sequence of planning, drafting, and revising; they also had a clear idea on how to produce a reader-centered writing. Equally important, the majority of the students
believed they became compassionate persons for they were able to share their knowledge to help others; the students also felt that share-reading as well as peer-
editing raised their spirit to be compassionate persons. In the same way, the students in general thought that their conscience developed since they cited
others’ work appropriately in their writing; they had never cheated in their reading test as well; those students also tried to improve themselves by the time they
realized their own weaknesses. However, based on the interview, it was noticeable that the
implementation of Jesuit values in Critical Reading and Writing II course helped the students to develop their consciences to a limited degree. In fact, students’
consciences in improving themselves and citing others work appropriately might be fully appreciated. On the other hand, some students admitted that they behaved
dishonestly, which was not only cheating on the tests or reading quizzes but also finding the fastest and easiest way in doing the assignments. Therefore, it was
obvious that the implementation of Jesuit values in Critical Reading and Writing II course helped the students to develop their consciences to a limited extent.
2. Students’ Suggestions on the Implementation of Jesuit Values in Critical
Reading and Writing II Course
Related to the second formulated problem, which wa s about the students’
suggestions on the implementation of Jesuit values in Critical Reading and
Writing II course, the researcher acquired the data from the open-ended questionnaire; the researcher also conducted interview to obtain the data.
a. Suggestions on the Teaching-Learning Activities
In the first place, the majority of the students laid emphasis on the teaching-learning activities. To point out, some of the students suggested that
sharing should enter the teaching-learning process. Working in a group or having group discussion should also be considered as the activity in Critical Reading and
Writing II cours e. Besides, some other students’ suggested that feedback from the
lecturers as well as from the friends needed to be provided. It was worth noting that sharing, working in group, and providing feedback were the ways to help
other friends. In the same way, some students also suggested as the lecturers to kindly introduce the Jesuit values during the teaching-learning process.
b. Suggestions on the Teacher-Learner Relationship
In order to successfully achieve the objectives of Jesuit education, it was important to think through the teacher-learner relationship. In this case, there were
a number of students who put emphasis on the teacher-learner relationship. As a matter of fact, students tended to imitate the teachers as well as lecturers in
learning process. For this reason, teachers as well as lecturers are required to appear as the good role model for the students.
In the same way, the teacher-learner relationship was also dealing with the teachers who helped the students to grow academically as well as emotionally. In
this case, growing as a smart student was not enough. In order to be balance, the
mind, heart, and will should enter the teaching-learning process ICAJE, 1993, p. 15. Thus, teachers as well as lecturers were encouraged to help the students to
grow as fully human persons.
c. Suggestions on Maintaining the Good Work in Implementing Jesuit
Values
In general, a number of students reasonably admitted that the implementation of Jesuit values in Critical Reading and Writing II course had
gone well in some ways. On the positive side, some students stated that their reading as well as writing skills improved; some of them also admitted that they
became compassionate persons as well. In particular, the students suggested maintaining the good work in implementing Jesuit values in Critical Reading and
Writing II course.
B. Recommendations
In this fragment, the researcher would like to give recommendations, which are related to the implementation of Jesuit values in the English Language
Education Study Program of Sanata Dharma University in general. This fragment consists of three sections. They are the recommendations for the lecturers of the
English Language Education Study Program, the students of the English Language Education Study Program, and future researchers.
First thing to remember, the first fragment of the recommendation is addressed to the lecturers of the English Language Education Study Program. The
