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3. Reflection
4. Action Production
Application Organization
Discussion Reflection
Writing students are asked to
analyze the example based
on the
explanation given. 3. Students are asked to
produce a
good indirect speech from
the situation given. 4. Students are asked to
produce a good direct speech based on the
situation given. 5. Students are asked to
fill the
gaps to
complete a
paragraph. 6. Students are asked to
organize the jumble sentences to make a
good paragraph. 7. Students are asked to
write a number of the paragraph to make a
good narrative text. 8.
Teacher and
the students discuss the
generic structure and language features of
the text given.
1. Mention the most important thing to be
involved in
a narrative text.
2. Share to what extend the
benefits of
learning writing a narrative text.
3. Share their reflection in a group of three
students. 4. List some key points
from their sharing. 5. Present
their reflections in front of
the class. Write a narrative text.
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5. Evaluation Evaluation
Revision 1. Ask some people to
proof read
their
writings.
2. Revise their writings
and submit it. 4
Think and Act 1. Context of
Learning
2. Experience Generation
Ideas Prediction
Reading Application
Organization 1. Share their opinions
about the statements given.
2. Share their feelings about mind mapping
given to their friends in group.
3. Identify the generic structure used while
sharing their
experiences. 4. Predict the theme
that will be discussed.
1. Students are asked to read and study the
explanation and the example given about
an argumentative
orand persuasive
texts 2. After
reading, students are asked to
analyze the example based
on the
explanation given. 3. Students are asked to
study the
mind mapping of the text
given. 4. Students are asked to
fill the
gaps to
complete a
paragraph. 5. Students are asked to
organize the jumble sentences to make a
good paragraph. 6. Students are asked to
write a number of the paragraph to make a
good descriptive text.
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3. Reflection
4. Action 5. Evaluation
Drawing Discussion
Reflection Writing
Evaluation Revision
7. Students are asked to draw a mind mapping
of the previous text. 8. Teacher and the
students discuss the mind mapping of the
text given. 1. Reflect the benefits
of studying
an argumentative orand
persuasive texts in their daily lives.
2. Draw an object to represent
those benefits found at the
previous activity. 3. Share
their reflections
about their drawings.
4. Present their reflection in front of
the class. Write an argumentative
orand persuasive texts. 1. Exchange their work
with others and ask some feedbacks about
their writings. 2. Revise their writings
and submit it.
6. Evaluation and Revision a. Data Presentation and Analysis
In this research, the writer was intended to provide a set of English writing materials for Theology Study Program students. The researcher conducted
prelimi nary field testing to reveal participants‟ opinions about the designed
materials as stated in the sixth step of the writer‟s model.
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The following table will give the description of the respondents‟
evaluation on the designed materials.
Table 4.4 The Desc ription of the Respondents’ Evaluation of the Materials Designed
No. Respondents’
Opinion on Frequency of the
points of agreement
N Central
Tendency
1 2
3 4
5 M
1. The basic competences are
well formulated. 3
1 4
3.3 2.
The indicators are able to support the achievement of
basic competences. 3
1 4
3.3
3. The indicators are able to
support the achievement of 3C competence, conscience,
and compassion. 2
2 4
3.5
4. The materials match with the
indicators. 2
1 1
4 3.8
5. The teaching activities are
well developed based on the stepscycles in Ignatian
Pedagogy. 1
2 1
4 3.8
6. The teaching activities based
on Ignatian Pedagogy help the teacher to teach writing.
1 3
4 3.5
7. The teaching activities help
the students to enhance their motivation in writing
English. 1
3 4
3.8
8. The instruction in each
activity is clear enough to be understood by the students.
1 2
1 4
4
9. The activities of each unit are
relevant to the topic: from easy to difficult.
3 1
4 4.3
10. The topics in each unit are
relevant to the students as a candidate for priesthood.
1 1
2 4
3.3
11. Generally, the contents are
well elaborated. 2
2 4
3.5
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From the description of the respondents‟ evaluation on the materials designed, it was clearly seen that the mean or the average points of agreement was
3.7. It means that the materials are acceptable for the Theology Study Program students. However, the materials still needed to be revised and improved as
suggested by the respondents of Preliminary Field Testing. In order to improve the designed materials and to make it more appropriate
and acceptable for the students of the Theology Study Program, the writer asked the respondents‟ comments or opinions, suggestions or criticisms in spoken and
written. The following description is the respondents‟ comments or opinions,
suggestions or criticisms on the designed materials. 1. Overall, the materials are well developed.
2. Generally, the topics of the materials designed are appropriate for the candidate for priesthood.
3. The composition of activities and materials in each unit is well arranged. 4. The formulation of the basic competence in the area of compassion and
conscience is an ambiguous term: 1 it is formulated in a form of adverb that the competence refers to modalities of a certain action; 2 it is too broad that
it tends to be not applicable. 5. The formulation of the elements of competence in the syllabus should be
revised. 6. The choice of some texts used as examples might be too simple for future
priests. 7. The indicators should reflect a hierarchy of learningcognitive process.
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8. The language used should be revised in some instructions. 9. Everything should be checked before putting them into materials especially
the grammar.
b. Revision of the Design
Based on the respondents‟ comments and suggestions, the writer revised the design of English writing materials for Theology Study Program students. The
revision on the materials designed is presented as follows: 1. On the ground of
the respondents‟ suggestions about the formulation of basic competence especially in the area of conscience and compassion, the writer
revised them to make them more specific, so that they could be applicable. 2. Dealing with the indicators, the writer arranged based on the learning
cognitive process. The indicators reflect from terminal objectives to subordinate objectives as proposed by Dick, Carey, and Carey p. 132. It can
be also from general objectives to specific objectives as cited by Kathleen Graves 2000: p. 78.
3. The writer revised some instructions to make them clearer. It will be more enhancing for the students by making them clearer.
4. Related to the grammar, the writer checked again the grammar of the materials to provide good examples since the examples will be used as
models in learning writing. The writer also asked someone to proof read the materials to make grammar more appropriate.
5. About the choice of some texts, the writer did not change them to be more complex or challenging. It is because the writer considered the result of needs
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analysis. The ability of some of t he learners‟ was very low although they are
candidates for priesthood. Moreover, the materials should be able to accommodate the learners‟ need; they have to be able to adjust their language
style based on the ages of the people they will serve. As a candidate for priesthood, they have to be able to proclaim Good News to children,
teenagers, adults, and old ages. Every age needs a special language style.
B. The Presentation of the Designed Materials
After revising and improving the materials, the final version of the design of English writing materials based on Ignatian Pedagogy for Theology Study
Program students was presented. The final design consists of four units presented as follows:
Unit 1 : Here, I am Unit 2 : My Diary
Unit 3 : Tell Me A Story Unit 4 : Think and Act
All units are developed based on the steps of Ignatian Pedagogy. Those are Context of Learning, Experience, Reflection, Action, and Evaluation. The
activities of every step is described as follows:
1. Context of Learning
In this step, the writer explored the students‟ background knowledge about
the topics discussed. The students‟ knowledge will be shared based on the guidance statements provided. By doing this sharing, the teacher will know the
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