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3. Performances ObjectivesIndicators
Before designing the teachinglearning activities the researcher stated the objectives needed. The objectives of each unit are identified based on the
students‟ needs in Theology Study Program. All of the objectives are formulated to achieve 3 C competence, conscience, and compassion in accordance with the
principals of Ignatian Pedagogy. The objectives function as the measurement of the students‟ achievement. The performances objectives are planned in table 4.2.
Table 4.2 The Performances ObjectivesIndicators
UNITTHEME Steps in Ignatian
Pedagogy Performances ObjectivesIndicators
1 Here, I am
1. Context of Learning
2. Experience
3. Reflection 4. Action
5. Evaluation Competence:
At the end of the lesson, students are able to:
1.
Create a descriptive text based on the generic structure and language features
appropriately.
2.
Organize the jumbled paragraphs to make a good descriptive text.
3.
Select the correct word to complete the sentences in a paragraph.
4.
Produce a good sentence based on the jumbled words provided.
5.
Apply a correct form of verb or to be to complete the sentence.
6.
Predict the topic to be discussed. Conscience:
At the end of the lesson, students are able to: 1. be careful in evaluating a descriptive text
through peer feedbacks Compassion:
At the end of the lesson, students are able to: 1. pay attention to others while sharing in
group. 2. pay attention to others while presenting
their reflection in front of the class. 2
My Diary 1. Context of
Learning Competence:
At the end of the lesson, students are able to:
1.
Create a recount text based on the generic structure and language features
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2. Experience
3. Reflection 4. Action
5. Evaluation appropriately.
2.
Organize the jumbled paragraphs to make a good recount text.
3.
Select the correct word to complete the sentences in a paragraph.
4.
Produce a good sentence based on the jumbled words provided.
5.
Apply the correct form of verb or to be to complete the sentence.
6.
Predict the topic to be discussed. Conscience:
At the end of the lesson, students are able to:
1. Be careful in evaluating a recount text through self-evaluation
Compassion: At the end of the lesson, students are able to:
1. pay attention to others while sharing in group discussion.
2. pay attention to others while presenting their reflection in front of the class.
3 Tell Me A Story
1. Context of Learning
2. Experience
3. Reflection 4. Action
5. Evaluation Competence:
At the end of the lesson, students are able to:
1.
Create a narrative text based on the generic structure and language features
appropriately.
2.
Organize the jumbled paragraphs to make a good narrative text.
3.
Select the correct word to complete the sentences in a paragraph.
4.
Produce a good direct speech based on the situation provided.
5.
Produce a good indirect speech based on the situation provided.
6.
Predict the topic to be discussed. Conscience:
At the end of the lesson, students are able to:
1. Be careful in evaluating a narrative text by proof reading.
Compassion: At the end of the lesson, students are able
to: 1. pay attention to others while sharing in
group discussion.
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2. pay attention to others while presenting their reflection in front of the class.
4 Think and Act
1. Context of Learning
2. Experience
3. Reflection 4. Action
5. Evaluation Competence:
At the end of the lesson, students are able to:
1.
Create a an argumentative orand persuasive text based on the generic
structure and language features appropriately.
2.
Organize the jumbled paragraphs to make a good argumentative text.
3.
Select the correct word to complete the sentences in a paragraph.
4.
Draw a mind mapping based on the text given.
5.
Predict the topic to be discussed. Conscience:
At the end of the lesson, students are able to:
1.
Be careful
in evaluating
an argumentative orand persuasive texts
through peer feedbacks. Compassion:
At the end of the lesson, students are able to:
1. pay attention to others while sharing in group discussion.
2. pay attention to others while presenting their reflection in front of the class.
4. Syllabus Presentation
In designing a set of English writing materials, the researcher presented a syllabus. This consideration was based on the characteristics of the students itself.
Since the students are the university‟s students, therefore, the English lecturer has to provide a syllabus. The syllabus designed is a Variable Focus syllabus, which
stimulates the true academic situation as proposed by Yalden 1978. The syllabus presented as a combination between goals, objectives, and teachinglearning
activities. The complete syllabus is presented in appendix G.
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