Equally important, the role of a teacher is not merely to inform but to help the student progress in the truth Jesuit Institute, 2014, p. 3. For this reason, a
teacher needs to engage the students in the quest for the truth ICAJE, 1993, p. 4. In like manner, the teacher creates the conditions, lays the foundations, and
provides the opportunities for the continual interplay of the student ’s experience,
reflection, and action to occur Jesuit Institute, 2014, p. 3. Defeo 2009 explains the teacher-learner relationship as
Guiding students toward or accompanying students in direct encounters with truth requires a realignment of traditional teacherstudent power
structures within the classroom environment. Jesuit education is distinct: not only is a direct encounter with truth sought, but as the core of Jesuit
education, it can also include a direct encounter with the Divine through loving and serving others, the transformation of the soul and fostering an
interior freedom p. 47.
It can be inferred that one of the important roles of the teacher is to guide the students to grow in truth and also encourage the students to serve others.
5. Jesuit Values
The Jesuit values namely competence, conscience, and compassion, are the values which are held in high regard in Jesuit education. It is worth noting that
those values, which are planted in Jesuit education, are also known as one of the objectives of Jesuit education. Take for instance, the example of the values, which
are taught in Jesuit education are: honesty, empathy, solidarity, kindness and diligence. Those values are taught and developed so as to the goal of the Jesuit
education is achieved. The goal of Jesuit education is to form leaders in service, in imitation of Jesus Christ, men and women of competence, conscience, and
compassionate commitment ICAJE, 1993, p. 5. As a matter of fact, those three Jesuit values are integrated into Critical Reading and Writing II course; as it is
suggested that the introduction of values should be integrated in the teaching- learning process without adding the subject to learn Harianti, 2013.
a. Competence
Competence stands for the academic excellence Santa Clara University, 2014. Competence is often associated with cognitive aspect. In this case, in
Critical Reading and Writing II course, competence covers two main skills, which are reading and writing skills.
1 Reading Skills
In this section, there are two focal points to be discussed. Firstly, the Nature of Reading defines precisely the scope of reading. The Criteria of Reading
Proficiency as the second focal point determines the criteria of reading proficiency.
a Nature of Reading
In the first place, the starting point of reading is by having alphabet knowledge Cunningham and Shagoury, 2005, p. 3. In other words, the basic idea
of reading is that a person must be familiar with alphabet. Besides, a person must be literate in order to be able to read. Wiener 1996 put forward that the
mechanics of reading are including how to use the alphabet, how to say letters alone and in combinations, how to pronounce the words, and how to distill
meaning from print p. 5.
