22
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
23 the Ignatian Pedagogy is used to help the lecturer conducting the teaching-
learning process. Cooperative learning and experiential learning are the learning techniques which can be used in the class. These learning techniques can help the
lecturer to introduce the Ignatian Pedagogy to the students. All of the descriptions that have been explained by the researcher will be
used as the basic for making the questions of the data instruments. It will also help the researcher to answer the two research problems of the study. The first one is
about the way of the lecturers implement Ignatian Pedagogy in the teaching- learning activities. The second research problem is about how the students
understand or get Ignatian Pedagogy through the interpreting class.
