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Tabl e 2.1 Conscience and Compassion’s General Values LPM-P3MP, 2012
Conscience Compassion
moral cooperation
responsibility respecting others
honesty care for others
independent awareness for others‟ needs
freedom willingness to share
discipline willingness to sacrifice
justice bravery
2.1.3.2 Benefit of Implementing Ignatian Pedagogy
Based on Kolvenbach 2005, there are some benefits of implementing Ignatian Pedagogy. Firstly, Ignatian Pedagogy can help the lecturers in making the
learning material with good values for the students. Secondly, if the students become more active, the students will be more responsible for the course.
Students‟ self-awareness will help the lecturers in helping them to improve their performances in the class. The lecturers also will have a closer interaction with the
students. The closer interaction occurs because the students need to find their own way of learning. When the students start to get confused, the students will start to
have a discussion with their friends and also their lecturers.
2.1.4 Cooperative Learning
Cooperative learning based on Diane Larsen-Freeman 1986 is a method which let the teacher teach social skills to the students so that they can work with
21 others more effectively. The idea of having cooperative learning is that if students
want to succeed as a team, they will encourage their teammates to improve and will help them to do so Slavin, 1990, p. 2.
Cooperative learning indeed brings a good achievement in students‟
cognitive. Cooperative learning also brings a positive influence for the other outcomes Slavin, 1990, p. 34. It influences the intergroup relations and improves
students‟ self-esteem. Each class consists of the students from several backgrounds. This situation brings a competitive atmosphere for the students. To
overcome this problem, cooperative learning is used. Cooperative learning would give the same opportunities for each student to participate during the learning
process. Another positive influence from the cooperative lear ning is the students‟
self-esteem will be improved. It occurs because cooperative learning helps the students feel valued and important in the learning process. These feelings
motivate the students to give their best efforts.
2.1.5 Experiential Learning
Experience becomes the main role in som eone‟s learning. Based on Kolb
1984, learning is the process whereby knowledge is created through the transformation of experience. This kind of learning combines experience,
perception, cognition and behavior. Kolb‟s learning cycle contains of four steps.
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Figure 2.3 The Kolb ’s Experiential Learning Model Kolb, 1984, p. 21
As it can be seen from the figure 2.3, that learning has four stage cycles. The first stage is the concrete experience. In this stage, someone will find his or
her new experiences. Then, these concrete experiences become the basic for observation and reflection. Those reflections and observations will bring new
ideas or develop some theories for the students. Finally, all the theories or those new ideas will be implemented in a real act.
2.2 Theoretical Framework
In this section, the researcher explains how the theories will support the study. This study is conducted to investigate the implementation
and students‟ perception of Ignatian Pedagogy in the teaching-learning process. In this case, the
researcher chooses two interpreting classes as the subjects of the study. The theory of perception is used
to help the researcher in knowing how the students‟ feel or react during the Ignatian Pedagogy implementation.
Ignatian Pedagogy theories helps the researcher in understanding the importance of Ignatian Pedagogy The researcher pays attention on how the
lecturer implementing the Ignatian Pedagogy on Interpreting class. The cycle of
