ABSTRAK
Suthami, G.F. (2015). Impacts of Humanistic Education on Students’ Motivation and Character Development in Critical Reading and Writing II. Yogyakarta: Universitas Sanata Dharma
Kebijaksaan, yang berarti mengerti arti kehidupan dan mengetahui cara hidup yang baik, merupakan tujuan pendidikan yang pantas dikejar. Ada banyak masalah dan kesulitan yang terjadi dalam masyarakat modern saat ini. Peran sekolah atau universitas disini adalah untuk menciptakan individual-individual yang dapat mengurangi kesakitan dalam kondisi yang buruk ini. Diantara banyaknya pendekatan-pendekatan yang digunakan untuk mengajar, pendidikan humanistik adalah salah satu pendekatan yag berfokus pada potensi mahasiswa. Tujuan dari pendidikan humanistik adalah untuk menyediakan dasar bagi perkembangan dan pertumbuhan pribadi sehingga pembelajaran bisa terus berlanjut dengan lebih otonomi. Pendidikan humanistik diharapkan dapat memberikan pengetahuan dan mendidik karakter siswa.
Dalam penelitian ini, ada tiga rumusan masalah: 1. Bagaimana menggambarkan pengimplementasian pendidikan humanistik di kelas CRW II? 2. Sejauh apa pendidikan humanistik mempengaruhi motivasi mahasiswa? 3. Sejauh apa pendidikan humanistik mempengaruhi perkembangan karakter mahasiswa?
Penelitian ini menggunakan pendekatan kualitatif. Partisipan dalam penelitian ini adalah mahasiswa-mahasiswa di kelas CRW II angakatan 2012 dan dosen yang mengimplementasikan pendidikan humanistik di kelas tersebut. Penelitian ini menggunakan observasi, jurnal dosen, dan diskusi kelompok sebagai instrument penelitian. Observasi dilaksanakan selama satu semester di kelas tersebut, jurnal dosen ditulis setiap pertemuan setelah kelas berakhir, dan diskusi kelompok dilaksanakan dengan lima mahasiswa dari kelas tersebut satu semester setelah kelas berakhir.
Untuk rumusan masalah pertama, dapat disimpulkan bahwa pendidikan humanistik diimplementasikan dalam bentuk ekspektasi tinggi kepada siswa (tercermin dari kepercayaan dosen, sikap dosen, serta respon dan bahasa dosen) dan pemaknaan (tercermin dari penggunaan instruksi bahasa Inggris terintegrasi dan penggunaan media naratif). Untuk rumusan masalah kedua, dapat dilihat bahwa pendidikan humanistik mengikutsertakan mahasiswa dalam materi sehingga mereka lebih termotivasi untuk belajar, bahkan belajar di luar kelas. Untuk rumusan masalah ketiga, pendidikan humanistik membentuk karakter siswa untuk lebih kreatif, bebas dan bertanggung jawab, tangguh, serta menghormati diri sendiri dan orang lain.
Sebagai kesimpulan, implementasi pendidikan humanistik adalah hal yang pantas dan penting dalam meningkatkan motivasi siswa dan mengembangkan karakter. Sebagai rekomendasi, penelitian ini dapat digunakan untuk mengadakan penelitian lain terkait topik tersebut dan sebagai referensi dalam mengimplementasikan pendidikan humanistik.
ABSTRACT
Suthami, G.F. (2015). Impacts of Humanistic Education on Students’ Motivation and Character Development in Critical Reading and Writing II. Yogyakarta: Sanata Dharma University.
Wisdom, which means understanding life’s meaning and knowing how to live well, is a worth pursuing goal of today’s education. There are a lot of problems and difficulties that remain to persist in today’s modern world. The role of schools or universities here is to create individuals that can alleviate the pain in this bad condition. Among many approaches used by educators to educate students, humanistic education is one approach that focuses on students’ potentials. The goal of humanistic education is to provide a foundation for personal growth and development so that learning will continue throughout life in a self-directed manner. It is expected to educate students not only in mind, but also heart, not only about knowledge, but also about characters.
In this research, there were three research problems: 1. How was humanistic education in CRW II class best described? 2. To what extent did the implementation of humanistic education affect students’ motivation? 3. To what extent did the implementation of humanistic education affect students’ characters development?
This research used qualitative approach. The participants of this research were students in CRW II class batch 2012 and the lecturer who implemented humanistic education in that class. This research used observation, lecturer’s journals, and focus group discussion as a data gathering technique. The observations were done for a semester in that class, lecturer’s journals were written after every meeting, and focus group discussion was done with five students after the semester ended.
For the first research problem, it can be concluded that humanistic education was implemented in the form high expectation (reflected on lecturer’s beliefs, attitude, and language and response) and centrality of meaning making (reflected on the use of integrated English instruction and the use of narratives). For the second research question, the result shows that humanistic education engages students in the materials given so that they were more willing to learn, even outside the class. For the third research question, humanistic education moulds students’ characters so that they become more creative, independent and responsible, strong, and have respect for themselves and others.
For the conclusion, the implementation of humanistic education is appropriate and beneficial in raising students’ motivation and character development. As recommendation, this research can be used to conduct another research related to this topic and as references in implementing humanistic education.
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p m meningkatkan moitvas isiswa dan mengembangkan k u t n u n a k a n u g i d t a p a d i n i n a it il e n e p , i s a d n e m o k e r i a g a b e S . r e t k a r a k m a l a d i s n e r e f e r i a g a b e s n a d t u b e s r e t k i p o t t i a k r e t n i a l n a it il e n e p n a k a d a g n e m . k it s i n a m u h n a k i d i d n e p n a k i s a t n e m e l p m i g n e m i c n u k a t a
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I myone rtuel ove ,Jesu sChrist . Icanno tbet hisf a r e m s p l e h e H d n a , e g a r u o c e m s e v i g e H , h t g n e rt s e m s e v i g e H . m i H t u o h ti w
.s e m it t l u c if fi d y m h g u o r h t
k n a h t o t t n a w o s l a
I Marku sBudiraharjo ,M.Ed. ,Ed.D,.fo rhelpingme .
fl e s y m n i e v e il e b e m e d a m d n a e m d e g a r u o c n e e H . s i s e h t y m h s i n
if Hi sguidance
e l b a e m e d a
m to ifnish my thesis . Ialso thank Fideil sChosa Kastuhandani , ,.
m u H .
M andalll ecturer salsos taffi nPB ISanataDharma . r
o
F my famliy especially my parents , Ithank them so much fo rthei r ri
e h T . tr o p p u
s suppor tand prayer ssrtengthen me so t ha t Ican ifnish my t hesis . o
t t n a w I , o s l
A expres smygrattiudet o lla fo myparticipants .Wtihoutt hemall , g
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e d i s t u o r o s u p m a c m o r f s d n e ir f d e v o l e b y m r o
F campusHeni ,Sri ,Sasa ,
i r i
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a Bliy,I t hankt hemsomuchf o rbeingsuchamazingandf atihfulf irends .They ,
y li m a f y m e r
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I al lo fmy firend sin PSM Cantu sFirmus and my ,
h c a o c d e v o l e
b M r Mbong .They are my home ,they are my everything . Iam o
t e d u ti t a r g y m e v i g o s l a I . y li m a f l u f r e d n o w s i h t f o t r a p a e b o t d u o r
p M rsYuni
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a rM Ndarufo rgivingmes uchaniceplacet os taywhen Iami nJ ogja. y
r e v n e e b s a h o h w e n o y r e v e k n a h t o t t n a w I , d n e e h t t
A supporitveto me .
ri e h
T us ppor tmean tal otf o rme . Icanno tkeep going wtihoutt hem .My prayer s m
a f d n a s d n e ir f y m f o l l a o t o g e v o l d n
a liyoutt here .MayGodblesst hem .la l
a il li c ir F y t e i a
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S
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L
B
A
T
E G A P E L T I
T ... i S
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 ... v T
C A R T S B
A ... iv K
A R T S B
A ... iiv S
T N E M E G D E L W O N K C
A ... iv ii S
T N E T N O C F O E L B A
T ... ix S
E L B A T F O T S I
L ... iix S
E R U G I F F O T S I
L ... iix i S
E C I D N E P P A F O T S I
L ... vx i
N O I T C U D O R T N I . I R E T P A H C
.
A Backgroundoft heStudy ... 1 .
B ResearchProblems ... 4 .
C ResearchLimtiaiton ... 5 .
D ResearchObjecitves ... 5 .
E ResearchBeneftis... 6 .
F Deifniitono fTerms ... 7
. I I R E T P A H
C REVIEWOFRELATEDLITERATURE .
A Theoreitca lDescirpiton ... 9 .
1 HumanisitcEducaiton ... 9 .
2 Mo itvaitonandStuden tEngagement... 51 .
3 S -eflActuailzaitoni nMaslow’ sHierarchyo fNeeds... 51 .
4 HighExpectaiton ... 71 .
5 IntegratedEngilshI nsrtuciton ... 12 .
x
.
B Theoreitca lFramework... 42 .I
I I R E T P A H
C RESEARCHMETHODOLOGY .
A ResearchMethod ... 62 .
B ResearchParitcipants... 82 .
C ResearchSetitng ... 82 .
D ResearchI nsrtuments... 92 .
E DataAnalysi sTechnique... 13 .
F ResearchProcedure ... 33
V I R E T P A H
C .RESEARCHRESULTSANDDISCUSSION .
A ResearchResutls ... 53 .
1 TheAppilcaitono fHumanisitcEducaiton ... 63 .
a TheUseo fHighExpectaiton... 63 )
1 Lecturer’ sBeilefs ... 63 )
2 Lecturer’ sAtttiude ... 73 )
3 Lecturer’ sResponseandLanguage... 93 .
b Cenrtaltiyo fMeaningMaking... 04 )
1 TheUseofI ntegratedEngilshI nsrtuciton ... 40 )
2 TheUseNarraitves ... 34 .
2 The Effec t o f Implementaiton o f Humanisitc Educaiton to e
fi l ’ s t n e d u t
S ... 54 .
a Moitvaiton... 44 .
b Characte rDevelopment ... 64 .
B Discussion ... 74 .
1 IncreasingMoitvaiton ... 47 .
2 Characte rDevelopmentinCRWI ICourse... 85 .
a Creaitve... 26 .
b Independen tandResponsible ... 62 .
c Srtong ... 56 .
i x
S N O I T S E G G U S D N A S N O I S U L C N O C . V R E T P A H C
.
A Conclusions ... 86 .
B Suggesitons... 07
S E C N E R E F E
R ... 2....7
S E C I D N E P P
ii x
S E L B A T F O T S I L
k c a b d e e F r e h c a e T 1 .
4 ... 25
s d e e N f o y h c r a r e i H s ’ w o l s a M 2 .
ii i x
S E R U G I F F O T S I L
f o s t n e n o p m o C 1 .
v i x
S E C I D N E P P A F O T S I L
s l a n r u o J s ’ r e r u t c e L d n a s tl u s e R s n o it a v r e s b O . A x i d n e p p
A ... 75 ....
s tl u s e R n o i s s u c s i D p u o r G s u c o F . B x i d n e p p
1 I R E T P A H C
N O I T C U D O R T N I
Thi schapter i sdivided i nto six pa trs .The fris tpa tr i sresearch background ,
m e l b o r p h c r a e s e r s i d n o c e s e h
t s ,the thrid p a tr i sproblem ilmtiaiton ,the fou trh i s
s e v it c e j b o h c r a e s e
r ,and t he if tfh par tof t hi schapter i sabou tresearch beneftis ,and
s m r e t f o n o it i n if e d s i t s a l e h
t whichgivest heclarfiyt hei mpotrantt erm sused.
.
A Backgroundoft heStudy
n o n o it a c u d e c it s i n a m u h s t c a p m i e h t t u o b a s i h c r a e s e r s i h t f o c i p o t e h T
t s i h T . t n e m p o l e v e d r e t c a r a h c d n a n o it a v it o m ’ s t n e d u t
s o pic i schosen because the
e h t f o y ti l a r o m e h t d n a y t e i c o s e r u c e s n i n a n i e v il e w s y a d a w o n t a h t s e e s r e h c r a e s e r
r e h t o s s e r p p u s o t e v a h y e h t t a h t y m o n o t u a e h t d e s u s i m e l p o e P . g n i s a e r c e d s i e l p o e p
e l c e r a t i f o s tl u s e r e h T . s d e e n n w o r i e h t y f s it a s d n a e l p o e
p a lry seen i n ou rsociety ;
, d e n i a t b o r e g n o l o n s i e u l a v c it a r c o m e d e h t , s e s a e r c n i n o it p u r r o
c and pove try i s
. e r e h w y r e v
e Dewey,i n hi sbook Phliosophy o fEducaiton :Problem so fMen (1975 ) :t
a h t d i a s
m o d e e r f c it a r c o m e d f o h t w o r g y d a e t s d n a m r o fi n u f o d a e t s n
I and equaltiy ,
g n i o g h g u o r o h t h ti w s e t a t s n a ir a ti l a t o t l u f r e w o p f o e s ir e h t n e e s e v a h e w
p s e d t s o m e h t g n i o d t u o , n o i s s e r p x e d n a f e il e b f o y tr e b il f o n o i s s e r p p u
s oitc
y r o t s i h s u o i v e r p f o s e t a t
s (p.24).
r e h w y t e i c o s r u o n i o s l a r a e p p a o t s m e e s n o it i d n o c s i h
T eonlys omepeople are
r e w o p e v a h d n a d r a e
l a i c o s r u o s e t a n i m o d e g d e l w o n k l a c i s y h p r u o e r e h w y t e i c o
s -mora lknowledge .I ti s
e t a e r c d n a n o it i d n o c d a b a h c u s f o n i a p e h t e t a i v e ll a o t l a i c u r c y r e
v a bette r
fl e s e v a h , e v it i s o p , e n i u n e g e r a o h w e l p o e p e t a e r c o t e v a h e W . y t e i c o
s -respect ,care ,
l a n o it a c u d e e h T . e fi l f o s e g n e ll a h c e h t t e e m o t h g u o n e g n o rt s d n a , y h t a p m e e v a h
e s u a c e b t l u c if fi d e r o m y l e ti n if n i s i ti , e t u c a e r o m s i ti , r e p e e d s i y a d o t m e l b o r
p i tha s
o w n r e d o m e h t f o s m e l b o r p e h t f o l l a e c a f o
t lrd (Dewey ,1975) .Weneed t o educate
.r e t c a r a h c e h t o s l a t u b , d n i m e h t y l n o t o n , n o it a r e n e g g n u o y e h t y ll a i c e p s e e l p o e p
c s i s n o it u ti t s n i n o it a c u d e r e h t o y n a r o l o o h c s f o k s a t e h t , e r e
H lear :to
e z i n a m u
h science (Dewey ,1975) .Humanisitc educaiton i san approach o feducaiton
s e z i s a h p m e h c i h
w human developmen.t I tsee shuman l fiea ssomethingvaluableand
. l a rt n e
c DeCarvalho (a sctied in Dewey ,1975 )stated tha tthe goa lo fhumanisitc
s i n o it a c u d
e to provide a foundaiton fo rpersona lgrowth and developmen tso tha t
fl e s a n i e fi l t u o h g u o r h t e u n it n o c l li w g n i n r a e
l - idrectedmanne .r
f n o it s e u q g n it s e r e t n i e n
O rom Dewey(1975) thati swo trh consideirn gis t ha t
o t y l e v it c u rt s n o c d n a y l e v i s s e r g g a d n a y l e v it i s o p g n i o d s l o o h c s r u o e r a t a h w “
” ? y t e i c o s c it a r c o m e d o t l a it n e s s e e r a h c i h w l li w d o o g d n a g n i d n a t s r e d n u e t a v it l u c
) 2 4 . p
( .Thi si ssuchabigquesiton t obe consideredbyal leducator ssince t her ole o f
.t n e d u t s h c a e f o l li w d o o g o s l a t u b , g n i d n a t s r e d n u e t a v it l u c o t y l n o t o n s i s l o o h c s
n a it a n g I s d l o h d n a ) ti u s e J ( y ti s r e v i n U c il o h t a C a s i y ti s r e v i n U a m r a h D a t a n a S
e h t f o e n o s a ) P S E L E ( 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 . s i s a b y g o g a d e P
i s m a r g o r p y d u t
. m u l u c ir r u c s ti o
t Sanata Dharma wants t o create future educator swho are no tonly
. s r e t c a r a h c d o o g e v a h o s l a t u b , tr a m
s tIi ss tatedi nELESPvisiont ha:t
i d u t S m a r g o r P 5 1 0 2 a d a
P Pendidikan Bahasa Inggris Universtias Sanata n
a l u g g n u m a r g o r p i d a j n e m a m r a h
D dalam bidang pendidikan calon a
l o l e g n e
p pembelajaran Bahasa Inggri syang profesional ,cerdas ,humanis , n
a d , t a b a t r a m r e
b berkarakte ryangkuatsebagaipendidik .
a m r a h D a t a n a S 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 5 1 0 2 n I (
h s il g n E f o n o it a c u d e f o d l e if e h t n i m a r g o r p t n e n i m e e r p a s e m o c e b y ti s r e v i n U
, c it s i n a m u h , l a u t c e ll e t n i ,l a n o i s s e f o r p e r a o h w s e t a d i d n a c s r e z i n a g r o g n i n r a e l
r e t c a r a h c d o o g g n i v a h d n a , d e if i n g i
d a seducator .s )
s t n e d u t s p l e h o t r e d r o n
I to have sefl-esteem and posiitve though ttha twli l
r e t c a r a h c e v it i s o p o t m e h t d a e
l ,educator sneedt obeablet ocreateposiitveclassroom
e r u tl u
c .A posiitve schoo lcutlure broadly include sthe schoolwide etho sand the
a , t n e m e v e i h c a d n a g n i n r a e l r o f s n o it a t c e p x e h g i h , s m o o r s s a l c l a u d i v i d n i f o e r u tl u c
y g o g a d e p l u f r e w o p a , t s u rt l a n o it a l e r d n a s e u l a v d e r a h s , t n e m n o ri v n e g n ir a c d n a e f a s
c y tl u c a f l a n o i s s e f o r p a , t n e m e g a g n e d n a n o it a v it o m h g i h , m u l u c ir r u c d n
a utlure ,and
, p i h s r e n tr a P n o it a c u d E r e t c a r a h C ( y ti n u m m o c e h t d n a s e il i m a f h ti w s p i h s r e n tr a p
.) 0 1 0
2 Theuse o fhumanisitc educaitoni n class i saimed t o shape student scharacter ,
. e g d e l w o n k y l n o t o n
r u o c e h t f o e n o s i ) II W R C ( I I g n it ir W d n a g n i d a e R l a c it ir
C se sin Engilsh
a s i s i h T . y ti s r e v i n U a m r a h D a t a n a S t a ) P S E L E ( 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
r u o
f -credi tcourse and i sdesigned a sa project-based clas sto faclitiate student sto
m r o f n i e ri u q c a s t n e d u t s h c i h w h g u o r h t g n i d a e r f o t n u o m a e g r a l a o t n i s s e c c
a aiton ,
f o s t n e d u t s n o h c r a e s e r e h t d i d r e h c r a e s e r e h T . s ll i k s g n it ir w d n a g n i d a e r l a c it ir c
o h w , 2 1 0 2 h c t a b , 5 r e t s e m e
s w eretakingCRW IIi ns emeste r4.
n
I thi sstudy,t he researcher es s e wha tmethod t hat t he l ecture rused i n class ,
d o h t e m e h t w o
h cont irbute sto the developmen to fstudents ’character ,and how i t
s u o ir u c s a w r e h c r a e s e r e h T . e g d e l w o n k r i e h t d n a p x e d n a n r a e l o t m e h t s e t a v it o m
g u o n e e v it c e f f e s i d o h t e m e h t r e h t e h
w h and whethe ri tha sa long lasitng effec tin
e h t , e r u tl u c s s a l c e h t t s ri f e r a s s a l c e h t n i d e v r e s b o g n i e b s g n i h t e h T . s t n e d u t s
. s s a l c n i n e v i g l a ir e t a m e h t d n a , l a r e n e g n i s t n e d u t s e h t f o s c it s ir e t c a r a h c
t i , n o it a c u d e c it s i n a m u h f o e l o r e h t g n i w o n k y
B i sexpectedt hat t eacher scan
e g a r u o c n e d n a t n e d u t s y r e v e n i e d i s d o o g e h t e e
s them to see good side too and
d n if s t n e d u t s p l e h n a c s r e h c a e t , e r o m r e h tr u f ; m e h t n i s g n i h t d o o g e h t p o l e v e d
o m d n a s e v il r i e h t n i s e u l a v l u f g n i n a e
m uldt hemt obevi truousi ndividual .s
.
B ResearchProblems
e b o t d e e n t a h t s m e l b o r p e m o s e r e h t , n o it a n a l p x e s u o i v e r p g n ir e d i s n o C
: d e v l o s
.
1 Howwast hehumanisitceducaitoni nCRWI Ibes tdesc irbed?
.
2 To wha t exten t did the implementaiton o f humanisitc educaiton affec t
m ’ s t n e d u t
s oitvaiton?
.
3 To wha t exten t did the implementaiton o f humanisitc educaiton affec t
c ’ s t n e d u t
.
C ResearchLimtia iton
I I g n it ir W d n a g n i d a e R l a c it ir C e n o r o f h c r a e s e r e h t s ti m il r e h c r a e s e r e h T
clas swtih a lecture rin Engilsh Language Educaiton Study Program (ELESP) and
s ’ r e r u t c e l e h t s e z y l a n a o s l a r e h c r a e s e r e h T . s s a l c e h t k o o t o h w 2 1 0 2 h c t a b n i s t n e d u t s
n o i s s u c s i d p u o r g l l a m s a d a h r e h c r a e s e r e h t , n e h T . g n it e e m y r e v e r e tf a n e v i g l a n r u o j
. s s a l c e h t t u o b a g n il e e f r i e h t w o n k o t s t n e d u t s 5 h ti
w Thi sresearch used qualtiaitve
.t x e t n o c r o s e s s a l c r e h t o o t d e z il a r e n e g e b t o n n a c s tl u s e r e h t s u h t , h c a o r p p
a Thi s
e h t g n i d u l c n i , s s a l c n i r e r u t c e l e h t y b d e s u d o h t e m e h t n o s e s u c o f o s l a h c r a e s e r
c n i e d u ti tt a ’ s t n e d u t s o t n o it c a e r s ’ r e r u t c e l e h t d n a d e s u e g a u g n a
l lass ,and t he effec t
. e fi l ’ s t n e d u t s n i s s a l c s i h t f o
.
D ResearchObjec itves
: e r a y d u t s s i h t f o s e v it c e j b o e h T
.
1 Todesc irbehowahumanisitceducaitoni si mplemented.
.
2 To identfiy how humanisitc educaiton in lfuence s students ’moitvaiton in
. g n i n r a e l
.
3 To identfiy how humanisitc educaiton in lfuence s students ’ characte r
.
E ResearchBeneftis
P S E L E , r e h c r a e s e r e h t r o f s ti f e n e b e v i g l li w h c r a e s e r s i h t t a h t d e t c e p x e s i tI
.s e i d u t s r e h tr u f d n a , s r e r u t c e l ,s t n e d u t s
.
1 Fort her esearcher
r o f l u f e s u s i
tI the r esearchert o know how t hei mplementaiton o fhumanisitc
e h t n e p e e d o t r e h c r a e s e r e h t p l e h n a c o s l a y d u t s s i h T . e n o d s i n o it a c u d e
.s e it i v it c a g n i n r a e l g n i h c a e t n i ti t n e m e l p m i o t w o h f o g n i d n a t s r e d n u
.
2 Fo rELESPs tudents
t s P S E L E r o f l a i c if e n e b e b l li w t
I udentst o knowwhati sexpectedf rom t hem
t a h t o s , r o i v a h e b r o d n i m n i r e h ti e , s t n e d u t s d o o g m e h t e k a m n a c t a h w d n a
o s l a l a i c if e n e b e b l li w t I .s l a u d i v i d n i r e tt e b e b o t s e v l e s m e h t p o l e v e d n a c y e h t
u o m o t w o h w o n k o t s e t a d i d n a c r e h c a e t s a s t n e d u t s P S E L E r o
f ld students ’
e h t m e h t e k a m d n a n o it a c u d e c it s i n a m u h h g u o r h t n o it a v it o m d n a r e t c a r a h c
. n a m u h ” l a e r “
.
3 Fo rELESPl ecturers
n i n o it a c u d e c it s i n a m u h t n e m e l p m i d n a p o l e v e d o t d e s u e b n a c y d u t s s i h T
e d n if n a c s r e r u t c e l e h t , y d u t s s i h t g n i d a e r y b , y ll u f e p o H . P S E L
E ffecitve
e b n a c t a h t e g a u g n a l e t a ir p o r p p a e r o m d n if d n a s t n e d u t s e t a c u d e o t y g e t a rt s
.s s a l c n i d e s u
.
4 Forf u trhers tudies
c i p o t e h t t u o b a s e i d u t s r e h tr u f tr o p p u s o t e c n e r e f e r a s a d e s u e b n a c y d u t s s i h T
.
F De ifni iton o fTerms
m o s e r a e r e h
T e term stha tthe researche rused in thi sstudy: humanisitc
, n o it a c u d
e highexpectaiton ,character ,andmoitvaiton .
.
1 Humanisitceducaiton
s i n o it a c u d e c it s i n a m u
H an approach tha t emphasize s human
. t n e m p o l e v e
d A s desc irbed by Gage and Berilne r (a s ctied in Huti,t
http://www.edpsycinteracitve.org)t hereare ifve basic objecitve s o f the
: n o it a c u d e f o w e i v c it s i n a m u h
x promote posiitve sefl-drieciton and independence (developmen t o f the
; ) m e t s y s y r o t a l u g e r
x develop t he ablitiy t o t ake responsiblitiy fo rwhat i s l earned (regulatory and
; ) s m e t s y s e v it c e f f a
x developcreaitvtiy( divergentt hinkingaspec to fcogniiton) ;
x develop cu irostiy (exploratory behavior , a funciton o f imbalance o r
s e h t f o y n a n i e c n a n o s s i
d ystems) ;and
x develop interes tin the a tr s(p irmarliy to develop the affecitve/emoitona l
) m e t s y
s .
.
2 Moitvaiton
n o it c e ri d d n a n o it a g it s n i l a n r e t n i s ’ n o s r e p a s i n o it a v it o m , d e n if e d y l d a o r B
t s e t a l e r n o it a v it o m , s m r e t e l p m i s n I .r o i v a h e b r i e h t s e c n e u lf n i t a h
t oou rd irve
, o h n i d o
G Johnson ,Keddie ,Letts, Mackay ,McGill ,Moss ,Nagel ,Nicholson ,
, k c i
V 2011) .
.
3 Characte r
n il h o B d n a n a y
R (1999 )stated tha tcharacte ri san individua’l spattern o f
l a u d i v i d n i n a t a h t s n a e m r e t c a r a h C . n o it u ti t s n o c l a r o m r e h / s i h s i tI . r o i v a h e b
n o it a u ti s t l u c if fi d h ti w l a e d o t e l b a d n a d e n i m r e t e d g n i e b f o y ti l a u q e h t e v a h
. e g d ir b m a c . y r a n o it c i d . w w w n i d e ti c s a
9 I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
l li w r e t p a h c s i h T . h c r a e s e r s i h t n i d e s u s e ir o e h t e m o s s e s s u c s i d r e t p a h c s i h T
d n o c e s e h t d n a n o it p ir c s e d l a c it e r o e h t e h t s i e n o t s ri f e h T . s tr a p o w t o t n i d e d i v i d e b
s e ir o e h t e h T . k r o w e m a r f l a c it e r o e h t s i e n
o discussedi nt heoreitca ldesc irpitonare:( 1 )
s i n a m u
h itc educaiton ,(2 )moitvaiton and studen tengagement ,(3 )sefl-actuailzaiton
f o y h c r a r e i h s ’ w o l s a M n
i needs , (4 ) high expectaiton , (5 ) integrated Engilsh
n o it c u rt s n
i ,and( 6)t hedesc irpitono fC iritca lReadingW iritngI Icourse.
.
A Theore itca lDescrip iton
n i d e s u s e ir o e h t e h t o t d e t a l e r d e s s u c s i d e b o t s n o it c e s x i s e r e h t ,t r a p s i h t n I
c it s i n a m u h n i s e l p i c n ir p d n a n o it i n if e d e h t t u o b a s i e n o t s ri f e h T . h c r a e s e r e h t
t a v it o m t u o b a s i e n o d n o c e s e h t , n o it a c u d
e ion andstuden tengagement .Thenex tone
fl e s t u o b a s
i -actuailzaiton in Maslow’ s hierarchy o f need s and ti s relaiton to
h g i h f o n o it i n if e d e h t s e s s u c s i d n o it c e s s i h t t a h t r e tf a , n o it a c u d e c it s i n a m u h
it ir C f o n o it p ir c s e d e h t s i e n o t s a l e h t d n a , n o it a t c e p x
e ca lReading and W iritng I I
. e s r u o c
.
1 Humanis itcEduca iton
n a m u h e h t f o t n e m p o l e v e d e h t n o s e s u c o f n o it a c u d e c it s i n a m u
H beings .
n o s i n o it a c u d e e v it a m r o f s n a rt A . y g o g a d e
P e in which the studen ti sincrementally
r a H ( d lr o w r u o o t e c i v r e s f o e b o t d n a , ti n o p u t c e lf e r o t , e fi l e g a g n e o t d e ti v n
i t ttn ,e
r e ti r w h s il g n E n A . ) 9 0 0
2 Cheste tron once said tha t each educaiton teache s a
e t c e n n o c s i ti f o t r a p y r e v e d n a e fi l f o y h p o s o li h
p d .Educaiton should empowe rand
.l l a t a n o it a c u d e t o n s i ti n e h t ,t o n s e o d t i fi , m r o f s n a
rt rH ta nett( 2009 )alsos tatedt ha:t
d e n g i s e d d o h t e m a o s l a s i ti ; t n e t n o c a y l p m i s t o n s i n o it a c u d e e v it a m r o f s n a r T n a , s d n i m , s tr a e h e h t n i h t w o r g l a u n it n o c r e t s o f o
t dwli lof t hestudents .Thi s n o it a n i m e s s i d d e s s e rt s t a h t h c a o r p p a r e d l o n a o t e c n a l b m e s e r o n s r a e b d o h t e m n a it a n g I , r e h t a R . n o it a m r o f n i y e v n o c r o y a l e r y l e r e m s r o t c u rt s n i e r e h w l a n r e t n i f o s e ir e s a o g r e d n u o t s r e n r a e l g n it s i s s a t a s m i a y g o g a d e p t a m r o f s n a
rt ion sin how they go abou tunderstanding themselve svis-à- svi , e c n e H . s n o it c a e r s u o e n a t n o p s d n a , s e s a i b , s n o i s s a p , s n o it a n il c n i n w o r i e h t e t n i n w o s ’ e n o e k a m o t w o h n r a e l o t s e s ir a d e e n e h
t rna loperaiton smore
g n i n r e c s i
d 8( ). p.
e r o m e b o t s a h n o it a c u d
E than fliilng head s(Brackley ,2005) .Thi si sthe beile fo f
n a m u h e k a m o t s m i a t I . n o it a c u d e c it s i n a m u
h s havegoodsefl-concep toft hemselves .
d o o g g n il e e F . tr a t s e v it i s o p a s i t a h t n e h t fl e s r e h r o m i h t u o b a d o o g s l e e f y d o b e m o s f I v l o v n i d l u o w f l e s e n o t u o b
a eanunderstandingo fones 'srtength sandweaknesses ,and
. e v o r p m i o t y ti li b a s 'e n o n i f e il e b a d n a c il o h t a C e h t t a h t d e t s e g g u s ) 5 0 0 2 ( y e l k c a r
B universiitest hati mplemented
n a it a n g
I pedagogy need to have seven highe rstandards .Frist ,a universtiy should
t i , m o d s i w s k e e s n o it a c u d e e c n i s , d n o c e S . d lr o w l a e r e h t , y ti l a e r d n a t s r e d n u s u p l e h , li v e d n a d o o g , h t a e d d n a e fi l f o a m a r d e h t , y l e m a n , t n i o p l a c o f a e v a h d l u o h s d n a e c it s u j n
i ilberaiton .Thrid ,wemustt akestepst of reeourselvesf rombias .Fou trh ,
d
e ucaiton should help people discover t hei rvocaiton i n l fie ,above all thei rdeepes t
e b t s u m y ti s r e v i n u t i u s e J a , h tf i F . e v r e s d n a e v o l o t n o it a c o
o h w e s o h t o t n o d e d n a h d n a d e i d u t s s i h ti a f c il o h t a
C would embrace ti .Sixth ,we
h c a e r t s u
m ou tto those who otherwise could no tafford to come here .Finally ,we
l a i c o s d n a e g d e l w o n k t c e j o r p t s u
m c iritcism beyond the campus ,into the wide r
. y t e i c o
s The goa lo feducaiton ha sgone fa rbeyond informaiton .I ti smore abou t
r e d n u s n a e m m o d s i W . m o d s i
w standingl fie’ smeaningandknowing howt o ilvewel l
d o o g e v a h y l n o t o n l li w s t n e d u t s d n e e h t t a t a h t d e t c e p x e s i ti o S . ) 5 0 0 2 , y e l k c a r B (
. y t e i c o s n i l a r o m d o o g d n a e fi l t u o b a g n i d n a t s r e d n u d o o g e v a h o s l a t u b , e g d e l w o n k
d a o r b a s i h c a o r p p a c it s i n a m u h e h
T term tha tencompasse s three main
m u a b n e h c s ri K ( s e h c a o r p p
a , a s ctied in Stur,t http://www.garystu trf.ree
-m t h . n a m u h / k u . o c . e n il n
o ) :
.
1 Humanisitcconten tcur ircula- Teachingt opicst ha taredriecltyr elevantt ot he
) s s e n e r a w a s g u r d . g . e ( s e v il ' s t n e d u t s
.
2 Humanisitc proces scur ircula - Focuse son t hewholestuden tandcan i nclude
. e l p m a x e r o f , g n i n i a rt s s e n e v it r e s s a g n i h c a e t
.
3 Humanisitc schoo land group srtucture s- resrtuctu irng t he whole itme table
n i h c a e t c it s i n a m u h e t a ti li c a f o t r e d r o n i t n e m n o ri v n e l o o h c s d n
a g o rjus t
c l a u d i v i d n
i lasse .s Theapproachi ncludest woareas :onaschooll eve landon
s a h , s m o o r s s a l c n e p o e r a s c it s ir e t c a r a h c e h t ,l e v e l l o o h c s a n O . l e v e l s s a l c a
s s a l c a n O . t n e m s s e s s a f o s y a w e v it a n r e tl a g n i d n if d n a , s g n it e e m s s a l c l a r e v e s
h t , l e v e
l e characte irsitc s are student s exercise choice and conrto l ove r
s u c o f ,t u o b a d e n r e c n o c e r a n e r d li h c e h t t a h w n o s e s u c o f m u l u c ir r u c , s e it i v it c a
s ll i k s e fi l n
fl e s , g n it a c i n u m m o
c -evaluaiton and fls -e montio irng ,and teache rbecome sa
.r o t a ti li c a f
s s a l c n i d e s u t n e t n o c e h t , s t n e d u t s n o s i n o it a c u d e c it s i n a m u h f o s u c o f e h t e c n i S
g n i n r a e l e h t ,l a ir e t a m e h t n i d e g a g n e e r a s t n e d u t s n e h W . s t n e d u t s o t e t a l e r o s l a d l u o h s
e d u t s d n a l u f g n i n a e m e r o m e b l li
w nt scani mplemen tdriecltywhatt heyhavel earned
e s u e h t , n o it a c u d e c it s i n a m u h n I . e fi l y li a d r i e h t n
i o fltieraturei n classi s i norder t o
y ll u f e r o m e v il o t s t n e d u t s p l e h n a c t i t a h t o s e fi l t u o b a d n a y ti l a e r t u o b a n r a e l
.) 5 0 0 2 , y e l k c a r B (
e c it s i n a m u
H ducaiton also emphasize tha tevery person ha sconrto love r
e v a h y e h t , s l a o g n w o r i e h t t e s y e h t d n a e l p o e p t n e d n e p e d n i e r a y e h T . s e v l e s m e h t
. s ll i k s r i e h t p o l e v e d o t d n a , g n i n r a e l n i y g e t a rt s n w o r i e h t e s o o h c o t m o d e e r f
d e s u y l n o m m o c s i g n i n r a e l e v it a r e p o o
C in humanisitc educaiton since i tcan help
r e h t o d n a , p i h s r e d a e l ,s r e h t o h ti w n o it a r e p o o c , y ti li b i s n o p s e r ri e h t p o l e v e d o t s t n e d u t s
. e fi l n i d e e n s t n e d u t s t a h t s ll i k s e fi l
n e m e l p m i l o o h c s a n e h
W ted thi s humanisitc educaiton to the schoo’l s
r e h t , m u l u c ir r u
c e are some ins rtucitona limpilcaiton stha tmay happen (a sctied in
,t r u t
S http://www.garystu trf.ree-on ilne.co.uk/human.htm) . The fris t one i s the
s t n e m e l p m
i tudent-cenrted teaching ,the second one i s increase socia l persona l
t n e m p o l e v e
d , the nex t i s de-emphasise irgorous , performance-o irented , test
-s e h c a o r p p a d e t a n i m o
d . I t also provides oppo truntiy fo r succes s and discovery
o s l a d n a s n o it a ri p s a d n a s g n il e e f ’ s t n e d u t s t c e p s e r e r a s n o it a c il p m i r e h t O . g n i n r a e l
fl e s o t t h g
s i s r o t a c u d e f o e l o r e h t , e r e H . s e v l e s m e h t p o l e v e d d n a d n if o t s t n e d u t s r o f y ti n u tr o p p o
s a y l n
o the faclitiator .Educators’ job i sto create an engaging envrionmen tfo rthe
u y b g n i n r a e l l u f g n i n a e m a e t a e r c d n a s t n e d u t
s singi nquriy-basedquesiton .s
m u
H anisitc educaiton emphasize ssomet hings .Thef ris tone i sont he affect ,
fl e s e v it i s o p n o s i e n o d n o c e s e h T . g n i k n i h t d n a g n il e e f n o s i s a h p m
e -concept .Sefl
-t w o h y a w e h t s i t i e s u a c e b s t n e d u t s o t t n a tr o p m i y r e v s i t p e c n o
c hey look a t
n o it a c i n u m m o c n o s i e n o d ri h t e h T . s e v l e s m e h
t – posiitveandhones tcommunicaiton .
f o t n e m p o l e v e d e h t e t a ti li c a f s e u l a v l a n o s r e P . s e u l a v l a n o s r e p n o s i e n o t s a l e h t d n A
e h t s s e r p x e , s e v l e s m e h t w o n k t s u m s t n e d u t S . s t n e d u t s n i h ti w s e u l a v e v it i s o
p mselves ,
fl e s e v a
h -identtiy ,and actuailze t hemselve .s A sdesc irbed by Gage and Berilne r(a s
tt i u H n i d e ti
c ,http://www.edpsycinteracitve.org/)t hereare ifvebasicobjecitve soft he
: n o it a c u d e f o w e i v c it s i n a m u h
x Promote posi itve sefl-drieciton and independence (developmen t o f the
; ) m e t s y s y r o t a l u g e r
x Develop t he ablitiy t o t ake responsibli tiy fo rwhat i s l earned (regulatory and
; ) s m e t s y s e v it c e f f a
x Developcreaitvtiy( divergentt hinkingaspec to fcogniiton) ;
x Develop cu irostiy (exploratory behavior , a funciton o f imbalance o r
d n a ; ) s m e t s y s e h t f o y n a n i e c n a n o s s i d
x H e aav n interes tin the a tr s(p irmarliy to develop the affecitve/emoitona l
a l li t
S ccording to Gage and Berilne r (1991) a s ctied in Huitt
(http://www.edpsycinteracitve.org/) , some basic p irnciple s o f the humanisitc
: e r a s e v it c e j b o e h t p o l e v e d o t d e s u e r e w t a h t h c a o r p p a
.
1 Student swilll earnbes twhatt heywan tandneedt o know .That i s ,when t hey s a y h w d n a m e h t o t t n a tr o p m i s i t a h w g n i z y l a n a f o s ll i k s e h t d e p o l e v e d e v a h
e h t s a l l e
w skill so fd riecitng t hei rbehavior t owards t hose want sand needs ,
. y l k c i u q d n a y li s a e e r o m n r a e l ll i w y e h t
.
2 Knowinghowt ol earni smorei mportantt hanacquiringal o to fknowledge. I n u
a c e b n r a e l o t m e h t r o f y a w t s e b e h t w o n k o t d e e n s t n e d u t s , t n i o p s i h
t seevery
. g n i n r a e l f o s y a w t n e r e f fi d e v a h t h g i m t n e d u t s
.
3 S -efl evaluaiton i sthe only meaningfu levaluaiton o fa studen't swork .The fl
e s d n a t n e m p o l e v e d l a n r e t n i n o s i e r e h s i s a h p m
e -regulaiton tha tbecome t he
. n o it a c u d e c it s i n a m u h f o s n r e c n o c
.
4 Feeilng sare a simportan ta sfacts .Much work from t
