Preliminary Field Testing The Steps of Designing English Instructional Speaking Materials

50 4 The materials help the learners to achieve the indicators. 1 3 1 5 4 5 The activities are well developed and based on the Ignatian Pedagogy steps Context, Experience, Reflection, Action and Evaluation. 1 1 3 5 3.4 6 The activities help the students to enhance their motivation in speaking English. 1 3 1 5 4 7 The instructions are clear and easily understood. 2 1 2 5 3 8 The activities are arranged from the easy to difficult. 1 3 1 5 4 9 The content is well developed. 1 1 3 5 3.4 10 The layout in the designed materials is interesting and attractive. 1 4 5 3.8 11 Overall, the designed materials is well developed. 2 2 1 5 3.8 Then, the data gathered from the first part were analyzed by the researcher. After that, the researcher analyzed the data from the second part of the questionnaire. There are three questions in the second part of the questionnaire. The purpose of the second part is to explore more about the experts’ opinion and suggestions on the designed materials. The following are the experts’ opinion on the strengths of the designed materials: a. This design has uniqueness because it promotes Ignatian Pedagogy. b. This design is good to be applied because it has the reflection and action part. c. The designed materials are colorful. Moreover, it also has pictures so that it can help the students to visualize their understanding. d. The reflection provides the students a space to reflect on what they have learned. e. The designed materials are interesting because it applies Ignatian Pedagogy. 51 f. The designed materials have various activities. g. The contexts and activities provided in the units are good. h. The designed materials provides opportunities for the students to practice their speaking. Besides, there are some weaknesses of the designed materials. The following are the weaknesses of the designed materials given by the experts: a. The designed materials have some grammar errors. b. Some of instructions are not clear. c. The researcher should check the 3C Competence, Conscience and Compassion again. d. The researcher needs more explanations in the evaluation part. e. Since most of the dialogues’ contexts are mostly in foreign, the researcher should revise them. The researcher realized that the designed materials should be revised to make better designed materials. Based on the comments of the weaknesses of the designed materials, most of the respondents said that there were some grammar errors in the designed materials. The respondents also said that the researcher should revise the instruction to be clearer. Moreover, the respondents said that the form of the basic competences of the 3C Competence, Compassion, and Conscience are not clear. In addition, the respondents said that the evaluation parts in the designed materials were not clear. In the second part of the questionnaire, the respondents also could give the suggestions to make better designed materials. Most of the respondents suggest 52 the researcher to revise some of the grammar errors in the designed materials. The respondents also suggested the researcher to reformulate the basic competence in the compassion parts because it was not clear. Moreover, the respondents also suggested the researcher to shorten some of the dialogues. In addition, the respondents suggested the researcher to reformulate the instructions and make them clear.

5. Main Product Revision

In this step, the researcher conducted the revision of the designed materials. The researcher listed the comments, feedback, and suggestions from the experts in order to help the researcher to revise the designed materials. The revision of the designed materials is presented as follows: a. Some grammatical mistakes in the designed materials were rechecked and corrected. It was expected that the students and teachers will not find any difficulties understanding the designed materials. b. The explanation in the evaluation part was given so that the lecturers and the students could understand easily. c. The researcher had changed the questions and the instruction so that the students could understand easily. d. The researcher had checked the 3C competence, conscience, and compassion components so that it applies the Ignatian Pedagogy. e. The researcher had checked some phrases and vocabulary items in the dialogues. 53 f. The researcher had shortened some of the dialogues.

B. The Presentation of the English Speaking Materials for Theology Study Program

After doing the preliminary product testing step, the researcher revises the designed materials based on the lecturers’ feedback. Then the final version of the speaking materials based on Ignatian Pedagogy for the students of Theology Study Program is presented. There are four units presented in the final version of the designed materials and the time allocation for each unit is 2 x 100 minutes. The four units in the designed materials are Nice to Meet You Unit 1, May I Help You? Unit 2, Where Am I? Unit 3, and What Do You Think? Unit 4. The final version of the designed materials could be seen in the appendix G. Designing the materials, the researcher implements Ignatian Pedagogy as the basic theory. There are five steps in each unit as based on the Ignatian Pedagogy Paradigm cycle, namely context of learning, experience, reflection, action, and evaluation. The first section is context of learning Prepare Yourself. In this section, the students were asked to explore their knowledge, and the teacher helped them to explore what they have known about the topics before the teacher discussed the topics more deeply. In this section, the students were asked to share their opinion and their understanding with their friends. Doing sharing with their friends, the students were hoped that they could know others’ opinion about the topics that would be discussed. The second section is experience Let’s Learn. In this section, the students were asked to experience 54 the case by looking at the example. Then the students were asked to explore their own experience. In this section, the students work in pairs and in a group. The third is reflection My Reflection. In this part, the students will answer some questions to help them reflect on what they have learnt and experienced in the activities before. The students are expected to share about their feeling learning in pairs or group. In this part, the students share their reflection with their friends. The fourth section is action My Actions. In this part, the students will be given some statements related to the topics, then the students give their opinions and they state their action as the priesthood candidate. Then, the students are asked to make their commitments to represent their opinion and the value that they got from learning in the unit. The fifth section is evaluation Let’s Check. There is evaluation part in each unit in this designed material. This part is used to check the students’ understanding learning in each topic and what values that they have got through learning in this unit.