Research and Information Collecting

39 activities that the students expect to have in the teaching and learning. Most of the students state that they expect to have sharing activities, it is 77.2 . Therefore, the researcher also designs the activities that give a chance for the students to do sharing in the designed materials. Dealing with the students’ expectation about the activities in class to improve their speaking skill, 68.1 of the students expect to practice the dialogue. Moreover, some of the students also expect to have role play 45.4 . Some of the students also say that they want to have class discussion so that they can practice speaking English by sharing their opinion. The data shows that 83.3 of the students find difficulties in speaking English. The first difficulty is regarding to vocabulary, the data gathered shows that 50 of the students agree that they do not master the meaning of English words. The second difficulty is regarding to the students’ confidence, 27.2 of the students say that they have no confidence to speak English especially in front of a lot of people. Moreover, some of the students are afraid of making grammar mistakes when they speak English, it is 18.1 . For that reasons, in order to improve the students’ motivation to speak English, 81.8 of the students expect that the lecturer will help them to decrease their fear and help them to have more confidence. Moreover, 72.2 of the students expect to have fun teaching learning activities in class and others expect to have the interesting topics to learn. Dealing with the topics of the speaking materials, almost all of the students agree that the topics of the speaking materials affect their motivation. Besides, there are four students’ expectations towards topics of the materials. First, 81.8 of the students say that the materials should deal with reality in this 40 life so that the students can use it in their daily life. Second, 54.4 of the students expect that they could get and learn some moral values from the materials they learnt. Then, from the moral values they have learnt, they could implement what they have learnt in their daily life 45.4. Moreover, the materials could help the students to see what’s happening in their surroundings 22.7. In this research, the researcher implemented Ignatian Pedagogy where the reflection is one of the parts in the Ignatian Pedagogy cycle. Therefore, the next question is related to the importance of reflection part for the students in learning English. There are 81.8 of the students say that the purpose of the reflection part is to get the positive values and make it as an experience for improving the students’ English speaking ability, 59.09 of the students said that is to find out the values got from the tasks they have got in the teaching and learning process. Moreover, the students say that by doing reflection, the students are able to find out their weaknesses so that they could learn from it and make it better.

2. Planning

After gaining the necessary data about the students’ characteristics, lacks, needs, expectations, and the learning styles, the researcher took the next step. In this step, the researcher determined the learning goals, topics, and general objectives, specified the objectives, and listing the subject content. In this step, the researcher implemented Kemp’s instructional design model steps namely determining the learning goals, topics, and general objectives, specifying the learning objectives, and listing the subject contents. 41

a. Determining the Learning Goals, Topics, and General Objectives

By analyzing the result of the questionnaire and the guideline of the Theology Study Program, there are four topics presented in the designed materials. The topics are stated in the table 4.1. Table 4.1 The learning Topics of the Materials UNITS TOPICS TITLE 1 Greeting and Introduction Nice to Meet You 2 Offering Help May I Help You? 3 Describing Place Where Am I? 4 Asking for and Giving Opinion What Do You Think? After listing the topics of the designed materials, the researcher stated the general objectives in the form of basic competence. The basic competence helped the lecturer to measure the students’ achievement, whether the students could achieve the goals or not. The basic competence of the designed materials is presented in the Table 4.2. Table 4.2 The Basic Competence UNIT TOPICS TITLE BASIC COMPETENCE 1 Greeting and Introducing Nice to Meet You Competence In the end of the lesson, the students are able to perform a dialogue with the appropriate expressions of greetings and introducing self and others with good intonation and pronunciation. 42 Conscience In the end of the lesson, the students are able to share their opinions and do any tasks or activities and respond to the value they get from the dialogue which is dealing with their daily life context. Compassion In the end of the lesson, the students are able to respect others’ opinion while having group discussion and performing the dialogue in front of the class. 2 Offering Help May I Help You? Competence In the end of the lesson, the students are able to perform a dialogue with the correct expressions of offering help with good intonation and pronunciation. Conscience In the end of the lesson, the students are able to share their opinions and do any tasks or activities and respond to the value they get from the dialogue which is dealing with their daily life context. Compassion In the end of the lesson, the students are able to respect others’ opinion while having group discussion and performing the dialogue in front of the class. 3 Describing Place Where Am I? Competence In the end of the lesson, the students are able to perform a dialogue with the correct