e h t y b n e v i g s l a ir e t a m e h t w o h n o s u c o f e W . m o o r s s a l c e h t n i h c a o r p p a
e b n a
c absorbed effecitvely by the students .Wh lie in the Engilsh a sa service t n e m e g a n a m e h t n i o s l a t u b , s s e c o r p y r e v il e d e h t n o s u c o f y l n o t ’ n o d e w , m a r g o r p
. n o it a u l a v e d n a , n g i s e d l a ir e t a m , e l u d e h c s ,s e l u r ,s r e g a n a m e h t ; m a r g o r p e h t f o
r o j a m e h t , r a f o
S tiy of if nal project s in ou rstudy program pay more s i e u q i n h c e t a w o h s a h c u s , s s e c o r p y r e v il e d s a g n i h c a e t h s il g n E e h t n o n o it n e tt a
a w o h r o , d e il p p
a designi sset .Thist hesi swa sastepf u trher ,becausei tdiscussed e
h
t managemento faprogram ,Jayant iAcitveEngilsh Course2013 based on t he o
i c o
s -cutlura laspect .s tIi salsonewbecauseoft heanalysisi nadfiferentl earning .
a u p a P , d n u o r g k c a b
e m o s e r e w e r e h t t a h t s i d e d e e n s i n o it a u l a v e m a r g o r p y h w n o s a e r t s a l e h T
n a l t u o b a s e s a c l a it n a t s b u s d n a t n a tr o p m
i guage learning which are impo tran tto .s
s u c s i d d n a e z y l a n
a St .Pau lHouse o fSpritiua lFormaiton ha sunique contexts g
n i n r a e l , e r u tl u c e h t h ti w , s c it s ir e t c a r a h c d n
a atmosphere ,students ,ethniciites , .
n o o s d n
a Thi s contex trequrie s dfiferen ttechnique to conduc t a language m
a r g o r p g n i n r a e
.
B ResearchProblem
e s r u o C h s il g n E e v it c A i t n a y a
J ist heannua lintensiveEngilsh Courseo fSt . l
a u ti ri p S f o e s u o H l u a
P Formaitontoi mprovet hep ires tcandidates ’Engilsh .Thi s m
a r g o r
p needst obeevaluatedt odevelopbette rdesignf o rnex tyearprogram.
s i h
T thesisi sgoingt oevaluatet heJayant iAcitveEngilshCourse2013. The s
n o it s e u q h c r a e s e
r areasf ollowing:
.
1 W hatdidJayant iAcitveEngilshCourse2013look ilke? .
2 D id the program respond to the students’ needs based on thei r s
d n u o r g k c a b g n i n r a e l h s il g n E d n a l a c i g o l o p o r h t n
a ?
.
C ProblemLimtia iton
e h
T analysi sdiscusses et h learning proces so f29 student so fSt .Pau l l
a u ti ri p S f o e s u o
H Formaiton ,yea r2012/2013 in Jayant iAcitve Engilsh Course 3
1 0
2 .Theanalysi su ss e surveydocument ,si nsttiuitondocument ,st utors ’noteand .
a t a d e h t s a k r o w ’ s t n e d u t
s Ther esu tl soft heanalysi sa representedi nt hef ormo f e
h
t programdescirpitonandprogramevaluaiton.
s e v it c e j b O h c r a e s e R . D
: e r a s e v it c e j b o h c r a e s e r e h T
.
1 to descirbe the learning contexts and learning proces so fthe student so f e
s r u o C h s il g n E e v it c A i t n a y a
.
2 to evaluate the learning contexts and learning proces so fJayant iAcitve e
s r u o C h s il g n
E 2013.
s ti f e n e B h c r a e s e R . E
s i h c r a e s e r s i h t f o t l u s e r e h
T bene ifcialfo rpeoplewhoareconcerne dwtih g
n i h c a e t h s il g n
E -learning process ,especially those who are involved in thi s m
a r g o r
p .Thosewhomayge tbenefti sare:
.1 St .Pau lHouseo fSpirtiualForma iton
t d n a e c n e r e f e r e h t e b n a c n o it a u l a v e m a r g o r p s i h t n i s g n i d n if e h
T he
e s u o H l u a P . t S r o f s t n e m u c o
d o fSpritiua lFormaiton .Moreove,rt hi sevaluaitoni s tr
o p m
i ant t o i dentfiy t he good t hing sand what t o i mprove i n t he nex tprogram . e h t t c i d e r p n a c r e g a n a m m a r g o r p e h t , n o it a u l a v e e h t f o s g n i d n if e h t n o d e s a B
r o , p o l e v e d , e r a p e r p o t t a h w e e s d n a s s e c o r p g n i n r a e l e h t f o n o it a u ti s l a r e n e g
o r p t x e n e h t r o f e t a p i c it n
a gram.
.2 EngilshTutors t h s il g n E e h
T utors are able to use thi sdocumen ta sthei rreference to n
o it i d n o c s u o i v e r p e h t d n a t s r e d n
u s ands tiuaitonofl earningproces soft heJayant i e
s r u o C h s il g n E e v it c
A .I tcan help them a sreference to arrange and design the
g n i h c a e t r a e y t x e
n -learningprocess .
.3 Thes tudents
g n i v a h y
B program evaluaiton , the qualtiy o f the program can be d
e r u s a e
n a s n o it i d n o c s t n e d u t s e h t s a w e n e r d n a d e h s e r f e
r d needs ,so t hestudent swli lge t .s
e c i v r e s r e tt e b d n a r e tt e b
.4 Thewrtier
l a i c if e n e b s i h c r a e s e r s i h
T fo r the wrtie r a s the feedback and sefl -e
n o d n e e b d a h h c i h w m a r g o r p e h t r e h t e h w , n o it a u l a v
e worked wel lo rno.t The
p t n a tr o p m i e m o s w a r d n a c r e ti r
w oint sfrom on he rexpeirence swhich can push ll
i k s g n i h c a e t r e h e v o r p m i o t r e
h s.
s m r e T f o n o it i n if e D . F
r e h c r a e s e r e h t , n o it c e s s i h t n
I de ifne seightterm sused i n t his t hesis .The e ir p , s t s e ir p c il o t a h C n a m o R ; y d u t s e h t f o t x e t n o c e h t o t d e t a l e r e r a s m r e
t slty
, e s e c o i d , n o it a m r o
f Jayant iAcitveEngilsh Course ,languageprogram evaluaiton , .
h c a o r p p a d e t a r g e t n i d n a , e u q i n h c e t d e s a b e v it a r r a n
, t s ri
F Roman Cathoilcp irestsaret hosewhoordained t oac ta samediato r d
n a d o G n e e w t e
b peopleinadministeirngt hes acraments ,preaching ,blessing ,and g
n i d i u
g .They arealso t heminister in t hesecond grade of t he hierarchy o fholy n
o c a e d a e v o b a t u b p o h s i b a w o l e b g n i k n a r , s r e d r
o .P irest s ilve ceilbate .People
f o s s e c o r p g n o l a n u r d l u o h s t s e ir p e b o t t n a w o h
w p irestly formaiton .
b , d n o c e
S ased ont hedocumen to fSt .Pau lHouseo fSpritiua lFormaiton , d
e lt it n
e Stage so fPriesltyForma iton, t hep ireslty f ormaiton statrs fromt hestudy n
i Mino rSeminaryorj oin ayea ro fpostulate .Beforeenteirng Highe rSeminary , e
s e h
t minairansjoin ayea ro fspritiua lformaiton .Then i n MajorSeminary, t hey y
h p o s o li h p y d u t
n o c a e
d ,profes sperpetua lvows ,ge tdeaconordinaiton ,and ifnally ge tp iresthood .
n o it a n i d r o
ri h
T d ,diocesei sanareamanagedbyabishopunde rtheconrto lo fRoman c
il o h t a
C Pope .P ires tcandidateso rseminairan sare t hosewho run t he phase so f .
s t s e ir p c il o h t a C e b o t y d u t s d n a n o it a m r o f y lt s e ir
p According t ot hei nrtoductory
u o H l u a P . t S f o t n e m u c o
d seo fSpritiua lFormaiton ,diocesanp ires tcandidate sare s t n e d u t s e h T . a e r a n a s e c o i d n i r e t s i n i m d a d n a e v r e s l li w o h w s e t a d i d n a c t s e ir p e h t
n i s e t a d i d n a c t s e ir p n a s e c o i d e r a n o it a m r o F l a u ti ri p S f o e s u o H l u a P . t S f
o Papua
o i g e
R n.
, h tr o
F Jayant iAcitve English Course i san intensive Engilsh program n
o it a m r o F l a u ti ri p S f o e s u o H l u a P . t S n i d e t c u d n o
c to improve the p ires t
. e c n e t e p m o c h s il g n E ’ s e t a d i d n a
c tIi sheldi nt hel as tmonth so fSp ritiua lYear ,on .
y l u J o t e n u J
l , h tf i
F anguageprogramevaluaitoni san informaitongathe irngproces son a languageprogram in ordert o develop thenex tprogram .In wide meaning, t he
n o s i s y l a n a e h t s e d u l c n i n o it a u l a v e m a r g o r p e g a u g n a
l thenatureof t heprogram ,
. s s e c o r p g n i n r a e l e h t d n a , t n e m e g a n a m , s r e d l o h e k a t
s Kiely ( 2005 )arguest hatt he
n o it a u l a v e m a r g o r
p ist oassis tprogrammanagemen tsoqualtiyprocessi sassured andhighs tandardofl earningi sachieved( p.19).
n , h t n e v e
S arraitve based technique i s a learning method which use s r
e t a m n i a m e h t s a s e ir o t s r o t x e t e v it a r r a
s a h c u s s e it i v it c a g n i n r a e
l reading ,vocabulary ,pronunciaiton ,srtucture ,wiritng , .
a m a r d d n a
i , t h g i
E ntegrated approach i sa language learning approach which can g
o tl a s t c e p s a e g a u g n a l ll a e s u s t n e d u t s e h t e k a
m ethe.rI tdoe sno tonlyprovideone t
u b , n r a e l o t t c e p s a e g a u g n a
l vairou slanguageaspects;r eading ,w iritng , ilstening , g
n i k a e p s d n
H
C APTERI I
E R U T A R E T I L D E T A L E R N O W E I V E R
s h ti w y d u t s e h t s e t a l e r r e ti r w e h t , r e t p a h c s i h t n
I ome theo ire swhich
o w t e h t n i n e tt ir w e r a s e ir o e h t e s e h T . s i s y l a n a s ’ r e ti r w e h t t r o p p u
s subchapters ,
y l e m a
n Theoreitca lDescirp itonandTheoreitca lFramework.
n o it p i r c s e D l a c it e r o e h T . A
s e s s u c s i d k r o w e m a r f l a c it e r o e h t e h
T t he theo ire swhich a re used in the y
l e m a n , n o i s s u c s i d h c r a e s e
r program evaluaiton , integrated approach , story , .
n o it a v it o m g n i n r a e l d n a , y g o l o p o r h t n a l a r u tl u c , R P T , a m a r d
.1 TheOverviewofProgramEvalua iton
y r o e h t s i h
T explainsthedeifniiton,t het echniques ,andalsot hei mpo trance .
n o it a u l a v e m a r g o r p f o
a .TheDe ifniitono fProgramEvalua itononLanguageEduca iton
d e e n n o it a c i n u m m o c d n a e g a u g n a l e h t o t e u
D s , language educaiton
n a s i m a r g o r p n o it a c u d e e g a u g n a L . s y a d a w o n y l e d i w d e t c u d n o c e r a s m a r g o r p
c r o m a r g o r p n o it a c u d
e ourse which take slanguage a sthe learning mateirals . e
r a s m a r g o r p e s e h
T conducted wtih vairou sand speciifc purpose sbased on the d
e e n s ’ e l p o e
p s ,such a sfo rthei reducaiton ,thei rcareer ,busines sand so on . e
r a s m a r g o r p n o it a c u d e e g a u g n a l e h t e r o f e r e h
T designed to mee tthese va irou s
. s d e e
n These program s arrange al l element s o f the program , such a s the
d n a , a i d e m g n i n r a e l ,s e v it c e j b o g n i n r a e l ,t x e t n o c , s t n e d u t s , s r o t u t , n o it a rt s i n i m d a .s d o h t e m p a g n it c u d n o c n i s s e c o r p t n a tr o p m i e n o s i n o it a u l a v e m a r g o r
P rogram
d n a , t n e m e v e i h c a e r u s a e m o t s s e c o r p a , e n il e d i u g t n e m p o l e v e d a e b n a c t i e s u a c e b e n o d s a h m a r g o r p e h t r e tf a d e t c u d n o c s i tI . m a r g o r p l a u n it n o c a n i s i s y l a n a a t a d a r o l l e w n u r m a r g o r p e h t r e h t e h w e d i c e d o
t not , ifndou twhichpar tdoe snotwork ll
e
w ,and which par tshould be ifxed .Kiely(2005 )menitonst wo perspecitve so f w n o it a u l a v
e hen i ti s pu tinto research ; research funciton which means the a b s ll o r n o it a u l a v
e ck the froniter so fknowledge and evaluaiton funciton which s
n a e
m theevaluaitonprovidesi nformaitonfo rdecisionmakingorj udgmen.t
. n o it a u l a v e d n a m a r g o r p ; s d r o w o w t m o r f s e m o c n o it a u l a v e m a r g o r P e z y l a n a d n a r e h t a g o t s y a w c it a m e t s y s a s i ,s e n if e d ) 6 9 9 1 ( h c n y L s a , n o it a u l a v E e ir e s s i m a r g o r P . ) 2 . p ( t n e m g d u j e k a m r o e d i c e d o t n o it a m r o f n
i so facitviite s
m a r g o r p , o S . s l a o g n i a tr e c e v e i h c a o t d e g n a r r a e r a h c i h
w evaluaiton i s a
y a w c it a m e t s y
s togathe randanalyzei nformaitonf romaprogramwhichha sbeen .s n u r m a r g o r p e h t w o h n o t n e m g d u j e k a m o t r e d r o n i d e s s a p e m a r g o r p e g a u g n a
L valuaiton is a complex issue to discuss .There are d n a , s f f a t s e h t ,t n e m e g a n a m e h t g n i d u l c n i , d e z y l a n a e b d l u o h s t a h t s t c e p s a y n a m , s t c e p s a e g a u g n a l ,s l a ir e t a m , d o h t e m e h t o t s r e f e r h c i h w f l e s ti s s e c o r p g n i n r a e l e h t t , n o it a u l a v e m a r g o r p e g a u g n a l a n i ,s u h T . n o o s d n
a herearesomeconsideraiton s
t a h
a , a t a d e t a ir p o r p p a f o n o it a c if it n e d i ,t n e m g d u j r o f a ir e ti r c g n i h s il b a t s
e ndensu irng
7 . p ( e s u n o it a u l a v
e - .)8
b .TheProgramEvalua itonTechnique
t n o it a u l a v e m a r g o r p e h t , d e s o p o r p s l e d o m f o y t e ir a v a m o r
F echnique o f
x e t n o C , ) 0 9 9 1 ( h c n y
L t-Adapitve Models ,wa schosen in thi sstudy .I trequrie s u
l a v e m a r g o r p f o s p e t s n e v e
s aitonasf ollow:
1 p e t S
l a o G d n a s e c n e i d u A
2 p e t S
y r o t n e v n I t x e t n o C
3 p e t S
c it a m e h T y r a n i m il e r P
k r o w e m a r F
4 p e t S
n g i s e D n o it c e ll o C a t a D
5 p e t S
n o it c e ll o C a t a D
6 p e t S
s i s y l a n A a t a D
7 p e t S
tr o p e R n o it a u l a v E
x e t n o C : 1 . 2 e r u g i
o p e t s t s ri f e h
T fevaluaitngal anguageprogrami sbydeterminingwhothe e r a e l p o e
p involved i n t heprogram .Then evaluato rcan also i dentfiy whoaret he a n a r u o o t d e t s e r e t n i e b l li w o h w e l p o e p d n a , s t n e il c , s r e d l o h e k a t
s lysis .The
o t s r e f e r tI . d e t c u d n o c e b d l u o h s n o it a u l a v e e h t y h w y fi t n e d i o s l a d l u o h s r o t a u l a v e d r a w o t r o t a u l a v e e h t f o e l o r e h t e n i m r e t e d l li w h c i h w n o it a u l a v e e h t f o l a o g e h t m a r g o r p e h
t – a sconsutlant ,problem solver ,decision maker ,o rcollaborato ro f .t n e m p o l e v e d m a r g o r p d n o c e
S , t heevaluato rshould recognizet he contex tof t heprograms . tI i s n o s ir a p m o c s a h c u s , m a r g o r p e h t d n u o r a s n o i s n e m i d t n a v e l e r y ll a it n e t o p e h t t u o b a e r a o h w , g n i m it , e s it r e p x e n o it a u l a v e , ll i k s e g a u g n a l f o g n ir u s a e m d il a v , p u o r
g the
, s e c r u o s e r d n a s l a ir e t a m , s r e d l o h e k a t s f o s r e b m u n d n a l e v e l , s f f a t s d n a s t n e d u t s l a i c o s d n a , m a r g o r p e h t f o e s o p r u p d n a e v it c e p s r e
p -poilitca l cilmate . The
d n i k f o n o it a c if it n e d
i s o fdimensions aroundt heprogrami si mpo trant .Palret tand 2 7 9 1 ( n o tl i m a
H ) ,a sctiedby Kiely andRea-Dickins( 2005 )alsomenitoni n t hei r g n i n r a e l e h t t n u o c c a o t n i e k a t d l u o h s n o it a u l a v e t a h t n o it a u l a v E e v it a n i m u ll I 2 3 . p ( s e l b a ir a v l a c i g o l o h c y s p , l a n o it u ti t s n i ,l a i c o s ,l a r u tl u c f o k r o w t e n ; u e il i
m -33) .
e e h t , p e t s d ri h t e h t n
O valuato r decide s the focu s o f the program n i d e z y l a n a e b l li w h c i h w t r a p h c i h w d n a n i g e b o t e r e h w o t s r e f e r t I . n o it a u l a v e .s li a t e d i , h tr u o
F n the data colleciton design ,the evaluato rdecide swhethe rhe l a e H . a t a d e v it a ti t n a u q r o e v it a ti l a u q e s u o t s t n a
w so decide showt o gett hedata ,
t u o b a e r a s p e t s h t x i s d n a h tf if e h
T datacollecitonand dataanalysi swhich e h t f o t l u s e r e h t , y ll a n i F . n g i s e d n o it c e ll o c a t a d e h t n o d e s a b e n o d e b d l u o h s e t n e s e r p s i s i s y l a n
a d in evaluaiton repo tr .In arranging evaluaiton repo tr ,the d n a e t a m il c , l a o g , e c n e i d u a e h t o t e v it i s n e s d n a l a c it ir c e b d l u o h s r o t a u l a v e . n o i s u l c n o c d o o g a e k a m o t r e d r o n i , m a r g o r p e h t f o t x e t n o c
c .TheUse so fProgramEvalua iton
d u j y lr a e e h t n
I gment ,evaluaiton wa sdoneto assis tprogrammanagemen t y l e i K y b d e ti c s a , r e l y T . d e v e i h c a e r a g n i n r a e l f o d r a d n a t s h g i h d n a y ti l a u q e h t o s s i h c i h w n o it a u l a v e m u l u c ir r u c r o f k r o w e m a r f a s a h ) 5 0 0 2 ( s n i k c i D a e R d n a c u d e , e s o p r u p l a n o it a c u d e e h t t u o b a g n i k s
a aitona lexpeirencest o attain purposes , s e s o p r u p e h t r e h t e h w n o it a n i m r e t e d d n a , d e z i n a g r o y l e v it c e f f e m u l u c ir r u c e h t w o h e t a u l a v e o s l a s s e c o r p n o it a u l a v e t a h t s d d a ) 2 6 9 1 ( a b a T . ) 0 2 . p ( d e v e i h c a g n i e b e r a n e m p o l e v e d e h t r o f t o n r o s s e c c u s m a r g o r p e h t r e h t e h w .t , c if i c e p s e h t n o s e s u c o f t I . s p o l e v e d s u c o f n o it a u l a v e m a r g o r p e h t n e h T d e t c i d e r
p resutl ,unanitcipatedi mpact sandprogramdevelopment .Scirvena sctied a e R d n a y l e i K y
b -Dickin s(2005 )ciritcize sTyler’ sframework swhich only dea l r e t c a r a h c c it a t s h ti
w isitcs .Learning i saprocess-o irented approach ,so i tmus tbe . c i m a n y d a e R d n a y l e i
K -Dickin s(2005 ) conclude stha t the new perspecitve o f t u o b a s i t I . m s il a e r d n a m s i v it c u rt s n o c g n ir e d i s n o c t u o b a s i n o it a u l a v e m a r g o r p s e l o r s a h n o it a u l a v e m a r g o r p e h t w o
.2 TheOverviewo fIntegratedApproach
, n o it i n if e d e h t s n i a l p x e h c a o r p p a d e t a r g e t n i f o y r o e h t e h
T thei mpo trance ,
. a m a r d d n a R P T , y r o t s f o e s u e h t d n a
a .TheDe ifniitonofIntegratedApproach
e h t s n a e m h c a o r p p a d e t a r g e t n i n a , ) 0 1 0 2 ( t d i m h c S d r a h c i R o t g n i d r o c c A
n i g n i k a e p s d n a , g n i n e t s il , g n it ir w , g n i d a e r f o s ll i k s e g a u g n a l e h t f o g n i h c a e t
e t a l e r t a h t s e it i v it c a s e v l o v n i n o s s e l a n e h w s a r e h t o h c a e h ti w n o it c n u j n o c
n i n e t s
il g and speaking to reading and w iritng (p.288) .So ,the teaching-learning s a h c u s , t c e p s a e g a u g n a l e n o p o l e v e d y ll a c if i c e p s t o n s e o d m o o r s s a l c n i y ti v it c a
s t n e d u t s e h t e k a m n a c h c i h w s e it i v it c a s e ri u q e r tI . y l n o g n i k a e p s r o , y l n o g n it ir w
s a e g a u g n a l ll a e s
u pect satlogether .Integrated approach requriest he students’ t o .
e m it e m a s e h t t a s ll i k s e l p it l u m p o l e v e
d Nowadays ,integrated approach i sno t s d n i k r e h t o e d u l c n i o s l a n a c t I . g n i n r a e l e g a u g n a l f o s t c e p s a r u o f e h t r o f d e s u y l n o
g o l o n h c e t s a h c u s ,s ll i k s f
o yandproblems olving .
b .TheI mportanceofI ntegratedApproach
h c a o r p p a d e t a r g e t n i , ) 1 0 0 2 ( d r o f x O o t g n i d r o c c
A i simpo trant to expose
, y ti l a e r n i s a h s il g n E e d i v o r p t i s n a e m t I .) 5 . p ( e g a u g n a l c it n e h t u a o t s r e n r a e l e h t
d e t a r g e t n i s m r o f r e p h c i h
w skill ,no tseparated .I talso challenge sthe learner sto e k a t n a c s r e n r a e l e h t , h c a o r p p a d e t a r g e t n i g n i s u y B . h s il g n E n i y ll a r u t a n t c a r e t n i
l a e
r pictureoft hecomplex tiy o fEng ilshand canf eelt her eali nteracitono fusing .
c.I ntegratedSkill sUsingNarra itve sandTPR
s a R P T d n a , s l a ir e t a m g n i n r a e l e h t s a e v it a r r a n f o s e ir o e h t e h t ,t r a p s i h T
e u q i n h c e t R P T f o t r a p e h t s a d e s s u c s i d s i a m a r D . d e s s
