63 That statement proved that the lecturer tried to facilitate the student to
learn. The lecturer respected the students and appreciated stu dents‟ effort in
learning. Finally, the researcher concluded that the students could perceive the Ignatian Pedagogy from a good relationship that they had with their lecturer.
4.2.2.2 Class Discussions and Learning Log
Each activity in interpreting class certainly made in order to introduce Ignatian Pedagogy to the students. Nevertheless, most of the students mentioned
discussion and learning log. These activities were regarded as the activities that clearly used the Ignatian Pedagogy. In this part, the researcher gives further
explanation about each activity and how it could show the Ignatian Pedagogy
implementation.
The main idea in using discussion was to improve students‟ communicative skills and critical thinking. However, the use of discussion in this
class finally could bring up three aspects of Ignatian Pedagogy. One of the students gave her statement about discussion in interpreting class. The statement
provided positive response about the Ignatian Pedagogy implementation through discussion. Here is the statement from student 29:
“Yes, in cognitive aspect, it helps me in gaining new terms related to various topics and additional info to be a good interpreter. In compassion
aspect, it helps me in building my awareness to help my friends who find any difficulties in understanding the materials. In conscience aspects, it
helps me more in engaging my willingness to improve my interpreting skills outsid
e the classroom. ” Student 29
In the statement, student 29 clearly stated how the discussion could
cover three aspects of Ignatian Pedagogy. This student improved her competence
64 by finding information related to interpreting. While for the conscience aspect,
student 29 felt that she is being responsible of her own learning. The most good thing was the discussion let she express her idea about the topic selected to others
and vice versa. It aroused her awareness of helping others who were in need. Willingness to help others and the responsibility of learning plan were indicated
as the general values of conscience and compassion LPM-P3MP, 2012, p. 42. Learning log was the second activity which was regarded as the activity
that clearly used the Ignatian Pedagogy. Learning log is diary or journal kept by learners, which is used as a tool for problem solving and progression Learning
Logs Learning Journals, 2007. It was used by the lecturer to help the students
reflect on their experiences. Here is one statement about students‟ perception on
Learning Log: “The lecturer always gave us learning log to evaluate all of the material
that we have learnt. In learning log we also have to do some reflection,
based on competence, conscience and compassion.” Student 33 Reflection based on Kolvenbach 2005 means taking consideration
carefully by using memory, comprehension imagination and experience to get a value from a new knowledge. From the statement, the researcher found out that
the students use the learning log in order to improve her skills. The result of students‟ reflection on learning log could also indicate the students‟ conscience. It
was especially on how far the students took care of their own learning plan. In conclusion, discussion and learning log were certainly gave students
big picture about Ignatian Pedagogy. Discussion made the students realize the
65 importance of having awareness for someone who were in need. One of the
students shared her reflection about it: “Yes, by joining this class now I understand that being good at academic
is never enough but being good at making relationship with other is also
important.” Student 33 It was along with the goal of Jesuit University in forming their students
to be “men and women for others” ICAJE, 1993. Meanwhile, learning log focused on bringing reflection so that the students could support their interpreting
skills.
