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and field-trial evaluation. Each type of evaluation provides a different type of information that can be used to improve the instruction.
Step 9: Revise Instruction In revising the instruction, data from the formative evaluation are summarized
and interpreted to identify difficulties experienced by learners in achieving the objectives and to relate these difficulties to specific deficiencies in the instruction.
The data from formative evaluation are not simply used to revise the instruction itself, but are used to reexamine the validity of the instructional analysis and the
assumptions about the entry behaviors and characteristics of learners. By incorporating the reexamined statements of performance objectives and reviewed
instructional strategy, the instructional tool will be more effective. Step 10: Design and Conduct Summative Evaluation
It is an evaluation of the absolute andor relative value or worth of the instruction and occurs only after the instruction has been formatively evaluated and
sufficiently revised to meet the standards of the designer. Since the summative evaluation usually does not involve the designer of the instruction but instead
involves an independent evaluator, this component is not considered an integral part of the instructional design process.
In designing English writing instructional materials, the writer adapted three steps of Dick and Carey‟s model. They are identifying instructional goals step 1,
analyzing learners and contexts step 3, and writing performance objective step 4.
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The steps were adapted in order to know the characteristics of the learners. Based on the characteristics, the writer identified the goals of learning writing, and after that the
writer decided the objectives of learning process.
b. Yalden’s Model
In designing a set of instructional materials, Yalden offered a communicative syllabus 1987. A communicative syllabus structured is different from those for
selecting the linguistics contents p. 86. It means that the syllabus has to ensure that the learners acquire the ability to communicate.
There are seven stages presented by Yalden 1987 to design communicative syllabus. The stages are summarized briefly as follows.
1 Needs Survey This stage is used to gather the information about the learners such as personal
needs, motivation, and learners characteristics. This survey is conducted to know the local learners‟ needs.
2 Description of Purpose This description of purpose to be prepared in terms of student characteristics and
student skills „on entry to‟ and „on exit from‟ the program.
3 SelectionDevelopment of Syllabus Type Considering what Yalden 1987 stated
, “there is no single model of syllabus design which is universally agreed upon
” p. 108. That is why the designer
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should modify some existing types of syllabus to produce a completely learner- centered approach.
4 Production of a Proto-syllabus In this stage, the content of syllabus is decided to be covered in the program. The
designer should select and combine the items to determine the content of syllabus.
5 Production of a Pedagogical Syllabus The pedagogical syllabus development of teaching, learning and testing
approaches consists of development of teaching materials and testing sequences and decisions on testing instruments.
6 Development and Implementation of Classroom Procedures The next stage is development of classroom procedures such as selection of
exercise types and teaching technique, preparation of lesson plan, and preparation of weekly schedules.
7 Evaluation Evaluation is the final stage in Yalden‟s model. The evaluation describes the
evaluation of the students, the evaluation of the program, and the evaluation of the teaching as well as the over-all design of the course.
To make the Yalden‟s instructional model clearer, the following is the figure of that model.
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Figure 2. 2. Language Program Development Yalden, 1987
All stages of Yalden‟s model would not be applied in designing a set of English writing materials for TSP students. The writer adapted three stages from
Yalden‟s model, namely selectingdeveloping syllabus type stage 3, producing a pedagogical syllabus stage 5, and evaluation stage 7.
Those two models discussed previously used as the basis to make the writer‟s
model. It is made to describe steps that are taken by the writer in order to answer the research problems as stated in Chapter I. By adjusting two models, the writer decided
to take six steps; three steps are taken from Dick and Carey‟s Model, and three left
steps adjusted from Yalden‟s model. Furthermore, the writer designed English materials based on Ignatian
Pedagogy. Ignatian Pedagogy was chosen to identify the instructional goals, write performances objective, select syllabus, and decide teaching and learning activities.
The description of Ignatian Pedagogy is explained as follows.
Needs Survey
Descrip -tion of
purpose Selection
Develop ment of
syllabus type
Produc- tion of
a proto- syllabus
Produc- tion of
pedago- gical
syllabus Develop-
ment and implemen-
tation of classroom
procedures Evalu-
ation
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2. Ignatian Pedagogy
In designing English writing instructional materials for Theology Program Students, the writer would like to apply Ignatian Pedagogy: A Practical Approach as
the ground of the theory. According to Kolvenbach 1993, Ignatian Pedagogy is “a
paradigm that speaks to the teaching-learning process, that addresses the teacher- learner relationship, and that has practical meaning and application for the classroom
p. 8”. This pedagogy is inspired by the principles of Ignatius‟ Spiritual Exercises, in Part IV of the Constitution of the Society of Jesus, and in the Jesuit Ration Studiorum
Kolvenbach, 1993:3. Furthermore, it is explained that Ignatius Loyola adapted the “modus Parisiensis,” the ordered pedagogical approach employed at the University of
Paris in his day. This was integrated with a number of the methodological principles he had previously develop for use in the Spiritual Exercises Kolvenbach, 1993: 4.
Kolvenbach 1993 stated that “applying the Ignatian Pedagogy, the teacher creates the condition, lays the foundations and provides the opportunities for the
continual interplay of the student‟s experience, reflection, and action p. 9”. It means that paradigm suggests a host way in which the teacher might accompany their
students in order to facilitate and grow through encounters with truth and explorations of human meaning and it becomes a practical tool and effective instrument for
making a difference in the way we teach and in the way our students learn. The following figure describes the conditions, foundations, and opportunities in applying
Ignatian Pedagogy.
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Figure 2.3. Ignatian Paradigm
Based on the figure 2.3, it can be seen that in Ignatian Paradigm, the introduction of reflection is a critically important note as an essential dynamic. By
doing reflection, students can choose the experiences to find the truth in herhis self P3MP-LPM, 2012: 7, Subagya, 2010. Students experience a lesson clearly
presented and thoroughly explained and the teacher calls for subsequent action on the part of students has been successfully absorbed. Ignatian Pedagogy applied a two-step
instructional model of EXPERIENCEACTION, in which the teacher plays a far more active role than the student. It is a model where memorization skills on the part
of students are a primary pedagogical aim. There are two reasons that are seriously deficient in the model of Jesuit education, namely:
1. Experience is expected to move beyond rote knowledge to the development of the more complex learning skills of understanding, application, analysis,
synthesis, and evaluation.
ACTION REFLECTION
EXPERIENCE
