Revision of the Design

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CHAPTER V CONCLUSIONS AND RECOMMENDATION

This chapter presents the conclusions of the research and suggestions. The conclusion part deals with the findings of problems formulation as stated in Chapter I and have been discussed in Chapter IV. The suggestion part consists of recommendation for the English lecturer in Theology Study Program, for the students of Theology Study Program and the future researchers.

A. Conclusions

This part is presented to answer the research problems as stated in problem formulation. There were two problems in this research. They were 1 how is a set of English writing instructional materials for Theology Study Program students of Theology Faculty, Sanata Dharma University designed?, and 2 what does the designed set of English writing instructional materials look like? In order to answer the first question, the writer formulated her own model which was adopted from Dick and Carey’s Model and Yalden’s Model. There were seven steps taken in designing a set of English writing materials for TSP students, namely: 1 Analyzing Learners and Contexts, 2 Identifying Instructional Goals, 3 Writing Performances Objectives, 4 Selecting Syllabus, 5 TeachingLearning Activities, 6 Evaluating and Recycling, and 7 Presenting Main Product. 70 Before presenting the main product, the writer conducted evaluation by asking four experts to verify the materials. Based on the evaluation, the writer presented a set of English writing materials based on Ignatian Pedagogy for TSP students. It consists of four units, namely 1 Here, I am, 2 My Diary, 3 Tell Me A Story, and 4 Think and Act. Each unit consists of five steps as proposed by Ignatian Pedagogy. The steps are context of learning, experience, reflection, action, and evaluation. In each step, there would be the designed teaching strategies which are followed by the activities and the materials. The complete presentation of the designed is attached in the appendix I. By designing materials based on Ignatian Pedagogy, it is expected the students will excel in the three main areas as stated in Academic Guideline Book of TSP 2012. The writer has tried to accommodate the learners’ context as the result of needs analysis. The cognitive process was designed from easy to difficult, it was started from arranging the words, organizing the sentences and paragraphs, and ended by creating a text. The teaching strategies based on Ignatian Pedagogy make the learning activities are varied in order to make writing class enjoy. In addition, the activities enable the students to work actively whether it is in individually, in pairs, and in groups. All of the activities were designed to achieve 3C competence, conscience, and compassion as included in Ignatian Pedagogy.