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S T N E T N O C F O E L B A T
E G A P E L T I
T ... E
G A P L A V O R P P
A ... E
G A P N O I T A C I D E
D ... 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 ... 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 ........................................................ .. T
C A R T S B
A ... K
A R T S B
A .................................................................................................................. S
T N E M E G D E L W O N K C
A ... S
T N E T N O C F O E L B A
T ... S
E L B A T F O T S I
L ... S
E R U G I F F O T S I
L ... S
E C I D N E P P A F O T S I
L ...
N O I T C U D O R T N I .I R E T P A H
C ... .
A ResearchBackground ... .
B ResearchProblem... .
C ProblemLimtiaiton ... .
D ResearchObjecitves... .
E ResearchBenefti .s... .
F De ifniitono fTerms ... i
ii v i
v i v
ii v
ii i v
ix i x x vi
v x
i v x
ii x .I
I R E T P A H
C R EVIEWOFRELATEDLITERATURE...
.
A Theoreitca lDescirpiton ... .
1 Insrtucitona lDesignTheory... .
2 IgnaitanPedagogy ... .
3 TeachingReading... .
B Theo iritca lFramework ...
Y G O L O D O H T E M . I I I R E T P A H
C ...
.
A ResearchMethod ... .
B ResearchParitcipants ... .
C ResearchI nsrtument... .
D DataGatheirngTechnique ... .
E DataAnalysisTechnique... .
F ResearchProcedure...
H C R A E S E R . V I R E T P A H
C RESULTSANDDISCUSSION ... .
A Stepsi nDesigningt heI nsrtucitona lReadingMateirals ... .
1 ResearchandI nformaitonCollecitng ... .
2 Planning... .
3 DevelopPreilminaryFormo fProduct ... .
4 PreilminaryFieldTesitng... .
5 MainProduc tRevision ... .
B Presentaitono ft heDesignedSe to ftheReadingMateirals ... ... 9 9 9 13 20 26
31 1 3 35 6 3
8 3
8 3 40
42 42 43 50 7 5
8 5
6 6
ii i x N
O I S U L C N O C . V R E T P A H
C S ANDSUGGESTIONS ...
.
A Conclusion s... .
B Suggesitons ...
S E C N E R E F E
R ... 71 71 73
v i x
S E L B A T F O T S I L
: 1 . 3 e l b a
T TheBluep irn toft heSummaryoft heRespondents ’
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . d n u o r g k c a B
s e ri a n n o it s e u Q e h t f o s tl u s e R e h t f o y r a m m u S : 1 . 4 e l b a
T ... s
l a ir e t a M e h t f o t e S d e n g i s e D e h t f o s c i p o t b u S d n a s c i p o T : 2 . 4 e l b a
T ...
e c n e t e p m o C c i s a B : 3 . 4 e l b a
T ... s
r o t a c i d n I g n i n r a e L : 4 . 4 e l b a
T ... h
T : 5 . 4 e l b a
T eSummaryoft heRespondent... e
h T : 6 . 4 e l b a
T Frequencyo fTheRespondents ’Opinio ..ns .. ... :
7 . 4 e l b a
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E R U G I F F O T S I
L S
l e d o M n g i s e D l a n o it c u rt s n I s ’ p m e K : 1 . 2 e r u g i
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7 7 78 4 8 89 4 9
1 I R E T P A H C
N O I T C U D O R T N I
s n o it c e s x i s o t n i d e d i v i d s i r e t p a h c s i h
T ,namely research background ,
m e l b o r p h c r a e s e
r ,problem ilmtiaiton ,research objecitves ,research beneftis ,and
.s m r e t f o n o it i n if e d
.
A ResearchBackground “ d e t o n ) 2 1 0 2 ( y a K c
M Engilsh sh a spread around t he wo lrd a saresul to f
l e v a rt , e d a rt l a n o it a n r e t n
i , and i ndusrty” .(p18) .Engilsh i san i mpo trant l anguage
, s a e d i , n o it a m r o f n i e r a h s o t s e it i v it c a l a n o it a n r e t n i h ti w l a e d o h w e s o h t r o
f and
. e g d e l w o n
k Therefore ,Engilsh become sone o fthe subject staugh tin forma l
. a i s e n o d n I n i l o o h c s
e h t o t g n i d r o c c
A Academic Guideilne Book o fTheology Study Program
t ,) 2 1 0 2
( heTheologyS ytud Programa sani nsttiuitonha savision t obeasupeiro r
l a u t x e t n o c d n a c if it n e i c s n i y ll a i c e p s e l e v e l l a n o it a n r e t n i n i m a r g o r p y d u t s
s e i d u t s , g n i n r a e l h g u o r h t n o it c e lf e r h ti a f n a it s ir h
C , and pastora lminisrty fo r
e
p oplei ndigni ifedecclesiasitcandnaitonal el (p. .)fi 4 Thepurposei st oserve the
h c r u h C n a i s e n o d n I f o s d e e
n , i n which the student sshould b e propheitcand they
e v a h d l u o h
s professiona l ministers in the entrie wo lrd including Indonesia
2 1 0 2 , k o o B e n il e d i u G c i m e d a c A
( ,p .4) .Therefore ,theTheologyStudyProgram
a t a M “ f o e n o s a h s il g n E s a h y ti s r e v i n U a m r a h D a t a n a S f o y tl u c a F y g o l o e h T f o
h c i h w s t c e j b u s ” a y r a k r e B h a il u
k o o B e n il e d i u G c i m e d a c
A (2012) ,the objecitve sare “student scan maste rbasic
, y r a l u b a c o v h s il g n
E understand basic Engilsh grammaitca lconsrtucitons ,and
h t y ll a i c e p s e s t x e t d n e h e r p m o
c ose related t o reilgion studies ,such a spreface t o
d o o
G New sNewTestament ,Hercules ,Herod ,OtherHerod ,sI saiah ,etc.” ( .p )3 .2
e h t s e r a p e r p t i ,s e d i s e
B studentstohavet hreeexcellence swhicharet obeablet o
n i h ti a f n a it s ir h C y ll a c it ir c e t a c i n u m m o c d n a t c e lf e
r theIndonesian oc ntex,t t o be
e l b i s n o p s e
r fo rfacing people problem, and to create j usitce and f irendly fo ral l
2 1 0 2 , k o o B e n il e d i u G c i m e d a c A ( n o it a e r
c ,p. 4 .)
s t n e d u t s e h t t a h t s ll i k s r u o f e r a e r e h
T dea lwtih wh lie they are learning
n i h s il g n
E theTheology Study Program, namely ilstening ,speaking ,reading and
. g n it ir
w Al loft heseskill sa reconducted i n t het eaching-learningprocessi norde r
.t c e j b u s e h t f o s e v it c e j b o e h t e v e i h c a s t n e d u t s e h t p l e h o
t However, in thi s
h c r a e s e
r ,the researcher’ sfocu s wa s on the reading skill . The researcher si
f o t e s a g n i n g i s e d n i d e t s e r e t n
i Engilsh reading insrtucitona lmateirals based on
y g o g a d e P n a it a n g
I fo rthe Theology Study Program students o fSanata Dharma
y ti s r e v i n
U ,sincet herea renospeciifcreadingmateiralst ha tco uldbeusedt oh elp
s t n e d u t s e h
t reacht heobjecitve soft hesubject. Andersondescir d be tha t“reading
l li k s l a it n e s s e n r a e l o t s i s a b e h t s
i because tii sthemosti mpo tran tskillt omaster ,
r e d r o n
i to ensure succes sin learning in any conten tclas swhere reading in
d e ri u q e r s i h s il g n
E ” (a sctied in Nunan ,2003 , . 1p 1 ) .Wallace(1992 )stated tha t
“readinga soneoft heskill splay sani mpo trantr olei n Engilshl anguagebecause
e g a u g n a l e s u e w y a w e h t f o s s e n e r a w a e h t s i g n i d a e
e b ir c s e d ) 2 0 0 2 ( r e ll o t S d n
a d tha t“readingi st heablitiyt o drawmeaningf romt he
h t t e r p r e t n i d n a e g a p l a p i c n ir
p e informaitonapprop irately” . )( p 9 .
h t g n i n g i s e d n
I e se t o f Engilsh reading insrtucitonal mate iral s the
r e h c r a e s e
r employe d Ignaitan Pedagogy. Kolvenbach (1993) n d ote tha t “ eth
y n a p m o c c a t h g i m s r e h c a e t h c i h w n i s y a w f o t s o h a s t s e g g u s m g i d a r a p n a it a n g I
s t n e d u t s r i e h
t , in order t o faclitiate l earning and growth t hrough encounter swtih
g n i n a e m n a m u h f o s n o it a r o l p x e d n a h t u
rt ” (p. )1 . 8 He also stated tha t“i ti sa
h n i h ti w m g i d a r a
p eren t potenita l fo rgoing beyond mere theory to become
h c a e t e w y a w e h t n i e c n e r e f fi d a g n i k a m r o f t n e m u rt s n i e v it c e f f e d n a l o o t l a c it c a r p
n r a e l s t n e d u t s r u o y a w e h t n i d n
a ” ( .p )19 .Based on thi sunderstanding ,i ti s
g n i y o l p m e r o f e t a ir p o r p p
a Ignaitan Pedagogy to help the students achieve the
. t c e j b u s e h t f o s e v it c e j b
o Besides ,theTheologyStudyProgrami soneoft hes tudy
. y t s ir e v i n U t i u s e J n i s m a r g o r
p Kolvenbach( 1993 )statedtha t“Ignaitan Pedagogy
s
i intended no tonlyf orf ormaleducaiton provided i nj esui tschools ,college sand
s e it s ir e v i n
u ,bu ti tcan be helpfu lin every form o feducaitona lservice” (p. )3 .
h c a b n e v l o K o t g n i d r o c c
A (1993 ,) “Ignaitan pedagogy assume stha two lrd view
n i s y a w t i c il p x e e r o m g n it s e g g u s d n o y e b p e t s e n o s e v o m d n
a which Ignaitan
s s e c o r p g n i n r a e l g n i h c a e t e h t n i d e t a n r a c n i e b n a c s e u l a
v ”( p .10).
s n o s a e r e h t , n o i s u l c n o c n
I f or designi ng are based on t wo consideraitons .
, t s ri
F there a re no speciifc reading mateiral swhich are avaliable to help the
h t e v e i h c a s t n e d u t
s eobjecitve soft hesubject .Therefore, t heresearche rwants to
rt s n i g n i d a e r h s il g n E f o t e s a e d i v o r
p ucitona lmateirals . Second, many wirtten
t r o p p u s o t t n a tr o p m i e r a h c i h w y g o l o e h T o t d e t a l e r s k r o
h T . h s il g n E n i n e tt ir w e r a s s e c o r
p eresearcherexpectst hemateiral swli lh elp the
s t n e d u t
s to reach the objecitve so fthe subjec tand w iill mprove ht e students ’
g n i d a e
r skli.l
.
B ResearchProblem s i h t f o s m e l b o r p e h
T researchcanbef ormulatedasf ollows:
.
1 How i sa se to fEngilsh reading insrtucitona lmateiral sbased on Ignaitan
y g o g a d e
P fo rTheologyStudyPrograms tudent so fSanataDharmaUniverstiy
? d e n g i s e d
.
2 Wha tdoe sthe designed ts fe o Engilsh reading insrtucitona lmateiral slook
? e k il
.
C ProblemLimtia iton
T shi research i s ilmtied t o designi a sng e to fEngilsh reading insrtucitona l
mateiral sbasedon I gnaitan Pedagogy fort hef ris tsemeste rstudent so fTheology
m a r g o r P y d u t
S o fSanataDharmaUniverstiy .A sstated i n t heresearch problem ,
e h t y h w s n o s a e r o w t e r a e r e h
t researcher chose reading .Frist ,there a re no
l a ir e t a m g n i d a e r e l b a li a v
a s yett o faclitiatet hestudents t o achieve t heobjecitve s
e h t f
o subject .Second ,many wirtten workst hestudent sdea lwtih arew irtten i n
t I . h s il g n
E i sfor t hefris tsemester, sinceEngilsh especially reading i st aughti n
.r e t s e m e s s i h
t Thecourser unsf romAugustt o j anuary everyyear . tIi sconducted
.
D ResearchObjecitves s i h t f o s e v it c e j b o e h
T researchareasf ollows:
.
1 To ifnd ou thow t he se to fEngilsh reading i nsrtucitona lmateirals based on
y g o g a d e P n a it a n g
I fo rTheology Study Program student so fSanataDharma
. d e n g i s e d s i y ti s r e v i n U
.
2 To present t he designed se to fEngilsh reading i nsrtucitona lmateiral sbased
y g o g a d e P n a it a n g I n
o fo r Theology Study Program student s o f Sanata
y ti s r e v i n U a m r a h
D .
.
E ResearchBenefti s e
h
T researcherexpected t hatt hi sresearch wouldcontirbutesomebeneift s
u t c e l h s il g n E , m a r g o r P y d u t S y g o l o e h T f o s t n e d u t s e h t r o
f rer so fTheologyStudy
, m a r g o r
P Engilsh Language Educaiton Study Program , and insrtucitona l
.s r e n g i s e d
.
1 Student so fTheologyStudyProgram
e h
T researcher hope sthe designed mateiral shelp the student simprove
. ll i k s g n i d a e r ri e h
t Thestudent swli lbemoitvatedt o l earn Engilsh and i nterested
.s l a ir e t a m h s il g n E g n i d a e r n
i Moreover , the student s are able to reach the
y r a l u b a c o v r i e h t e v o r p m i n a c y e h T . t c e j b u s e h t f o s e v it c e j b
o , gramma r
.
2 Engilshl ecturer so fTheologyStudyProgram
e h
T researcherhope sthedesigned mateiralcan f uncitonast hemain book
o
t help the Engilsh lecturers in the Theology Study Program improve thei r
. g n i d a e r g n i h c a e t n i s e i g e t a rt s d n a s e u q i n h c e t
.
3 EngilshLanguageEducaitonStudyProgram
e h
T researcherhope sthedesignedmateirals serve sa oneo fthereference s
i n h c e t e h t e v o r p m i o
t que sandsrtategie sbothlecture sand student sint heEngilsh
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 sincet heyaredeailngwtih t eaching-learning
.s s e c o r p
.
4 Insrtucitona lDesigners
e h
T researcher hope sthe designed mateirals help othe rdesigner sto be
s e d n i e v it a v o n n i d n a e v it a e r c e r o
m igningr eadingi nsrtucitona lmateirals.
.
F De ifniitono fTerms
y a w a h c u s n i d e n if e d e r a h c r a e s e r s i h t n i d e s u s m r e t e h t ll
A os that t hey
s i h t f o s e v it c e j b o e h t s a l l e w s a d e s s u c s i d g n i e b c i p o t e h t r o f e t a ir p o r p p a e b l li w
w t a h t s m r e t e h T . h c r a e s e
r i ll be deifned are design ,insrtucitona lmateirals ,
, g n i d a e
r IgnaitanPedagogy ,andTheologyStudyPrograms tudent .s
.
1 Design
) 7 7 9 1 ( p m e
K descirbed t “hat design i sa plan which i sappiled in every
s t n e m e l e l a it n e s s e e e r h t s a h t i d n a n o it a c u d e f o l e v e
l ”(p.8). According t o Kemp
e r a s t n e m e l e l a it n e s e e e r h t e h t , ) 7 7 9 1
( “objecitves o fthe learning acitviites ,
n o it a u l a v e d n a , s e c r u o s e
s l a ir e t a m l a n o it c u rt s n i g n i d a e r h s il g n E f o t e s w e n a e g n a r r
a based on Ignaitan
y g o g a d e
P to faclitiate the Theology Study Program student sin t he teaching
-.s s e c o r p g n i n r a e l
.
2 Insrtucitona lMateirals
o t g n i d r o c c
A DickandRaiser (1989) ,“Engilsh i nsrtucitona lmateiralsrefer s
r o k o o b t x e t , s t u o d n a h s a h c u s s l a ir e t a m d e t n ir p e h t o
t magazine swhich are
s l a ir e t a m g n i h c a e t e h t r o f r e h c a e t e h t y b e d a m r o d e t c e l e
s ” (p.3) . He also
e n i a l p x
e d thatt hemateiral scan bei n t hef orm o f“p irnted mateirals ,compute r–
t c u rt s n i d e t s i s s
a ion and t elevised i nsrtuciton” (p.3) .In t hi sresearch ,the Engilsh
m r o f l l a s a d e n if e d e b n a c s l a ir e t a m l a n o it c u rt s n
i s fo the mateiral swhich are
e t a ir p o r p p
a f ortheteachingmateirals .
.
3 Reading
ll e h c ti
M (1982 )de ifned tha t“reading i sthe ablitiy to make sense o f
s l o b m y s d e t n ir p r o n e tt ir
w ” (p .67 .) According to Nunan (2003) ,reading w as
s a d e n if e
d “a lfuen treader scombining informaiton o fa tex tand thei rown
g n i n a e m d li u b o t e g d e l w o n k d n u o r g k c a
b ”( p. )6 .8 Themeaningofr eading i n t hi s
h c r a e s e
r ist heablitiyoft hes tudents ot understandt hei nformaitonf romt het ext.
.
4 IgnaitanPedagogy
, ) 3 9 9 1 ( h c a b n e v l o K ( o t g n i d r o c c
A Ignaitan Pedagogy which i s“deirved
n i s e d i v o r p n o it a c u d e l a m r o f r o f y l n o t o n d e d n e t n i s i a l o y o L s u i s a n g I t n i a S m o r f
, s e it i s r e v i n u d n a s e g e ll o c , s l o o h c s t i u s e
J bu ti tcan be helpfu lin every form o f
e c i v r e s l a n o it a c u d
e ” (p .10). He explained tha t“i ti sactually insp ried by the
e h t n i d e d r o c e r s u it a n g I .t S f o s e c n e ir e p x
, s u s e J f o y t e i c o S e h t f o s n o it u ti t s n o
C andi n t heJesui tRa itonStudiorum”( p .10) .
, n o it i d d a n
I Kolvenbach (1993) stated that , “Ignaitan pedagogy assume stha t
h c i h w n i s y a w t i c il p x e e r o m g n it s e g g u s d n o y e b p e t s e n o s e v o m d n a w e i v d lr o w
g n i h c a e t e h t n i d e t a n r a c n i e b n a c s e u l a v n a it a n g
I -learningprocess”( p .10) .“There
: y g o g a d e P n a it a g I n i d e v l o v n i e r a s p e t s e v if e r
a context ,expeirence ,relfeciton ,
n o it a u l a v e , n o it c
a ” (Kolvenbach ,1993 , )p.2 1
.
5 TheologyStudyProgramStudents
e h t o t g n i d r o c c
A Academic Guideilne B ko o o fTheology Study Program
(2012) ,the Theology Study Program i sone o fthe study program sin Theology
f o s d e e n e h t e v r e s o t d e m i a s i h c i h w , y ti s r e v i n U a m r a h D a t a n a S f o y tl u c a F
h c r u h C n a i s e n o d n
I (p. )4 .I twa sdescirbed tha t“the student sare majortiy the
e r g n o c y n a m m o r f t s e ir p a f o s e t a d i d n a
c gaitons o rconvents” (p.4) .Thi sstudy
m a r g o r
p i sheld du irng eigh tsemesters ,and a tfe rthe graduaiton ,the student s
n i a t b
o Sarjana Sastra .According to Cannon o fLaw, atfe rgraduaitng from the
, y d u t
s “thep ires twillf ul ifllt hedu ite so fpastora lministrysucha sapairshp irest ,
, r e tt a m r o f
a and a teache ro ra lecturer .I tdepend son the congregaiton or et h
t n e v n o
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
e h t r o f s i s a b e h t s a d e y o l p m e s e ir o e h t e m o s s r e v o c r e t p a h c s i h T
t n o g n i d n a t s r e d n u e r o m n i a g o t s m i a t I . n o i s s u c s i
d he basic p irnciple so fthe
h c r a e s e
r , so tha tthe problem sstated could be solved .The discussion in thi s
s e ir o e h t t n a v e l e r e h t s e s s u c s i d t a h t n o it p ir c s e d l a c it e r o e h t s e d u l c n i r e t p a h c
s i h t g n i y lr e d n
u research and theoreitca lframework tha tfocuse son the step sin
g n i p o l e v e
d thedesignedmateiral .s
.
A Theoreitca lDescrip iton e
h
T research aim s to develop a se t o f Engilsh reading insrtucitona l
s l a ir e t a
m based on Ignaitan Pedagogy fo rTheology Study Program Student so f
y ti s r e v i n U a m r a h D a t a n a
S .Therefore, in this seciton ,the researcher i sgoing to
t u o b a s s u c s i
d insrtucitona l design theory , Ignaitan Pedagogy , and teaching
reading.
.
1 Instrucitona lDesignTheory “ , ) 7 7 9 1 ( p m e K o t g n i d r o c c
A insrtucitona l design i s a method o f
e b l li w s e v it c e j b o e h t t a h t o s s s e c o r p l a n o it c u rt s n i e h t g n it n e m e l p m i y l e v it c e f f e
d e v e i h c
a ” (p .5). He explained t hat i tisi mpo trant t o be considered i n designing
s a s l a ir e t a m l a n o it c u rt s n
i “i tfunciton sto give a guideilne fo rdesigning the
s l a ir e t a
e s o p o r p e
H d eigh telementst ha trequ rie constant planning ,design ,developmen t
n o it c u rt s n i e v it c e f f e e r u s n e o t t n e m s s e s s a d n
a (Kemp, 1977 ,p .5).
.
a Determiningt heGoals ,Topics ,andGenera lPurposes o
t g n i d r o c c
A Kemp (1997), i n t hi sstep “thedesigne rconsiderst hegoals ,
g n i h c a e t f o e s o p r u p l a r e n e g e h t s e t a t s d n a c i p o t e h t s t s
il ” .(p 1 )5 . tIi si ntended t o
. n o it c u rt s n i f o e s u a c e b n r a e l o t d e t c e p x e y ll a r e n e g s t n e d u t s e h t t a h w t u o e r u g if
d l u o h s s c i p o t e h t f o n o it c e l e s e h
T bef romt hes implet ocomplexl evel ,ands hould
t n e t n o c t c e j b u s e h t h ti w n o it a l e r r o c e h t r e d i s n o c o s l
a (Kemp, 1997, .p 16).
.
b Learners ’CharacterisitcI den itifca iton o
t g n i d r o c c
A Kemp (1977), in thi s step “the designe r ifnd s ou t the
d e n g i s e d e r a s n o it c u rt s n i e h t m o h w m o r f s r e n r a e l e h t f o s c it s ir e t c a r a h
c ” .(p 1 ) .8
e s u a c e b t n a tr o p m i y r e v s i p e t s s i h
T the students ’characteirsitc sin lfuence the
c e d n i s i s a h p m
e idingt hei nsrtucitona ldesign (Kemp, 1997, .p 18).
.
c SpecfiyingLearningObjecitves K
o t g n i d r o c c
A e (mp 1977),i nt hiss tep“thedesigners peciifest hel earning
t a h w t a h t o s s e v it c e j b
o students ’performance sareexpectedt oachieveareclealry
n w o n
k ” .( 3p 2 ) .Theobjecitvess houldbemeasurableandunambiguous.
.
d LisitngSubjec tContent o
t g n i d r o c c
A Kemp (1977) “the subjec tconten tsuppo tr seach objecitve”
. p
( )44 . tIi ncludest heorganizaitonoft heconten tandt askanalysi .sI n organizing
d e h t , t n e t n o c e h
t esigne rprepare sthe outilne o fthe informaiton tha twli lbe
l a r u d e c o r p e h t s t s il r e n g i s e d e h t , k s a t e h t g n i z y l a n a n i , e li h w n a e M . t h g u a t
g n i h c a e t n i d e y o l p m e e b l li w t a h t s t n e m e l
.
e P -reassessment o t g n i d r o c c
A Kemp (1977 ) thi s step “aim s to know the background
s c i p o t e h t n o s t n e d u t s e h t f o e g d e l w o n
k ” .( )p 51 .Pre-assessmen thast wokind so f
e r p y l e m a n , t s e
t -requistie tesitng and pre-tesitng .The fris tkind o ftes taim sto
l w o n k c i s a b e h t d a h y d a e rl a e v a h s t n e d u t s e h t r e h t e h w e n i m r e t e
d edgeoft het opic .
y d a e rl a e v a h s t n e d u t s e h t s e v it c e j b o h c i h w d n if o t s m i a d n o c e s e h t , e li h w n a e M
d e r e t s a
m (Kemp, 1997, p .51).
.f SelecitngTeaching-LearningAcitvi ite sandI nstrucitona lResources o
t g n i d r o c c
A Kemp (1977) in t hi sstep “the designe rselects t het eaching
t a h t o s t n e t n o c t c e j b u s e h t t a e rt t a h t s e c r u o s e r l a n o it c u rt s n i d n a s e it i v it c a g n i n r a e l
s e v it c e j b o e h t h s il p m o c c a d l u o c s t n e d u t s e h
t ” (p. )55 .The designe rcould adjus t
n a f o n o it a e r c e h t t r o p p u s o t s d o h t e m d n a s l a ir e t a m e h
t effecitve and efifcien t
g n i h c a e
t -learningprocess (Kemp, 1997, p .55).
.
g Coordina itngSuppor tServices o
t g n i d r o c c
A K pe (m 1977 ,) in t hi sstep “thedesigne rcoordinate ssuppor t
f , t e g d u b s a h c u s s e c i v r e
s aciilites ,personnel ,equipment ,and schedules t o carry
n a l p l a n o it c u rt s n i e h t t u
o ” .( )p 84 .Thes uppo trs ervicess houldbewel lpreparedt o
n a l p e h t g n i n g i s e d n i s t n i a rt s n o c e l b i s s o p y n a t n e v e r
p (Kemp, 1997, .p 48 ).
.
h ConducitngEvalua iton o
t g n i d r o c c
A Kemp (1977 ,) in thi s step “the designe r evaluate s the
e s i v e r o t r e d r o n i s e v it c e j b o f o t n e m h s il p m o c c a r i e h t f o s m r e t n i g n i n r a e l s ’ r e n r a e l
e r d n
ll u f s s e c c u s e r a s l a ir e t a m e h t r e h t e h w k c e h c o t d e t c u d n o c s i n o it a u l a v
e y
s t n e d u t s e h t r o f d e t n e m e l p m
i (Kemp, 1997, p .91).
( p m e
K 1977 )explained t ha t“theproces so fdesigninganddeveloping the
h ti w t r a t s o t y d a e r s i r e n g i s e d e h t t n e m e l e r e v e h c i h w h ti w d e tr a t s e b n a c s l a ir e t a m
c a b d e v o m e b n a c d n
a kandf o trht ot heothers teps”(p .92). The ifgureo fKemp’ s
1 . 2 e r u g i F n i d e t n e s e r p s i l e d o
m .
1 . 2 e r u g i
F :Kemp’sI nstrucitona lDe isgnModel( Kemp ,1977 , )p.9
s e v it c e j b o g n it a l u m r o f e h t s e z i s a h p m e l e d o m n g i s e d l a n o it c u rt s n i s ’ p m e K
d n
a theachievements oft hei nsrtuciton .Therefore, i n designingt hemateiral ,st he
f o n o it a t p a d
a Kemp’si nsrtucitona ldesignmodeli sadapted. e
s i v e R
, s c i p o t ,l a o G
l a r e n e g d n a
s e s o p r u p
’ s r e n r a e L
s c it s i r e t c a r a h c
g n i n r a e L
s e v it c e j b O
t c e j b u S
t n e t n o c
e r P
-t n e m s s e s s a g
n i h c a e
T -learning d n a s e it i v it c a
s e c r u o s e r t r o p p u S
e c i v r e s
.
2 Igna itanPedagogy
h c a b n e v l o K o t g n i d r o c c
A (1993 ,) “pedagogyi st heway i n whicht eacher s
t n e m p o l e v e d r i e h t n i s r e n r a e l y n a p m o c c
a ” (p. )1 .0 He explained tha t ti mus t
e s e h T . d e t a c u d e e b o t n o s r e p n a m u h l a e d i e h t f o n o i s i v a d n a w e i v d lr o w a e d u l c n i
e r a n o it i d a rt l a n o it a c u d e n a f o s t c e p s a l l a h c i h w s d r a w o t d n e e h t ,l a o g a e d i v o r p
a e m f o s e c i o h c r o f a ir e ti r c e d i v o r p o s l a y e h T . d e t c e ri
d nst obeusedi n t heproces s
n o it a c u d e f
o (p .10 .)
“ t a h t d e t a t s ) 3 9 9 1 ( h c a b n e v l o
K Ignaitan Pedagogy which i sdeirved from
it a c u d e l a m r o f r o f y l n o t o n d e d n e t n i s i a l o y o L s u i s a n g I t n i a
S onprovidesi nJesui t
f o m r o f y r e v e n i l u f p l e h e b n a c t i t u b , s e it i s r e v i n u d n a s e g e ll o c , s l o o h c s
e c i v r e s l a n o it a c u d
e ” . (p 7) .He also added tha ti ti sactually “inspried by the
e h t n i d e d r o c e r s u it a n g I .t S f o s e c n e ir e p x
e Spritiua lExcercises ,in PatrI V of the
, s u s e J f o y t e i c o S e h t f o s n o it u ti t s n o
C andi nt heJesui tRaitonStudiorum”( p. .)7
o t g n i d r o c c
A Kolvenbach (1993 , )p. 3 ,Ignaitan Pedagogy i sinspried by
e l b a u l a v r e h t a g n a c h ti a f s i h t e r a h s t o n o d o h w e s o h t n e v e , r e v e w o H . h ti a f
s i h t m o r f s e c n e ir e p x
e documen tbecauset hepedagogy i nspried by S.t I gnaitusi s
s g n i n n i g e b s ti m o r f y g o g a d e p s i h T . l a s r e v i n u y lt n e u q e s n o c d n a n a m u h y l d n u o f o r p
. g n i n r a e l d n a g n i h c a e t r o f s d o h t e m f o n o it c e l e s n i c it c e l c e n e e b s a h
“ t a h t d e t a t s ) 3 9 9 1 ( h c a b n e v l o
K Ignaitan pedagogy assume stha two lrd
n a it a n g I h c i h w n i s y a w t i c il p x e e r o m g n it s e g g u s d n o y e b p e t s e n o s e v o m d n a w e i v
s s e c o r p g n i n r a e l g n i h c a e t e h t n i d e t a n r a c n i e b n a c s e u l a
v .( )p 2 .0 Besides ,healso
n a “ t a h t d e t a t
s Ignaitan paradigmsuggest sahos to fwaysi nwhicht eacher smigh t
s t n e d u t s r i e h t y n a p m o c c
g n i n a e m n a m u h f o s n o it a r o l p x e d n a h t u rt h ti w s r e t n u o c n
e ”( p. )2 . 0 Moreove rhe
i “ t a h t d e n i a l p x
e ti sa paradigm wtih inheren tpoten ita lfo rgoing beyond mere
e c n e r e f fi d a g n i k a m r o f t n e m u rt s n i e v it c e f f e d n a l o o t l a c it c a r p e m o c e b o t y r o e h t
n r a e l s t n e d u t s r u o y a w e h t n i d n a h c a e t e w y a w e h t n
i ”( p .21) .Accordingt o him
3 9 9 1
( ,)t hemode lo fexpeirence,r elfeciton ,and acitoni s n to solelyan i nteresitng
a e d
i wo trhy o fconsiderable discussion ,nor ti si simply an intirguing proposa l
e t a b e d y h t g n e l r o f g n il l a
c (p .21). The ifgureo fIgnaitan paradigmi spresented i n
. 2 e r u g i
F 2 .
2 . 2 e r u g i
F :I gna itanParadigm(Kolvenbach ,1993 , 9p.1 ) c
c
A ording to Kolvenbach (1993) “a , c iritcally impo tran t note o f the
f o n o it c u d o rt n i e h t s i m g i d a r a p n a it a n g
I re lfeciton a san essenita ldynamic” (p.
) 0
2 .He explained “fo rcentu ires student sexpe irence a lesson clealry presented
f o t r a p e h t n o n o it c a t n e u q e s b u s r o f s ll a c r e h c a e t e h t d n a d e n i a l p x e y l h g u o r o h t d n a
t a h w t a h t , y r o m e m m o r f g n it i c e r y lt n e u q e r f , e t a rt s n o m e d y e h t y b e r e h w s t n e d u t s
n o it c A n
o it c e lf e R
y ll u f s s e c c u s n e e b , d e e d n i , s a h d e t a c i n u m m o c s a
w absorbed” (p .20) .Research
r e v
o the pas ttwo decade sha sproven itme and again ,tha teffecitve learning
h t s r u c c
o rough t hei nteraciton of t hel earne rwtih expeirence (Kolvenbach, 1993 ,
.
p 12 ) .A sat eachingmodel ,learningiss eirouslydeifcientf ort wor easons:
.
1 Expe irence i s expected to move beyond rote knowledge to the
, g n i d n a t s r e d n u f o s ll i k s g n i n r a e l x e l p m o c e r o m e h t f o t n e m p o l e v e d
n o it a u l a v e d n a , s i s e h t n y s , s i s y l a n a , n o it a c il p p
a (Kolvenbach, 1993 ,p .
1 2 ).
.
2 I twouldl ackt hecomponen to fre lfecitonwheres tudent sarei mpelledt o
o t d n a y d u t s y e h t t a h w f o e c n a c if i n g i s d n a g n i n a e m n a m u h e h t r e d i s n o c
f o s n o s r e p s a w o r g o h w s r e n r a e l e l b i s n o p s e r s a g n i n a e m t a h t e t a r g e t n i
e t e p m o
c nce ,conscience ,andcompassion (Kolvenbach, 1993 ,p .21).
a “ , ) 3 9 9 1 ( h c a b n e v l o K o t g n i d r o c c
A comprehensiveI gnaitan Pedagogica l
y lt i c il p x e e r o m e h t s a l l e w s a g n i n r a e l f o t x e t n o c e h t r e d i s n o c t s u m m g i d a r a P
s s e c o r p l a c i g o g a d e
p (p .21) .In addiiton ,i tshould poin tto way sto encourage
e n n e p
o sst o growth even atfer t hestuden tha scompleted any i ndividuall earning
e l c y
c (Kolvenbach, 1993 ,p .21) .
o t g n i d r o c c
A Kolvenbach (1993 , p.21 )Therearef ives tep sarei nvolved in
y g o g a d e P n a it a n g
I :context ;expe irence;relfeciton ;aciton ;evaluaiton.
.
a Contex to fLearning o t g n i d r o c c
A Kolvenbach (1993 ) “persona l care and concern fo rthe
s i h c i h w , l a u d i v i d n
i t he hallmark o fJesui t educaiton ,requrie s tha t the lfie
y g o g a d e P n a it a n g I n a n i t n i o p g n it r a t s e h t s y a w l a , e c n e ir e p x
h t d e n i a l p x
e a t“wemus tknowa smuch a swecanaboutt heactua lcontex twtihin
s e c a l p e k a t g n i n r a e l d n a g n i h c a e t h c i h
w ”( p. )2 .1 Therefore ,hesuggested t ha ta s
s r e h c a e
t ,“weneed t o understand t hewo lrd of t hestuden,t i ncluding t heways i n
e e p , s d n e ir f , y li m a f h c i h
w rs ,youth cu tlureandmore sa swell a ssocia lpressures ,
s e it il a e r r e h t o d n a , c i s u m , tr a , a i d e m , n o i g il e r , s c i m o n o c e , s c it il o p , e fi l l o o h c s
s t n e d u t s e h t t c e f f a d n a d lr o w t a h t t c a p m
i ” (p . )2 . 1 I texplain stha tthe actua l
g n i h c a e t n i t n a tr o p m i y ll a e r s i s t n e d u t s e h t f o t x e t n o
c -learningproces .s
, e r o f e r e h
T according to Kolvenbac , h (1993) “teacher sa swel la sothe r
f o t n u o c c a e k a t d l u o h s y ti n u m m o c l o o h c s e h t f o s r e b m e
m ”( p .23):
)
1 Therea lcontex to fastuden’tsl fiewhich i nclude sfamliy ,peers ,
a i d e m , s c it il o p , fl e s ti n o it u ti t s n i l a n o it a c u d e e h t ,s n o it a u ti s l a i c o s
r o f t n e d u t s e h t n o t c a p m i n a e v a h e s e h t f o l l A . s e it il a e r r e h t o d n a
. e s r o w r o r e tt e
b (Kolvenbach, 1993 ,p .23).
)
2 Thesocio-economic ,po ilitca landcutlura lcontex twtihinwhicha
n o s r e p a s a h t w o r g r e h r o s i h t c e f f a y l s u o ir e s n a c s w o r g t n e d u t s
s r e h t o r o
f (Kolvenbach, 1993 , 3p.2 ).
)
3 The insttiuitona lenvrionmen to fthe schoo lo rlearning center ,
s n o it a t c e p x e , s m r o n f o k r o w t e n e lt b u s n e tf o d n a x e l p m o c e h t ,. i. e
e fi l l o o h c s f o e r e h p s o m t a e h t e t a e r c s p i h s n o it a l e r y ll a i c e p s e d n a
(Kolvenbach, 1993 ,p .24).
)
4 Wha tpreviously acqu ried concept sstudent sb irng wtih them to
tr a t s e h
t oft hel earningprocess .Thei rpoin to fviewand i nsight s y
a m y e h t t a h
.
b Experience
i “ t a h t d e t a t s ) 3 9 9 1 ( h c a b n e v l o
K n the fris tplace thi scall sfo rknowing
, s t p e c n o c , s t c a
f and p irnciples” (p .25) .He explained tha t“thi srequrie sone to
e t a u l a v e d n a e z y l a n a o t ,s t n e v e d n a s d r o w f o s e n o tr e v o d n a n o it a t o n n o c e h t e b o r p
n o s a e r o t ,s a e d
i ”( p. )2 .6 Accordingt ohim“Ignaitu surgest hatt hewholeperson
-ll i w d n a t r a e h , d n i
m -should entert hel earning expeirence”( p. )2 .6 Hestated t ha t
s u it a n g I
“ encourages useoft hei maginaitonand t hef eeilng sa swel last hemind
e c n e ir e p x e n
i ”( p .27) .
o t g n i d r o c c
A Kolvenvbach (1993 , 27), p. we use the term expeirence to
p s a r g e v it i n g o c a o t n o it i d d a n i h c i h w n i y ti v it c a y n a e b ir c s e
d oft hematte rbeing
. t n e d u t s e h t y b d e r e t s i g e r s i e r u t a n e v it c e f f a n a f o n o it a s n e s e m o s , d e r e d i s n o
c He
n i t a h t d e n i a l p x
e any expeirence ,“data a reperceived by t he studen tcogniitvely
g n it a g it s e v n i , g n i n o it s e u q h g u o r h
t ti selement sandr elaitonships(p .27 .)
h , ) 7 2 . p , 3 9 9 1 ( h c a b n e v l o K o t g n i d r o o c
A umanexpeirencemaybeetihe r
. s u o ir a c i v r o t c e ri
d Heexplained t ha t“driec texpeirence i sacogniitveknowing ,
e h t o t f o o l a d n a t n a t s i d r e d a e r e h t e v a e l n a c , r e v e w o
h human dimension sof t he
m r o t
s ” (p .27) . tI occur sin interpersona lexpeirence ssuch a sconversaiton so r
n i n o it a p i c it r a p , s t c e j o r p e c i v r e s , s p ir t d l e if , s n o it a g it s e v n i y r o t a r o b a l ,s n o i s s u c s i d
e k il e h t d n a , s tr o p
s (Kolvenbach, 1993 ,p .27).
h c a b n e v l o
K (1993, .p 82 )noted that in studie sdriec texpeirence i sno t
n i e c n e ir e p x e s u o ir a c i v h g u o r h t d e v e i h c a n e tf o s i g n i n r a e L . e l b i s s o p s y a w l a
g n i n r a e l e h t n i t n e d u t s e v l o v n i o t r e d r o n I . r e h c a e t a o t g n i n e t s il r o , g n i d a e r
d e g n e ll a h c e r a s r e h c a e t , l e v e l n a m u h a t a y ll u f e r o m e c n e ir e p x
e h t r e t n e n a c s t n e d u t s t a h t o s y l e s i c e r p s e s n e s e h t f o e s u d n a n o it a n i g a m i ’ s t n e d u t s
f o e s u , g n i y a l p e l o r , s n o it a l u m i s e s u n a c r e h c a e t e h T . y ll u f e r o m d e i d u t s y ti l a e r
c t a h t e k il e h t d n a s l a ir e t a m l a u s i v o i d u
a anbehelpful (Kolvenbach, 1993 , 28). p .
, n o i s u l c n o c n
I thei mpo trantt hing i sno tabou twhethert heexpe irencei s
s u o ir a c i v r o t c e ri
d .Kolvenbach (1993 )explained tha tthe impo tran tthing i s
“learner s need to be attenitve and acitve in achieving comprehension and
e h t f o g n i d n a t s r e d n
u humanr ealtiyt ha tconfrontst hem”( p. )2 . 8
.
c Re lfeciton
According to Kolvenbach (1993), “a t thi s leve l the memory , the
d n a g n i n a e m e h t e r u t p a c o t d e s u e r a s g n il e e f e h t d n a n o it a n i g a m i , g n i d n a t s r e d n u
e h
t value o fwha ti sbeing studied” (p .28) .Thi srelfeciton i sa formaitve and
t a h t r e n n a m a h c u s n i s r e n r a e l e h t f o e c n e i c s n o c e h t s m r o f t I . s s e c o r p g n it a r e b il
d n u o t , g n i w o n k d n o y e b e v o m o t d e l e r a y e h
t etrakeaciton(Kolvenbach, 1993 ,p .
9 2 ).
) 3 9 9 1 ( h c a b n e v l o
K noted tha t“we use the term relfeciton to mean a
r o e s o p r u p , a e d i , e c n e ir e p x e , r e tt a m t c e j b u s e m o s f o n o it a r e d i s n o c l u ft h g u o h t
y ll u f e r o m e c n a c if i n g i s s ti p s a r g o t r e d r o n i , n o it c a e r s u o e n a t n o p
s ” (p .29) .
a t a h t d e t a t s ) 0 3 . p , 3 9 9 1 ( h c a b n e v l o
K majo rchallenget oat eache ratt hi sstageo f
’ s t n e d u t s n e d a o r b l li w t a h t s n o it s e u q e t a l u m r o f o t s i m g i d a r a p g n i n r a e l e h t
w e i v r e d i s n o c o t m e h t l e p m i d n a s s e n e r a w
a -point so fother .s
Kolvenbach (1993 ,p. 31 )explained tha twe know tha texpeirence and
a n o it c e lf e
e m o s t i h ti w s e ir r a c n o it c e lf e r l l a d n a , n o it c e lf e r f o t n u o m a e m o s t u o h ti w
ll e t n
i ectua lo raffecitveexpeirences.
.
d Aciton
,) 3 9 9 1 ( h c a b n e v l o K o t g n i d r o c c
A “relfeciton develop sand mature swhen
t n e m ti m m o c d n a s n o i s i c e d s r e t s o f t
i ” (p .3 )2 .The term aciton refer sto i nterna l
s ti s a l l e w s a n o p u d e t c e lf e r n e e b s a h t a h t e c n e ir e p x e n o p u d e s a b h t w o r g n a m u h
y ll a n r e t x e n o it a t s e fi n a
m (Kolvenbach ,1993 ,p. 33) . tIi nvolvest wos teps:
)
1 Inteiro irzedChoice
c c o e c i o h c
A ur swhen a person decide sthat rtuth i st
