A SET OF ENGLISH WRITING MATERIALS BASED ON IGNATIAN PEDAGOGY FOR THEOLOGY STUDY PROGRAM STUDENTS
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A SET OF ENGLISH WRITING MATERIALS
BASED ON IGNATIAN PEDAGOGY
FOR THEOLOGY STUDY PROGRAM STUDENTS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Murni Samosir (Sr. M. Anselina FSGM)
Student Number: 091214004
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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I dedicate this thesis to my Almighty God,
to all teachers and academicians, to my beloved congregation, to
my community, to my family and to my friends.
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ABSTRACT
Samosir, Murni (Sr. M. Anselina FSGM). (2013). A Set of English Writing
Materials Based on Ignatian Pedagogy for Theology Study Program
Students. Yogyakarta: Sanata Dharma University.
The mission of the Catholic Church globally, including in Indonesia, is to have
prophetic, smart, and professional ministers who are internationally reliable. In
order to achieve that mission, the Theology Study Program in Sanata Dharma
University included English Language as one of the subjects in the Profession
Skills Courses conducted in two semesters. Writing is one of the skills that the
students are required to learn in the course. On the other hand, there is no tailormade material available in the Theology Study Program. Due to that case, in this
research, the writer designed a set of English Writing Materials based on Ignatian
Pedagogy for Theology Study Program students.
There were two research problems in this research. They were 1) how is a set of
English writing instructional materials for Theology Study Program students of
the Theology Faculty, Sanata Dharma University designed?, 2) what does the
designed set of English writing instructional materials look like?
In order to answer the first problem, the writer designed own model by employing
five steps of Research and Development (R&D) cycle and combining two models:
Dick and Carey’s Model, and Yalden’s Model. As a result of employing and
combination, there were seven steps used to design the materials. The steps were
1) analyzing learners and contexts, 2) identifying instructional goals, 3) writing
performances objectives, 4) selecting syllabus, 5) deciding teaching/learning
activities, 6) evaluating and recycling, and 7) presenting main product.
In this research, the data obtained through survey on the designed materials by
distributing a questionnaire to four lecturers of the English Language Education
Study Program, Sanata Dharma University (ELESP-SDU). The data showed that
the average point of the designed materials was 3.7. It means that the materials
were considered well developed and it was acceptable for Theology Study
Program students, although revision was necessary.
The second research problem was answered by presenting a set of English writing
materials. The designed materials consisted of four units, namely 1) Here, I am, 2)
My Diary, 3) Tell Me a Story, and 4) Think and Act. Each unit was divided into
five parts as proposed in Ignatian Pedagogy. The complete materials were
attached in appendix I.
Keywords:
Writing, Ignatian Pedagogy, Theology Study Program
students, pastoral ministry services.
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ABSTRAK
Samosir, Murni (Sr. M. Anselina FSGM). (2013). A Set of English Writing
Materials Based on Ignatian Pedagogy for Theology Study Program
Students. Yogyakarta: Universitas Sanata Dharma.
Tujuan dari Gereja pada umumnya, termasuk Indonesia, adalah menyiapkan
pelayan yang profetis, terampil, dan handal di tingkat internasional. Untuk
mencapai tujuan itu, maka Program Studi Ilmu Teologi, Universitas Sanata
Dharma, memasukkan Bahasa Inggris sebagai salah satu Mata Kuliah Keahlian
Berkarya, yang diajarkan selama dua semester. Menulis adalah salah satu
ketrampilan yang harus dipelajari dalam mata kuliah ini. Di lain pihak, belum
ada materi yang tetap di Program Studi Ilmu Teologi ini. Berdasarkan hal
tersebut, penelitian ini bertujuan untuk mendesain materi menulis (writing)
bahasa Inggris berdasarkan Pedagogi Ignasian untuk mahasiswa Program Studi
Ilmu Teologi.
Ada dua rumusan masalah dalam penelitian ini. Yang pertama adalah bagaimana
materi menulis bahasa Inggris untuk mahasiswa Program Studi Ilmu Teology
didesain? Yang kedua adalah seperti apa materi menulis bahasa Inggris itu?
Untuk menjawab rumusan masalah yang pertama, penulis mendesain model
sendiri berdasarkan langkah-langkah Research and Development (R&D). Penulis
menetapkan tujuh langkah sebagai hasil adopsi dari model desain Dick and
Carey, dan Yalden. Langkah-langkahnya adalah 1) analyzing learners and
contexts, 2) identifying instructional goals, 3) writing performances objectives, 4)
selecting syllabus, 5) deciding teaching/learning activities, 6) evaluating and
recycling, and 7) presenting main product.
Penelitian ini menggunakan survey pada materi yang sudah didesain dengan
membagikan kuesioner kepada empat dosen dari Program Studi Pendidikan
Bahasa Inggris (PBI-USD). Data menunjukkan bahwa rata-rata tingkat
persetujuan adalah 3,7. Hal ini berarti bahwa materi tersebut dikembangkan
secara baik dan dapat diterima untuk mahasiswa Teologi, meskipun masih perlu
revisi.
Untuk menjawab rumusan masalah yang kedua, penulis menyajikan satu set
materi menulis. Desain materi terdiri dari empat unit, yaitu 1) Here, I am, 2) My
Diary, 3) Tell Me a Story, and 4) Think and Act. Setiap unit dibagi menjadi lima
bagian seperti disarankan dalam Pedagogi Ignasian. Materi selengkapnya ada
dalam lampiran I.
Kata Kunci : Writing, Ignatian Pedagogy, Theology Study Program
students, dan pastoral ministry services.
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ACKNOWLEDGEMENTS
There are so many blessings and mercies that I received during the process
of finishing my thesis. Therefore, on this wonderful occasion I would like to
express my gratitude here.
First of all, I would like to express my greatest gratitude to Almighty God
for His blessings and mercies during my struggle in finishing my thesis. Without
His hands, I can do nothing. He has lifted me up beyond my strength and given
me a perseverance to cope with the hard days. His helping hands became real
through so many people who give me support and assistance in writing my thesis.
Thus, I am obliged to express my gratitude for those who are used by God to
make His love real in my life.
My deepest gratitude goes to my thesis advisor, Agustinus Hardi
Prasetyo, S.Pd., M.A., who had willingly spent his time to accompany me in
finishing my thesis. He has a big willingness to share his knowledge and expertise
through giving valuable suggestions, comments, guidance, and patience during
my thesis accomplishment.
I would like also to thank all lecturers in English Language Education
Study Program, Sanata Dharma University, especially, Caecilia Tutyandari,
S.Pd., M.Pd., Drs. Barli Bram, M.Ed, Ph.D., and Made Frida Yulia, S.Pd.,
M.Pd. Their willingness to guide me with meaningful knowledge and skills
during my study has enriched my life. I thank, also, the secretariat staff: Mbak
Dani and Mbak Tari for their kindness in administrative services. My deepest
gratitude is intended for all my respondents on the designed materials. They are
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Father Lucianus Suharjanto S.J, S.S, STB, Dr. Retno Muljani M.Pd.,
Christina Kristiyani, S.Pd., M.Pd., and Fidelis Chosa Kastuhandani, S.Pd.,
M.Hum. They improved my designed materials well through their precious
comments, suggestions, evaluations, and opinions. In addition, I warmly thank Sr.
Margaret O’Donohue FCJ, for kindly spending her precious time to proofread
my thesis.
I delivered my best gratitude to the Dean of Theology Faculty, Father Dr.
E. P. D. Martasudjita, Pr, and the Chairperson of Theology Study Program,
Father Dr. Y. B. Prasetyantha, MSF, for the permission to conduct this study at
Theology Study Program, Sanata Dharma University. I thank, also, all secretariat
staff of Theology faculty for their best services. I delivered my deepest gratitude
to all students of Theology Study Program 1st semester who are willing to be
my respondents before designing materials.
I intended my sincere gratitude to my beloved congregation, Sr. M. Julia
Juliarti FSGM as my superior, and her councils for their great love, prayers,
support, and trust that is given to me to study in ELESP-Sanata Dharma
University. My gratitude also is intended for Sr. M. Anita FSGM and all my
beloved sisters in St. Mary Convent, Yogyakarta. They have accompanied me in
every single struggle that I faced every day by their prayer, love, care, and
support.
My sincere thanks are addressed to my best friends, Hani, Risa, Leo,
Shela, Ulis, Aldin, Nana, Wanda, and all of the students batch 2009 class A for
their great love, care, help, and precious friendship. My special thanks also for
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Frater Philipus Adi Sulistyo, OFM, for his willingness to help me in drawing
some pictures in my designed materials.
Finally, from my deepest heart, I would like to thank all those whose
names are not mentioned for their support and help through their own way. By all
their hands, I can finish this thesis. That the Merciful Love of Almighty God bless
them and those people they love, so the name of Our Lord will be praised now
and forever.
Murni Samosir
(Sr. M. Anselina FSGM)
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TABLE OF CONTENTS
Page
TITLE PAGE .........................................................................................
i
APPROVAL PAGE ...............................................................................
ii
DEDICATION PAGE ............................................................................
iv
STATEMENT OF WORK’S ORIGINALITY ......................................
v
PERNYATAAN PERSETUJUAN PUBLIKASI .......................................
vi
ABSTRACT ............................................................................................
vii
ABSTRAK ...............................................................................................
viii
ACKNOWLEDGEMENTS ...................................................................
ix
TABLE OF CONTENTS .......................................................................
xii
LIST OF TABLE ...................................................................................
xv
LIST OF FIGURES ...............................................................................
xvi
LIST OF APPENDICES ........................................................................
xvii
CHAPTER I. INTRODUCTION ........................................................
1
A. Research Background .........................................................
1
B. Research Problems ...............................................................
3
C. Problem Limitation .............................................................
4
D. Research Objectives ............................................................
4
E. Research Benefits ................................................................
4
F. Definition of Terms .............................................................
6
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CHAPTER II. REVIEW OF RELATED LITERATURE ...............
8
A. Theoretical Description .......................................................
8
1. Instructional Design ........................................................
8
a. Dick and Carey’s Model ..............................................
9
b. Yalden’s Model ..........................................................
14
2. Ignatian Pedagogy ...........................................................
17
3. Teaching Writing .............................................................
29
B. Theoretical Framework .......................................................
32
CHAPTER III. RESEARCH METHODOLOGY ............................
38
A. Research Method .................................................................
38
B. Research Setting ..................................................................
42
C. Research Participants ...........................................................
42
D. Instruments and Data Gathering Technique.........................
44
E. Data Analysis Technique .....................................................
45
F. Research Procedure .............................................................
47
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ........
49
A. The Writer’s Model Used in Designing the Materials .........
49
1. Characteristics of the Learners and Contexts ..................
49
2. The Instructional Goals Identification..............................
51
3. Performances Objectives/Indicators ................................
53
4. Syllabus Presentation ......................................................
55
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5. Teaching/Learning Activities ...........................................
56
6. Evaluation and Revision ..................................................
62
a. Data Presentation and Analysis ...................................
62
b. Revision of the Design ................................................
65
B. The Presentation of the Designed Materials ........................
66
1. Context of Learning .........................................................
66
2. Experience ........................................................................
67
3. Reflection .........................................................................
67
4. Action ...............................................................................
68
5. Evaluation.........................................................................
68
CHAPTER V. CONCLUSIONS AND RECOMMENDATION ......
69
A. Conclusions .........................................................................
69
B. Recommendation .................................................................
71
REFERENCES .....................................................................................
73
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LIST OF TABLES
Table
Page
3.1 Respondents of the Survey on the Designed Materials .....................
43
3.2 Points of Agreement ..........................................................................
46
3.3 The Description of the Respondents’ Evaluation of the
Materials Designed (Blank) ..............................................................
47
4.1 The Instructional Goals .....................................................................
52
4.2 The Performances Objectives/Indicators ..........................................
53
4.3 The Teaching/Learning Activities.....................................................
56
4.4 The Description of the Respondents’ Evaluation of the Materials
Designed ...........................................................................................
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LIST OF FIGURES
Figure
Page
2.1 Dick, W., Carey, L., & Carey, J. O. (2009). The Systematic Design
of Instruction ...................................................................................
10
2. 2 Language Program Development (Yalden, 1987) ...........................
16
2.3 Ignatian Paradigm .............................................................................
18
2.4 Ignatian Pedagogy Paradigm Cycle (L3MP-LPM, 2012) .................
19
2.5 The Writer’s Design Model ..............................................................
33
3.1 R & D Cycle and the Writer’s Instructional Design Model ..............
39
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LIST OF APPENDICES
Appendix
Page
A. Letter of Permission ...........................................................................
75
B. Questionnaire before Designing the Materials (Bahasa Indonesia) ...
76
C. The Result of Questionnaire before Designing the Materials ............
79
D. The Result of Questionnaire on Analyzing Learners and Context.....
88
E. The Result of Questionnaire on the Materials Designed ....................
90
F. The General Description .....................................................................
94
G. The Syllabus .......................................................................................
100
H. Lesson Plans .......................................................................................
114
I. The Presentation of the Designed Materials ........................................
144
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CHAPTER I
INTRODUCTION
This chapter presents the introduction of the research. It consists of six parts:
the research background, the research problem, the problem limitation, the research
objectives, the research benefits, and the definition of terms.
A. Research Background
Having prophetic, smart, and professional ministers who are internationally
compatible is the mission of the Christian Church globally and this includes in
Indonesia (Academic Guideline Book, SDU, 2012). Thus, based on the above
statement, Theology Study Program is aimed to serve the needs of Indonesian Church
especially in the field of Theology Studies (Academic Guideline Book, SDU, 2012).
In the process of achieving the above aim as a leading religious institution at the
international level focusing on scientific and pragmatic Christian faith, the Theology
Study Program, Sanata Dharma University (TSP-SDU) provides the opportunity
through learning, studying and conducting pastoral ministry services for individuals
interested in this field of study.
To support the vision of international compatibility, TSP-SDU prepares
graduates to excel in three main areas (Academic Guideline Book, SDU, 2012).
Firstly, graduates should be able to reflect on and communicate critically the
Christian faith in the Indonesian context. Secondly, graduates are expected to have
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the people skill in dealing with their congregations. Thirdly, graduates are expected to
excel in creating a fair and just environment as well as kind to all God’s creation.
In order to achieve those three aims, the Theology Study Program in Sanata
Dharma University included the English language as one of the subjects in the
Profession Skills Courses conducted in two semesters. Writing is one of the skills that
the students are required to learn in the course. By learning writing in English
properly, students are able to express their ideas in a language that is not their mother
tongue. In learning the English writing properly, students are expected to understand
the basic English grammatical structures as well as the content of texts, especially
texts that are related to religious studies (Academic Guideline Book, SDU, 2012).
Although there are many English writing instructional materials provided in
the market, there is a lack of a tailor-made set of materials to accommodate the TSP
students. Therefore in this research, the writer proposes to design a set of English
writing instructional materials based on Ignatian Pedagogy for Theology Study
Program students. Why is Ignatian Pedagogy used? It is because Ignatian Pedagogy
from its beginning has been eclectic in selection of methods for teaching and learning
(Kolvenbach, 1993). It is a paradigm with inherent potential for going beyond mere
theory to become a practical tool and an effective instrument for making a difference
in the way we teach and in the way our students learn. By implementing this
pedagogy, the designed materials can be a guide for teachers to accompany learners
in order to facilitate learning and grow through encounters with truth and exploration
of the human meaning.
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There are two reasons for the writer to design the set of instructional
materials. The first reason is to provide a set of clear English writing instructional
materials for the TSP students as there is no tailor-made material available. The set of
materials designed is expected to assist the TSP-SDU students to achieve the
academic goals in the area of English language learning. In order to achieve the goals
as stated previously, the design is based on the results of the needs analyses. The
second reason is to increase the students’ ability to communicate the Theology
content in written English with the expectation that the graduates can improve their
pastoral ministry services in many fields where the knowledge is written in the
English language.
B. Research Problems
In this study the writer presented two research problems, namely:
1.
How is a set of English writing instructional materials for Theology
Study Program students of Theology Faculty, Sanata Dharma University
designed?,
2.
What does the designed set of English writing instructional materials
look like?
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C. Problem Limitation
To make this study feasible and reliable, the design of a set of English
materials scope is aimed only for Theology Study Program students of Theology
Faculty, Sanata Dharma University.
D. Research Objectives
There are two objectives of this study. Firstly, is to present the steps to design
a set of English writing instructional materials based on Ignatian Pedagogy for
Theology Study Program students. Secondly, it is to present the tailor-made design. .
E. Research Benefits
The writer expects that this study can contribute benefits to the English
lecturers in the Theology Study Program at SDU, the TSP-SDU students, the
Theology Study Program Department, and future researchers. The benefits are
illustrated below:
1.
The English Lecturers in the Theology Study Program, Sanata Dharma
University
The design of a set of materials provides a clear guide for the English
lecturers to teach writing based on Ignatian Pedagogy. The set of materials provided
includes topics, objectives and techniques to guide the learning process for more
effective and efficient deliveries.
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2.
The Theology Study Program, Sanata Dharma University Students
Students can benefit through the implementation of the set of materials
desgined to equipt them in the area of English language writing skills. Furthermore,
the students are able to use the skills learned to meet their needs to improve their
pastoral ministry services in various fields using the English written texts.
3.
The Theology Study Program Department at Sanata Dharma University
From this study, Theology Study Program Department can take advantage of
the tailor-made set of English teaching materials in a more focused design to support
and meet the Profession Skills course. In addition to the aforementioned benefit, by
improving the English writing skill, TSP-SDU students, are on the right track to
achieve the vision of international compatibility in their knowledge and services.
4.
Future Researchers
The writer hopes that this study can provide significant contribution to future
researchers focusing on building the skills in a similar area of English writing and to
inspire further studies.
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F. Definition of Terms
In order to provide clarity and consistency, the writer presents some terms that
are used in this research in the following.
1.
Writing
In this study, writing is one of the four skills learned in learning the English
language.
It is a way of thinking to express ideas as well as a means of
communication (Robert & Nancy, 1985). Related to this research, writing will be
used to communicate faith in written English texts.
2.
The Theology Study Program at Sanata Dharma University (TSP-SDU)
In this study, Theology Study Program is one of the study programs in
Theology Faculty, Sanata Dharma University, which is aimed to serve the needs of
Indonesian Church especially in Theology field (Academic Guidelines Book, SDU,
2012). The majority of students in this study program are expected to serve as a priest
from many congregations or convents. The TSP-SDU is an eight semesters program,
and after the graduation, the students obtain Sarjana Sastra.
3.
The Pastoral Ministry Service
Pastoral Ministry Service is a field of work for the priests. The majority of
students who study in TSP-SDU are expected to be priests. As stated in Code Canon
of Law (Can 276), after graduated from the TSP-SDU, the students fulfil the duties of
pastoral ministry services as Parish Priests, Formators, Teachers/Lecturers, and other
similar types of work as requested by Congregation or Convent Minister.
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4.
Ignatian Pedagogy
In this study, Ignatian Pedagogy is used to decide teaching/learning activities.
According to Kolvenbach (1993), Ignatian Pedagogy is “a paradigm that speaks to the
teaching-learning process, that addresses the teacher-learner relationship, and that has
practical meaning and application for the classroom (p. 8)” It means that the
paradigm suggests a host way in which the teacher might accompany their students in
order to facilitate learning and growth through encounters with truth and explorations
of human meaning and it becomes a practical tool and an effective instrument for
making a difference in the way we teach and in the way our students learn.
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CHAPTER II
REVIEW OF RELATED LITERATURES
In this chapter, the writer would like to present a discussion of related
literatures as a theoretical base in designing a set of English writing materials based
on Ignatian Pedagogy for Theology Study Program students. There are two main
parts included in this chapter, namely the theoretical description and the theoretical
framework.
A. Theoretical Description
The theoretical description consists of some theories relevant to the research
that would be discussed directly. The first section of the theoretical description is
focused on the discussion on instructional design models. The second section is going
to discuss Ignatian Pedagogy. The last section deals with some theories of teaching
English writing skill.
1. Instructional Design
Borg and Gall (2007) explained that education Research and Development
(R&D) is:
An industry-based development model in which the findings of research are
used to design new products and procedures, which are systematically fieldtested, evaluated, and refined until they meet specific criteria of effectiveness,
quality, or similar standards (p. 589).
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It means that education R & D is a process to develop educational products used to
support teaching-learning process. As cited by Diane Tucker (2009), there are three
points as contributions to the success of systems approach models, namely, (1) the
focus, at the outset, on what the learner is to know or be able to do when the
instruction is concluded, (2) instruction is specifically targeted on the skills and
knowledge to be taught and supplies the appropriate conditions for the learning of
these outcomes, (3) the system approach is an empirical and replicable process. To
cover the previous definition, the writer chose two instructional design models that
will be discussed in this section, namely: Dick and Carey‟s model and Yalden‟s
Model. Each model would be explained in the following subsections.
a. Dick and Carey’s Model
The Dick and Carey System Approach, bears the conventional core elements
of analysis, design, development, implementation, and evaluation (Dick, Carey &
Carey, 2005). There are ten procedural steps based on The Dick and Carey System
Approach in designing an instructional material. They are (1) assess needs to identify
learning goals, (2) conduct instructional analysis, (3) analyze learners and contexts,
(4) write performance objectives, (5) develop assessment instruments, (6) develop
instructional strategies, (7) develop and select instructional materials, (8) design and
conduct formative evaluation, (9) revise instruction based from formative evaluation,
(10) design and conduct summative evaluation (Dick, Carey & Carey, 2005). The
steps are arranged systematically as seen in Figure 2.1
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Step 9
Revise
Instruction
Step 2
Conduct
Instructional
Analysis
Step 1
Step 8
Step 4
Identify
Instructional
Goal (s)
Step 3
Step 5
Write
Performance
Objectives
Development
Assesments
Instruments
Analysis
Learners and
Context
Step 7
Step 6
Develop
Instructional
Strategy
Develop and
Select
Instructional
Materials
Design and
Conduct
Formative
Evaluation of
Instruction
Step 10
Design and
Conduct
Summative
Evaluation
Figure 2.1 Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of
instruction (6th ed.).
Dick & Carey (2005: 6-8) described the steps briefly in sequence below.
Step 1: Identify Instructional Goal (s)
The first step in Dick and Carey‟s model is determination on what the
designer wants learners to be able to do when they have completed the instruction.
The instructional goal here can be derived from a list of goals, from a performance
analysis, from a needs assessment, from practical experience with learning difficulties
of students, from the analysis of people who are doing the job, or from some other
requirements for a new instruction.
Step 2: Conduct Instructional Analysis
After doing the first step, Dick and Carey proposed the next step to determine
step-by-step to perform that goal. This step was ended by the process of analyzing the
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instructional; to determine what skills, knowledge, known as entry behaviors, are
required of learners to be able to begin the instruction.
Step 3: Analyze Learners and Contexts
In addition, Dick and Carey suggested learners and contexts‟ analysis to
analyze the instructional goal, in which they learn the skills, and the context in which
they will use them. Learners‟ current skills, preferences, and attitudes are determined
along with the characteristics of the instructional setting and the setting in which the
skills will eventually be used. This crucial information shapes a number of the
succeeding steps in the model, especially the instructional strategy.
Step 4: Write Performance Objectives
Furthermore, the next step is writing the performance objectives. As stated by
Dick and Carey, that “based on the instructional analysis and the statement of entry
behaviors, the designer will write specific statements of what the learners will be able
to do when they complete the instruction (p. 7)”. These statements, which are derived
from the skills identified in the instructional analysis, will identify the skills to be
learned, the conditions under which the skills must be performed and the criteria for
successful performance.
Step 5: Develop Assessment Instruments
Based on the result of step 4, the designer will develop assessments that are
parallel to and measure the learners‟ ability to perform what is described in the
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objectives. Major emphasis is placed in relating the kind of skills described in the
objectives to what the assessment requires.
Step 6: Develop Instructional Strategy
The information from the previous steps will be used to identify the strategy
that will be used in instruction to achieve the terminal objective. The strategy will
emphasize components to foster student learning including preinstructional activities,
presentation of content, learner participation, assessment, and follow-through
activities. The strategy will be based on current theories of learning and results of
learning research, the characteristics of the media that will be used to deliver the
instruction, content to be taught, and the characteristics of the learners who will
participate in the instruction.
Step 7: Develop and Select Instructional Materials
In this step, the instructional strategy is used to produce the instruction. This
typically includes guidance for learners, instructional materials, and assessments. The
decision to develop original materials will depend on the types of learning outcomes,
the availability of existing relevant materials, and the developmental resources
available.
Step 8: Design and Conduct Formative Evaluation of Instruction
To complete a draft of the instruction, a series of evaluations is conducted to
collect data that are used to identify how to improve the instruction. There are three
types of formative evaluation, namely one-to-one evaluation, small-group evaluation,
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and field-trial evaluation. Each type of evaluation provides a different type of
information that can be used to improve the instruction.
Step 9: Revise Instruction
In revising the instruction, data from the formative evaluation are summarized
and interpreted to identify difficulties experienced by learners in achieving the
objectives and to relate these difficulties to specific deficiencies in the instruction.
The data from formative evaluation are not simply used to revise the instruction itself,
but are used to reexamine the validity of the instructional analysis and the
assumptions about the entry behaviors and characteristics of learners. By
incorporating the reexamined statements of performance objectives and reviewed
instructional strategy, the instructional tool will be more effective.
Step 10: Design and Conduct Summative Evaluation
It is an evaluation of the absolute and/or relative value or worth of the
instruction and occurs only after the instruction has been formatively evaluated and
sufficiently revised to meet the standards of the designer. Since the summative
evaluation usually does not involve the designer of the instruction but instead
involves an independent evaluator, this component is not considered an integral part
of the instructional design process.
In designing English writing instructional materials, the writer adapted three
steps of Dick and Carey‟s model. They are identifying instructional goals (step 1),
analyzing learners and contexts (step 3), and writing performance objective (step 4).
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The steps were adapted in order to know the characteristics of the learners. Based on
the characteristics, the writer identified the goals of learning writing, and after that the
writer decided the objectives of learning process.
b. Yalden’s Model
In designing a set of instructional materials, Yalden offered a communicative
syllabus (1987). A communicative syllabus structured is different from those for
selecting the linguistics contents (p. 86). It means that the syllabus has to ensure that
the learners acquire the ability to communicate.
There are seven stages presented by Yalden (1987) to design communicative
syllabus. The stages are summarized briefly as follows.
1) Needs Survey
This stage is used to gather the information about the learners such as personal
needs, motivation, and learners characteristics. This survey is conducted to know
the local (learners‟) needs.
2) Description of Purpose
This description of purpose to be prepared in terms of student characteristics and
student skills „on entry to‟ and „on exit from‟ the program.
3) Selection/Development of Syllabus Type
Considering what Yalden (1987) stated, “there is no single model of syllabus
design which is universally agreed upon” (p. 108). That is why the designer
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should modify some existing types of syllabus to produce a completely learnercentered approach.
4) Production of a Proto-syllabus
In this stage, the content of syllabus is decided to be covered in the program. The
designer should select and combine the items to determine the content of
syllabus.
5) Production of a Pedagogical Syllabus
The pedagogical syllabus development of teaching, learning and testing
approaches consists of development of teaching materials and testing sequences
and decisions on testing instruments.
6) Development and Implementation of Classroom Procedures
The next stage is development of classroom procedures such as selection of
exercise types and teaching technique, preparation of lesson plan, and
preparation of weekly schedules.
7) Evaluation
Evaluation is the final stage in Yalden‟s model. The evaluation describes the
evaluation of the students, the evaluation of the program, and the evaluation of
the teaching as well as the over-all design of the course.
To make the Yalden‟s instructional model clearer, the following is the figure
of that model.
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Needs
Survey
Descrip
-tion of
purpose
Selection
/Develop
ment of
syllabus
type
Production of
a protosyllabus
Production of
pedagogical
syllabus
Development and
implementation of
classroom
procedures
Evaluation
Figure 2. 2. Language Program Development (Yalden, 1987)
All stages of Yalden‟s model would not be applied in designing a set of
English writing materials for TSP students. The writer adapted three stages from
Yalden‟s model, namely selecting/developing syllabus type (stage 3), producing a
pedagogical syllabus (stage 5), and evaluation (stage 7).
Those two models discussed previously used as the basis to make the writer‟s
model. It is made to describe steps that are taken by the writer in order to answer the
research problems as stated in Chapter I. By adjusting two models, the writer decided
to take six steps; three steps are taken from Dick and Carey‟s Model, and three left
steps adjusted from Yalden‟s model.
Furthermore, the writer designed English materials based on Ignatian
Pedagogy. Ignatian Pedagogy was chosen to identify the instructional goals, write
performances objective, select syllabus, and decide teaching and learning activities.
The description of Ignatian Pedagogy is explained as follows.
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2.
Ignatian Pedagogy
In designing English writing instructional materials for Theology Program
Students, the writer would like to apply Ignatian Pedagogy: A Practical Approach as
the ground of the theory. According to Kolvenbach (1993), Ignatian Pedagogy is “a
paradigm that speaks to the teaching-learning process, that addresses the teacherlearner relationship, and that has practical meaning and application for the classroom
(p. 8)”. This pedagogy is inspired by the principles of Ignatius‟ Spiritual Exercises, in
Part IV of the Constitution of the Society of Jesus, and in the Jesuit Ration Studiorum
(Kolvenbach, 1993:3). Furthermore, it is explained that Ignatius Loyola adapted the
“modus Parisiensis,” the ordered pedagogical approach employed at the University of
Paris in his day. This was integrated with a number of the methodological principles
he had previously develop for use in the Spiritual Exercises (Kolvenbach, 1993: 4).
Kolvenbach (1993) stated that “applying the Ignatian Pedagogy, the teacher
creates the condition, lays the foundations and provides the opportunities for the
continual interplay of the student‟s experience, reflection, and action (p. 9)”. It means
that paradigm suggests a host way in which the teacher might accompany their
students in order to facilitate and grow through encounters with truth and explorations
of human meaning and it becomes a practical tool and effective instrument for
making a difference in the way we teach and in the way our students learn. The
following figure describes the conditions, foundations, and opportunities in applying
Ignatian Pedagogy.
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ACTION
REFLECTION
EXPERIENCE
Figure 2.3. Ignatian Paradigm
Based on the figure 2.3, it can be seen that in Ignatian Paradigm, the
introduction of reflection is a critically important note as an essential dynamic. By
doing reflection, students can choose the experiences to find the truth in her/his self
(P3MP-LPM, 2012: 7, Subagya, 2010). Students experience a lesson clearly
presented and thoroughly explained and the teacher calls for subsequent action on the
part of students has been successfully absorbed. Ignatian Pedagogy applied a two-step
instructional model of EXPERIENCEACTION, in which the teacher plays a far
more active role than the student. It is a model where memorization skills on the part
of students are a primary pedagogical aim. There are two reasons that are seriously
deficient in the model of Jesuit education, namely:
1. Experience is expected to move beyond rote knowledge to the development of
the more complex learning skills of understanding, application, analysis,
synthesis, and evaluation.
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2. If learning were to stop there, it would not be Ignatian. For it would lack the
components of REFLECTION wherein students are impelled to consider the
human meaning and significance of what they study and to integrate that
meaning as responsible learners who grow as persons of competence,
conscience, and compassion (Kolvenbach, 1993, p. 12).
A comprehensive Ignatian Pedagogical Paradigm must consider the context of
learning as well as the more explicitly pedagogical process. In addition, it should
point to ways to encourage openness to grow even after the student has completed
any individual learning cycle. Thus five steps are involved: CONTEXT;
EXPERIENCE; REFLECTION; ACTION; EVALUATION. The following figure
describes the cycle of Ignatian Pedagogy.
Figure 2.4 Ignatian Pedagogy Paradigm Cycle (L3MP-LPM, 2012)
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In order to describe it clearer, the writer gave explanation as seen as follows.
a.
Context of Learning
According to Ignatius, predispositions to prayer made judgments about
readiness to begin, whether a person would profit from the complete exercises or an
abbreviated experience. Similarly, personal care and concern for individual, which is
a hallmark of Jesuit education, requires that the teacher become as conversant as
possible with the life experience of the learner. Since human experience, always the
starting point in Ignatian pedagogy, we must know the actual context within which
teaching and learning takes place. As teachers, we need to understand the world of
the student, including the ways in which family, friends, peers, youth culture and
others as well as social pressures, school life, politics, economics, religion, media art,
music, and other realities impact that world and affect the student for better or worse.
Teachers, as well as other members of school community should take account
of:
1) The real context of a student’s life which includes family, peers, social
situations, the educational institution itself, politics, economics, cultural
climate, the ecclesial situation, media, music, and other realities. All of
these have an impact on the student for better or worse.
2) The socio-economic, political and cultural context within which a
student grows seriously affects his or her growth as a person for others.
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3) The institutional environment of the school or learning center,
including the complex and often subtle network of norms, expectations
and especially relationships that create the atmosphere of school life.
4) What previously acquired concepts students bring with them to the
start of the learning process.
From the previous description, learning process must be concerned the context
related to the process of learning. Context includes „with whom‟ the students
interacted, „how‟ the students‟ background and experiences, „where‟ and „what kind‟
of environment students interacted, „what‟ the purpose of the interactional, and „why‟
students join the learning. Those contexts must be as consideration for teacher in
order to construct the knowledge and the meaning of human being of the students
effectively (P3MP-LPM, 2012: 13).
b. Experience
Experience for Ignatius meant „to taste something internally‟. In the first place
this calls for knowing facts, concepts, and principles. This requires one to probe the
connotation and overtones of words and events, to analyze and evaluate ideas, to
reason. Only with accurate comprehension of what is being considered can one
proceed with valid appreciation of its meaning. Ignatius argues that the whole personmind, heart and will-should enter the learning experience (Kolvenbach, 1993:15).
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The term „experience‟ is used to describe any activity in which addition to a
cognitive grasp of the matter being considered, some sensation of an affective nature
is registered by the student (Kolvenbach, 1993:150). In any experience, data is
perceived by the student cognitively. Through questioning, imagining, investigating
its elements and relationships, the student organizes this data into a whole hypothesis.
At the beginning of new lessons, teachers often perceive how students‟ feelings can
move them to grow. New facts, ideas, viewpoints, theories often resent a challenge to
what the student understands at that point. Confrontation of new knowledge with
what one has already learned cannot limit simply to memorization or passive
absorption of additional data, especially if it does not exactly fit what one knows.
Analysis, comparison, contrast, synthesis, evaluation are all sorts of mental and/or
psychomotor activities wherein students are alert to grasp reality more fully.
Human experience may be either direct or vicarious. Direct experience usually
is fuller, more engaging of the person. In an academic setting, it usually occurs in
interpersonal
experiences
such
as
conversations
or
discussion
laboratory
investigations, field trips, service projects, participation in sports, and the like.
Learning is often achieved through vicarious experience in reading, or listening to a
lecture. In order to involve students in the learning experience more fully at a human
level, teachers are challenged to stimulate students‟ imagination and use of the sense
precisely so that students can enter the reality studied more fully.
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c.
Reflection
Kolvenbach (1993) defined reflection as a formative and liberating process
which is the memory, the understanding, the imagination, and the feelings are used to
capture the meaning and the essential value of what is being studied, to discover its
relationship with other aspects of knowledge and human activity, and to appreciate its
implications in the ongoing search for truth and freedom (p.16). It means that
reflection forms the conscience of learners (their beliefs, values, attitudes, and their
entire way of thinking) in such a manner that key are led to move beyond knowing, to
undertake action.
The term of reflection is used to mean a thoughtful reconsideration of some
subject matter, experience, idea, purpose or spontaneous reaction, in order to grasp its
significance more fully. Thus, reflection is the process by which meaning surfaces in
human experience:
1) By understanding the truth being studied more clearly.
2) By understanding the sources of the sensations or reactions I experience in
this consideration.
3) By deepening my understanding of the implications of what I have
grasped for myself and for others.
4) By achieving personal insights into events, ideas, truth or the distortion of
truth and the like.
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5) By coming to some understanding of who I am and who I might be in
relation to others.
There is a major challenge to a teacher at this stage of the learning paradigm
according to Kolvenbach. It is to formulate questions that will broaden students‟
awareness and impel them to consider viewpoints of others, especially of the poor (p.
17). The temptation h
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A SET OF ENGLISH WRITING MATERIALS
BASED ON IGNATIAN PEDAGOGY
FOR THEOLOGY STUDY PROGRAM STUDENTS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Murni Samosir (Sr. M. Anselina FSGM)
Student Number: 091214004
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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I dedicate this thesis to my Almighty God,
to all teachers and academicians, to my beloved congregation, to
my community, to my family and to my friends.
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ABSTRACT
Samosir, Murni (Sr. M. Anselina FSGM). (2013). A Set of English Writing
Materials Based on Ignatian Pedagogy for Theology Study Program
Students. Yogyakarta: Sanata Dharma University.
The mission of the Catholic Church globally, including in Indonesia, is to have
prophetic, smart, and professional ministers who are internationally reliable. In
order to achieve that mission, the Theology Study Program in Sanata Dharma
University included English Language as one of the subjects in the Profession
Skills Courses conducted in two semesters. Writing is one of the skills that the
students are required to learn in the course. On the other hand, there is no tailormade material available in the Theology Study Program. Due to that case, in this
research, the writer designed a set of English Writing Materials based on Ignatian
Pedagogy for Theology Study Program students.
There were two research problems in this research. They were 1) how is a set of
English writing instructional materials for Theology Study Program students of
the Theology Faculty, Sanata Dharma University designed?, 2) what does the
designed set of English writing instructional materials look like?
In order to answer the first problem, the writer designed own model by employing
five steps of Research and Development (R&D) cycle and combining two models:
Dick and Carey’s Model, and Yalden’s Model. As a result of employing and
combination, there were seven steps used to design the materials. The steps were
1) analyzing learners and contexts, 2) identifying instructional goals, 3) writing
performances objectives, 4) selecting syllabus, 5) deciding teaching/learning
activities, 6) evaluating and recycling, and 7) presenting main product.
In this research, the data obtained through survey on the designed materials by
distributing a questionnaire to four lecturers of the English Language Education
Study Program, Sanata Dharma University (ELESP-SDU). The data showed that
the average point of the designed materials was 3.7. It means that the materials
were considered well developed and it was acceptable for Theology Study
Program students, although revision was necessary.
The second research problem was answered by presenting a set of English writing
materials. The designed materials consisted of four units, namely 1) Here, I am, 2)
My Diary, 3) Tell Me a Story, and 4) Think and Act. Each unit was divided into
five parts as proposed in Ignatian Pedagogy. The complete materials were
attached in appendix I.
Keywords:
Writing, Ignatian Pedagogy, Theology Study Program
students, pastoral ministry services.
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ABSTRAK
Samosir, Murni (Sr. M. Anselina FSGM). (2013). A Set of English Writing
Materials Based on Ignatian Pedagogy for Theology Study Program
Students. Yogyakarta: Universitas Sanata Dharma.
Tujuan dari Gereja pada umumnya, termasuk Indonesia, adalah menyiapkan
pelayan yang profetis, terampil, dan handal di tingkat internasional. Untuk
mencapai tujuan itu, maka Program Studi Ilmu Teologi, Universitas Sanata
Dharma, memasukkan Bahasa Inggris sebagai salah satu Mata Kuliah Keahlian
Berkarya, yang diajarkan selama dua semester. Menulis adalah salah satu
ketrampilan yang harus dipelajari dalam mata kuliah ini. Di lain pihak, belum
ada materi yang tetap di Program Studi Ilmu Teologi ini. Berdasarkan hal
tersebut, penelitian ini bertujuan untuk mendesain materi menulis (writing)
bahasa Inggris berdasarkan Pedagogi Ignasian untuk mahasiswa Program Studi
Ilmu Teologi.
Ada dua rumusan masalah dalam penelitian ini. Yang pertama adalah bagaimana
materi menulis bahasa Inggris untuk mahasiswa Program Studi Ilmu Teology
didesain? Yang kedua adalah seperti apa materi menulis bahasa Inggris itu?
Untuk menjawab rumusan masalah yang pertama, penulis mendesain model
sendiri berdasarkan langkah-langkah Research and Development (R&D). Penulis
menetapkan tujuh langkah sebagai hasil adopsi dari model desain Dick and
Carey, dan Yalden. Langkah-langkahnya adalah 1) analyzing learners and
contexts, 2) identifying instructional goals, 3) writing performances objectives, 4)
selecting syllabus, 5) deciding teaching/learning activities, 6) evaluating and
recycling, and 7) presenting main product.
Penelitian ini menggunakan survey pada materi yang sudah didesain dengan
membagikan kuesioner kepada empat dosen dari Program Studi Pendidikan
Bahasa Inggris (PBI-USD). Data menunjukkan bahwa rata-rata tingkat
persetujuan adalah 3,7. Hal ini berarti bahwa materi tersebut dikembangkan
secara baik dan dapat diterima untuk mahasiswa Teologi, meskipun masih perlu
revisi.
Untuk menjawab rumusan masalah yang kedua, penulis menyajikan satu set
materi menulis. Desain materi terdiri dari empat unit, yaitu 1) Here, I am, 2) My
Diary, 3) Tell Me a Story, and 4) Think and Act. Setiap unit dibagi menjadi lima
bagian seperti disarankan dalam Pedagogi Ignasian. Materi selengkapnya ada
dalam lampiran I.
Kata Kunci : Writing, Ignatian Pedagogy, Theology Study Program
students, dan pastoral ministry services.
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ACKNOWLEDGEMENTS
There are so many blessings and mercies that I received during the process
of finishing my thesis. Therefore, on this wonderful occasion I would like to
express my gratitude here.
First of all, I would like to express my greatest gratitude to Almighty God
for His blessings and mercies during my struggle in finishing my thesis. Without
His hands, I can do nothing. He has lifted me up beyond my strength and given
me a perseverance to cope with the hard days. His helping hands became real
through so many people who give me support and assistance in writing my thesis.
Thus, I am obliged to express my gratitude for those who are used by God to
make His love real in my life.
My deepest gratitude goes to my thesis advisor, Agustinus Hardi
Prasetyo, S.Pd., M.A., who had willingly spent his time to accompany me in
finishing my thesis. He has a big willingness to share his knowledge and expertise
through giving valuable suggestions, comments, guidance, and patience during
my thesis accomplishment.
I would like also to thank all lecturers in English Language Education
Study Program, Sanata Dharma University, especially, Caecilia Tutyandari,
S.Pd., M.Pd., Drs. Barli Bram, M.Ed, Ph.D., and Made Frida Yulia, S.Pd.,
M.Pd. Their willingness to guide me with meaningful knowledge and skills
during my study has enriched my life. I thank, also, the secretariat staff: Mbak
Dani and Mbak Tari for their kindness in administrative services. My deepest
gratitude is intended for all my respondents on the designed materials. They are
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Father Lucianus Suharjanto S.J, S.S, STB, Dr. Retno Muljani M.Pd.,
Christina Kristiyani, S.Pd., M.Pd., and Fidelis Chosa Kastuhandani, S.Pd.,
M.Hum. They improved my designed materials well through their precious
comments, suggestions, evaluations, and opinions. In addition, I warmly thank Sr.
Margaret O’Donohue FCJ, for kindly spending her precious time to proofread
my thesis.
I delivered my best gratitude to the Dean of Theology Faculty, Father Dr.
E. P. D. Martasudjita, Pr, and the Chairperson of Theology Study Program,
Father Dr. Y. B. Prasetyantha, MSF, for the permission to conduct this study at
Theology Study Program, Sanata Dharma University. I thank, also, all secretariat
staff of Theology faculty for their best services. I delivered my deepest gratitude
to all students of Theology Study Program 1st semester who are willing to be
my respondents before designing materials.
I intended my sincere gratitude to my beloved congregation, Sr. M. Julia
Juliarti FSGM as my superior, and her councils for their great love, prayers,
support, and trust that is given to me to study in ELESP-Sanata Dharma
University. My gratitude also is intended for Sr. M. Anita FSGM and all my
beloved sisters in St. Mary Convent, Yogyakarta. They have accompanied me in
every single struggle that I faced every day by their prayer, love, care, and
support.
My sincere thanks are addressed to my best friends, Hani, Risa, Leo,
Shela, Ulis, Aldin, Nana, Wanda, and all of the students batch 2009 class A for
their great love, care, help, and precious friendship. My special thanks also for
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Frater Philipus Adi Sulistyo, OFM, for his willingness to help me in drawing
some pictures in my designed materials.
Finally, from my deepest heart, I would like to thank all those whose
names are not mentioned for their support and help through their own way. By all
their hands, I can finish this thesis. That the Merciful Love of Almighty God bless
them and those people they love, so the name of Our Lord will be praised now
and forever.
Murni Samosir
(Sr. M. Anselina FSGM)
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TABLE OF CONTENTS
Page
TITLE PAGE .........................................................................................
i
APPROVAL PAGE ...............................................................................
ii
DEDICATION PAGE ............................................................................
iv
STATEMENT OF WORK’S ORIGINALITY ......................................
v
PERNYATAAN PERSETUJUAN PUBLIKASI .......................................
vi
ABSTRACT ............................................................................................
vii
ABSTRAK ...............................................................................................
viii
ACKNOWLEDGEMENTS ...................................................................
ix
TABLE OF CONTENTS .......................................................................
xii
LIST OF TABLE ...................................................................................
xv
LIST OF FIGURES ...............................................................................
xvi
LIST OF APPENDICES ........................................................................
xvii
CHAPTER I. INTRODUCTION ........................................................
1
A. Research Background .........................................................
1
B. Research Problems ...............................................................
3
C. Problem Limitation .............................................................
4
D. Research Objectives ............................................................
4
E. Research Benefits ................................................................
4
F. Definition of Terms .............................................................
6
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CHAPTER II. REVIEW OF RELATED LITERATURE ...............
8
A. Theoretical Description .......................................................
8
1. Instructional Design ........................................................
8
a. Dick and Carey’s Model ..............................................
9
b. Yalden’s Model ..........................................................
14
2. Ignatian Pedagogy ...........................................................
17
3. Teaching Writing .............................................................
29
B. Theoretical Framework .......................................................
32
CHAPTER III. RESEARCH METHODOLOGY ............................
38
A. Research Method .................................................................
38
B. Research Setting ..................................................................
42
C. Research Participants ...........................................................
42
D. Instruments and Data Gathering Technique.........................
44
E. Data Analysis Technique .....................................................
45
F. Research Procedure .............................................................
47
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ........
49
A. The Writer’s Model Used in Designing the Materials .........
49
1. Characteristics of the Learners and Contexts ..................
49
2. The Instructional Goals Identification..............................
51
3. Performances Objectives/Indicators ................................
53
4. Syllabus Presentation ......................................................
55
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5. Teaching/Learning Activities ...........................................
56
6. Evaluation and Revision ..................................................
62
a. Data Presentation and Analysis ...................................
62
b. Revision of the Design ................................................
65
B. The Presentation of the Designed Materials ........................
66
1. Context of Learning .........................................................
66
2. Experience ........................................................................
67
3. Reflection .........................................................................
67
4. Action ...............................................................................
68
5. Evaluation.........................................................................
68
CHAPTER V. CONCLUSIONS AND RECOMMENDATION ......
69
A. Conclusions .........................................................................
69
B. Recommendation .................................................................
71
REFERENCES .....................................................................................
73
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LIST OF TABLES
Table
Page
3.1 Respondents of the Survey on the Designed Materials .....................
43
3.2 Points of Agreement ..........................................................................
46
3.3 The Description of the Respondents’ Evaluation of the
Materials Designed (Blank) ..............................................................
47
4.1 The Instructional Goals .....................................................................
52
4.2 The Performances Objectives/Indicators ..........................................
53
4.3 The Teaching/Learning Activities.....................................................
56
4.4 The Description of the Respondents’ Evaluation of the Materials
Designed ...........................................................................................
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LIST OF FIGURES
Figure
Page
2.1 Dick, W., Carey, L., & Carey, J. O. (2009). The Systematic Design
of Instruction ...................................................................................
10
2. 2 Language Program Development (Yalden, 1987) ...........................
16
2.3 Ignatian Paradigm .............................................................................
18
2.4 Ignatian Pedagogy Paradigm Cycle (L3MP-LPM, 2012) .................
19
2.5 The Writer’s Design Model ..............................................................
33
3.1 R & D Cycle and the Writer’s Instructional Design Model ..............
39
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LIST OF APPENDICES
Appendix
Page
A. Letter of Permission ...........................................................................
75
B. Questionnaire before Designing the Materials (Bahasa Indonesia) ...
76
C. The Result of Questionnaire before Designing the Materials ............
79
D. The Result of Questionnaire on Analyzing Learners and Context.....
88
E. The Result of Questionnaire on the Materials Designed ....................
90
F. The General Description .....................................................................
94
G. The Syllabus .......................................................................................
100
H. Lesson Plans .......................................................................................
114
I. The Presentation of the Designed Materials ........................................
144
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CHAPTER I
INTRODUCTION
This chapter presents the introduction of the research. It consists of six parts:
the research background, the research problem, the problem limitation, the research
objectives, the research benefits, and the definition of terms.
A. Research Background
Having prophetic, smart, and professional ministers who are internationally
compatible is the mission of the Christian Church globally and this includes in
Indonesia (Academic Guideline Book, SDU, 2012). Thus, based on the above
statement, Theology Study Program is aimed to serve the needs of Indonesian Church
especially in the field of Theology Studies (Academic Guideline Book, SDU, 2012).
In the process of achieving the above aim as a leading religious institution at the
international level focusing on scientific and pragmatic Christian faith, the Theology
Study Program, Sanata Dharma University (TSP-SDU) provides the opportunity
through learning, studying and conducting pastoral ministry services for individuals
interested in this field of study.
To support the vision of international compatibility, TSP-SDU prepares
graduates to excel in three main areas (Academic Guideline Book, SDU, 2012).
Firstly, graduates should be able to reflect on and communicate critically the
Christian faith in the Indonesian context. Secondly, graduates are expected to have
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the people skill in dealing with their congregations. Thirdly, graduates are expected to
excel in creating a fair and just environment as well as kind to all God’s creation.
In order to achieve those three aims, the Theology Study Program in Sanata
Dharma University included the English language as one of the subjects in the
Profession Skills Courses conducted in two semesters. Writing is one of the skills that
the students are required to learn in the course. By learning writing in English
properly, students are able to express their ideas in a language that is not their mother
tongue. In learning the English writing properly, students are expected to understand
the basic English grammatical structures as well as the content of texts, especially
texts that are related to religious studies (Academic Guideline Book, SDU, 2012).
Although there are many English writing instructional materials provided in
the market, there is a lack of a tailor-made set of materials to accommodate the TSP
students. Therefore in this research, the writer proposes to design a set of English
writing instructional materials based on Ignatian Pedagogy for Theology Study
Program students. Why is Ignatian Pedagogy used? It is because Ignatian Pedagogy
from its beginning has been eclectic in selection of methods for teaching and learning
(Kolvenbach, 1993). It is a paradigm with inherent potential for going beyond mere
theory to become a practical tool and an effective instrument for making a difference
in the way we teach and in the way our students learn. By implementing this
pedagogy, the designed materials can be a guide for teachers to accompany learners
in order to facilitate learning and grow through encounters with truth and exploration
of the human meaning.
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There are two reasons for the writer to design the set of instructional
materials. The first reason is to provide a set of clear English writing instructional
materials for the TSP students as there is no tailor-made material available. The set of
materials designed is expected to assist the TSP-SDU students to achieve the
academic goals in the area of English language learning. In order to achieve the goals
as stated previously, the design is based on the results of the needs analyses. The
second reason is to increase the students’ ability to communicate the Theology
content in written English with the expectation that the graduates can improve their
pastoral ministry services in many fields where the knowledge is written in the
English language.
B. Research Problems
In this study the writer presented two research problems, namely:
1.
How is a set of English writing instructional materials for Theology
Study Program students of Theology Faculty, Sanata Dharma University
designed?,
2.
What does the designed set of English writing instructional materials
look like?
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C. Problem Limitation
To make this study feasible and reliable, the design of a set of English
materials scope is aimed only for Theology Study Program students of Theology
Faculty, Sanata Dharma University.
D. Research Objectives
There are two objectives of this study. Firstly, is to present the steps to design
a set of English writing instructional materials based on Ignatian Pedagogy for
Theology Study Program students. Secondly, it is to present the tailor-made design. .
E. Research Benefits
The writer expects that this study can contribute benefits to the English
lecturers in the Theology Study Program at SDU, the TSP-SDU students, the
Theology Study Program Department, and future researchers. The benefits are
illustrated below:
1.
The English Lecturers in the Theology Study Program, Sanata Dharma
University
The design of a set of materials provides a clear guide for the English
lecturers to teach writing based on Ignatian Pedagogy. The set of materials provided
includes topics, objectives and techniques to guide the learning process for more
effective and efficient deliveries.
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2.
The Theology Study Program, Sanata Dharma University Students
Students can benefit through the implementation of the set of materials
desgined to equipt them in the area of English language writing skills. Furthermore,
the students are able to use the skills learned to meet their needs to improve their
pastoral ministry services in various fields using the English written texts.
3.
The Theology Study Program Department at Sanata Dharma University
From this study, Theology Study Program Department can take advantage of
the tailor-made set of English teaching materials in a more focused design to support
and meet the Profession Skills course. In addition to the aforementioned benefit, by
improving the English writing skill, TSP-SDU students, are on the right track to
achieve the vision of international compatibility in their knowledge and services.
4.
Future Researchers
The writer hopes that this study can provide significant contribution to future
researchers focusing on building the skills in a similar area of English writing and to
inspire further studies.
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F. Definition of Terms
In order to provide clarity and consistency, the writer presents some terms that
are used in this research in the following.
1.
Writing
In this study, writing is one of the four skills learned in learning the English
language.
It is a way of thinking to express ideas as well as a means of
communication (Robert & Nancy, 1985). Related to this research, writing will be
used to communicate faith in written English texts.
2.
The Theology Study Program at Sanata Dharma University (TSP-SDU)
In this study, Theology Study Program is one of the study programs in
Theology Faculty, Sanata Dharma University, which is aimed to serve the needs of
Indonesian Church especially in Theology field (Academic Guidelines Book, SDU,
2012). The majority of students in this study program are expected to serve as a priest
from many congregations or convents. The TSP-SDU is an eight semesters program,
and after the graduation, the students obtain Sarjana Sastra.
3.
The Pastoral Ministry Service
Pastoral Ministry Service is a field of work for the priests. The majority of
students who study in TSP-SDU are expected to be priests. As stated in Code Canon
of Law (Can 276), after graduated from the TSP-SDU, the students fulfil the duties of
pastoral ministry services as Parish Priests, Formators, Teachers/Lecturers, and other
similar types of work as requested by Congregation or Convent Minister.
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4.
Ignatian Pedagogy
In this study, Ignatian Pedagogy is used to decide teaching/learning activities.
According to Kolvenbach (1993), Ignatian Pedagogy is “a paradigm that speaks to the
teaching-learning process, that addresses the teacher-learner relationship, and that has
practical meaning and application for the classroom (p. 8)” It means that the
paradigm suggests a host way in which the teacher might accompany their students in
order to facilitate learning and growth through encounters with truth and explorations
of human meaning and it becomes a practical tool and an effective instrument for
making a difference in the way we teach and in the way our students learn.
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CHAPTER II
REVIEW OF RELATED LITERATURES
In this chapter, the writer would like to present a discussion of related
literatures as a theoretical base in designing a set of English writing materials based
on Ignatian Pedagogy for Theology Study Program students. There are two main
parts included in this chapter, namely the theoretical description and the theoretical
framework.
A. Theoretical Description
The theoretical description consists of some theories relevant to the research
that would be discussed directly. The first section of the theoretical description is
focused on the discussion on instructional design models. The second section is going
to discuss Ignatian Pedagogy. The last section deals with some theories of teaching
English writing skill.
1. Instructional Design
Borg and Gall (2007) explained that education Research and Development
(R&D) is:
An industry-based development model in which the findings of research are
used to design new products and procedures, which are systematically fieldtested, evaluated, and refined until they meet specific criteria of effectiveness,
quality, or similar standards (p. 589).
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It means that education R & D is a process to develop educational products used to
support teaching-learning process. As cited by Diane Tucker (2009), there are three
points as contributions to the success of systems approach models, namely, (1) the
focus, at the outset, on what the learner is to know or be able to do when the
instruction is concluded, (2) instruction is specifically targeted on the skills and
knowledge to be taught and supplies the appropriate conditions for the learning of
these outcomes, (3) the system approach is an empirical and replicable process. To
cover the previous definition, the writer chose two instructional design models that
will be discussed in this section, namely: Dick and Carey‟s model and Yalden‟s
Model. Each model would be explained in the following subsections.
a. Dick and Carey’s Model
The Dick and Carey System Approach, bears the conventional core elements
of analysis, design, development, implementation, and evaluation (Dick, Carey &
Carey, 2005). There are ten procedural steps based on The Dick and Carey System
Approach in designing an instructional material. They are (1) assess needs to identify
learning goals, (2) conduct instructional analysis, (3) analyze learners and contexts,
(4) write performance objectives, (5) develop assessment instruments, (6) develop
instructional strategies, (7) develop and select instructional materials, (8) design and
conduct formative evaluation, (9) revise instruction based from formative evaluation,
(10) design and conduct summative evaluation (Dick, Carey & Carey, 2005). The
steps are arranged systematically as seen in Figure 2.1
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Step 9
Revise
Instruction
Step 2
Conduct
Instructional
Analysis
Step 1
Step 8
Step 4
Identify
Instructional
Goal (s)
Step 3
Step 5
Write
Performance
Objectives
Development
Assesments
Instruments
Analysis
Learners and
Context
Step 7
Step 6
Develop
Instructional
Strategy
Develop and
Select
Instructional
Materials
Design and
Conduct
Formative
Evaluation of
Instruction
Step 10
Design and
Conduct
Summative
Evaluation
Figure 2.1 Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of
instruction (6th ed.).
Dick & Carey (2005: 6-8) described the steps briefly in sequence below.
Step 1: Identify Instructional Goal (s)
The first step in Dick and Carey‟s model is determination on what the
designer wants learners to be able to do when they have completed the instruction.
The instructional goal here can be derived from a list of goals, from a performance
analysis, from a needs assessment, from practical experience with learning difficulties
of students, from the analysis of people who are doing the job, or from some other
requirements for a new instruction.
Step 2: Conduct Instructional Analysis
After doing the first step, Dick and Carey proposed the next step to determine
step-by-step to perform that goal. This step was ended by the process of analyzing the
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instructional; to determine what skills, knowledge, known as entry behaviors, are
required of learners to be able to begin the instruction.
Step 3: Analyze Learners and Contexts
In addition, Dick and Carey suggested learners and contexts‟ analysis to
analyze the instructional goal, in which they learn the skills, and the context in which
they will use them. Learners‟ current skills, preferences, and attitudes are determined
along with the characteristics of the instructional setting and the setting in which the
skills will eventually be used. This crucial information shapes a number of the
succeeding steps in the model, especially the instructional strategy.
Step 4: Write Performance Objectives
Furthermore, the next step is writing the performance objectives. As stated by
Dick and Carey, that “based on the instructional analysis and the statement of entry
behaviors, the designer will write specific statements of what the learners will be able
to do when they complete the instruction (p. 7)”. These statements, which are derived
from the skills identified in the instructional analysis, will identify the skills to be
learned, the conditions under which the skills must be performed and the criteria for
successful performance.
Step 5: Develop Assessment Instruments
Based on the result of step 4, the designer will develop assessments that are
parallel to and measure the learners‟ ability to perform what is described in the
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objectives. Major emphasis is placed in relating the kind of skills described in the
objectives to what the assessment requires.
Step 6: Develop Instructional Strategy
The information from the previous steps will be used to identify the strategy
that will be used in instruction to achieve the terminal objective. The strategy will
emphasize components to foster student learning including preinstructional activities,
presentation of content, learner participation, assessment, and follow-through
activities. The strategy will be based on current theories of learning and results of
learning research, the characteristics of the media that will be used to deliver the
instruction, content to be taught, and the characteristics of the learners who will
participate in the instruction.
Step 7: Develop and Select Instructional Materials
In this step, the instructional strategy is used to produce the instruction. This
typically includes guidance for learners, instructional materials, and assessments. The
decision to develop original materials will depend on the types of learning outcomes,
the availability of existing relevant materials, and the developmental resources
available.
Step 8: Design and Conduct Formative Evaluation of Instruction
To complete a draft of the instruction, a series of evaluations is conducted to
collect data that are used to identify how to improve the instruction. There are three
types of formative evaluation, namely one-to-one evaluation, small-group evaluation,
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and field-trial evaluation. Each type of evaluation provides a different type of
information that can be used to improve the instruction.
Step 9: Revise Instruction
In revising the instruction, data from the formative evaluation are summarized
and interpreted to identify difficulties experienced by learners in achieving the
objectives and to relate these difficulties to specific deficiencies in the instruction.
The data from formative evaluation are not simply used to revise the instruction itself,
but are used to reexamine the validity of the instructional analysis and the
assumptions about the entry behaviors and characteristics of learners. By
incorporating the reexamined statements of performance objectives and reviewed
instructional strategy, the instructional tool will be more effective.
Step 10: Design and Conduct Summative Evaluation
It is an evaluation of the absolute and/or relative value or worth of the
instruction and occurs only after the instruction has been formatively evaluated and
sufficiently revised to meet the standards of the designer. Since the summative
evaluation usually does not involve the designer of the instruction but instead
involves an independent evaluator, this component is not considered an integral part
of the instructional design process.
In designing English writing instructional materials, the writer adapted three
steps of Dick and Carey‟s model. They are identifying instructional goals (step 1),
analyzing learners and contexts (step 3), and writing performance objective (step 4).
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The steps were adapted in order to know the characteristics of the learners. Based on
the characteristics, the writer identified the goals of learning writing, and after that the
writer decided the objectives of learning process.
b. Yalden’s Model
In designing a set of instructional materials, Yalden offered a communicative
syllabus (1987). A communicative syllabus structured is different from those for
selecting the linguistics contents (p. 86). It means that the syllabus has to ensure that
the learners acquire the ability to communicate.
There are seven stages presented by Yalden (1987) to design communicative
syllabus. The stages are summarized briefly as follows.
1) Needs Survey
This stage is used to gather the information about the learners such as personal
needs, motivation, and learners characteristics. This survey is conducted to know
the local (learners‟) needs.
2) Description of Purpose
This description of purpose to be prepared in terms of student characteristics and
student skills „on entry to‟ and „on exit from‟ the program.
3) Selection/Development of Syllabus Type
Considering what Yalden (1987) stated, “there is no single model of syllabus
design which is universally agreed upon” (p. 108). That is why the designer
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should modify some existing types of syllabus to produce a completely learnercentered approach.
4) Production of a Proto-syllabus
In this stage, the content of syllabus is decided to be covered in the program. The
designer should select and combine the items to determine the content of
syllabus.
5) Production of a Pedagogical Syllabus
The pedagogical syllabus development of teaching, learning and testing
approaches consists of development of teaching materials and testing sequences
and decisions on testing instruments.
6) Development and Implementation of Classroom Procedures
The next stage is development of classroom procedures such as selection of
exercise types and teaching technique, preparation of lesson plan, and
preparation of weekly schedules.
7) Evaluation
Evaluation is the final stage in Yalden‟s model. The evaluation describes the
evaluation of the students, the evaluation of the program, and the evaluation of
the teaching as well as the over-all design of the course.
To make the Yalden‟s instructional model clearer, the following is the figure
of that model.
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Needs
Survey
Descrip
-tion of
purpose
Selection
/Develop
ment of
syllabus
type
Production of
a protosyllabus
Production of
pedagogical
syllabus
Development and
implementation of
classroom
procedures
Evaluation
Figure 2. 2. Language Program Development (Yalden, 1987)
All stages of Yalden‟s model would not be applied in designing a set of
English writing materials for TSP students. The writer adapted three stages from
Yalden‟s model, namely selecting/developing syllabus type (stage 3), producing a
pedagogical syllabus (stage 5), and evaluation (stage 7).
Those two models discussed previously used as the basis to make the writer‟s
model. It is made to describe steps that are taken by the writer in order to answer the
research problems as stated in Chapter I. By adjusting two models, the writer decided
to take six steps; three steps are taken from Dick and Carey‟s Model, and three left
steps adjusted from Yalden‟s model.
Furthermore, the writer designed English materials based on Ignatian
Pedagogy. Ignatian Pedagogy was chosen to identify the instructional goals, write
performances objective, select syllabus, and decide teaching and learning activities.
The description of Ignatian Pedagogy is explained as follows.
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2.
Ignatian Pedagogy
In designing English writing instructional materials for Theology Program
Students, the writer would like to apply Ignatian Pedagogy: A Practical Approach as
the ground of the theory. According to Kolvenbach (1993), Ignatian Pedagogy is “a
paradigm that speaks to the teaching-learning process, that addresses the teacherlearner relationship, and that has practical meaning and application for the classroom
(p. 8)”. This pedagogy is inspired by the principles of Ignatius‟ Spiritual Exercises, in
Part IV of the Constitution of the Society of Jesus, and in the Jesuit Ration Studiorum
(Kolvenbach, 1993:3). Furthermore, it is explained that Ignatius Loyola adapted the
“modus Parisiensis,” the ordered pedagogical approach employed at the University of
Paris in his day. This was integrated with a number of the methodological principles
he had previously develop for use in the Spiritual Exercises (Kolvenbach, 1993: 4).
Kolvenbach (1993) stated that “applying the Ignatian Pedagogy, the teacher
creates the condition, lays the foundations and provides the opportunities for the
continual interplay of the student‟s experience, reflection, and action (p. 9)”. It means
that paradigm suggests a host way in which the teacher might accompany their
students in order to facilitate and grow through encounters with truth and explorations
of human meaning and it becomes a practical tool and effective instrument for
making a difference in the way we teach and in the way our students learn. The
following figure describes the conditions, foundations, and opportunities in applying
Ignatian Pedagogy.
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ACTION
REFLECTION
EXPERIENCE
Figure 2.3. Ignatian Paradigm
Based on the figure 2.3, it can be seen that in Ignatian Paradigm, the
introduction of reflection is a critically important note as an essential dynamic. By
doing reflection, students can choose the experiences to find the truth in her/his self
(P3MP-LPM, 2012: 7, Subagya, 2010). Students experience a lesson clearly
presented and thoroughly explained and the teacher calls for subsequent action on the
part of students has been successfully absorbed. Ignatian Pedagogy applied a two-step
instructional model of EXPERIENCEACTION, in which the teacher plays a far
more active role than the student. It is a model where memorization skills on the part
of students are a primary pedagogical aim. There are two reasons that are seriously
deficient in the model of Jesuit education, namely:
1. Experience is expected to move beyond rote knowledge to the development of
the more complex learning skills of understanding, application, analysis,
synthesis, and evaluation.
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2. If learning were to stop there, it would not be Ignatian. For it would lack the
components of REFLECTION wherein students are impelled to consider the
human meaning and significance of what they study and to integrate that
meaning as responsible learners who grow as persons of competence,
conscience, and compassion (Kolvenbach, 1993, p. 12).
A comprehensive Ignatian Pedagogical Paradigm must consider the context of
learning as well as the more explicitly pedagogical process. In addition, it should
point to ways to encourage openness to grow even after the student has completed
any individual learning cycle. Thus five steps are involved: CONTEXT;
EXPERIENCE; REFLECTION; ACTION; EVALUATION. The following figure
describes the cycle of Ignatian Pedagogy.
Figure 2.4 Ignatian Pedagogy Paradigm Cycle (L3MP-LPM, 2012)
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In order to describe it clearer, the writer gave explanation as seen as follows.
a.
Context of Learning
According to Ignatius, predispositions to prayer made judgments about
readiness to begin, whether a person would profit from the complete exercises or an
abbreviated experience. Similarly, personal care and concern for individual, which is
a hallmark of Jesuit education, requires that the teacher become as conversant as
possible with the life experience of the learner. Since human experience, always the
starting point in Ignatian pedagogy, we must know the actual context within which
teaching and learning takes place. As teachers, we need to understand the world of
the student, including the ways in which family, friends, peers, youth culture and
others as well as social pressures, school life, politics, economics, religion, media art,
music, and other realities impact that world and affect the student for better or worse.
Teachers, as well as other members of school community should take account
of:
1) The real context of a student’s life which includes family, peers, social
situations, the educational institution itself, politics, economics, cultural
climate, the ecclesial situation, media, music, and other realities. All of
these have an impact on the student for better or worse.
2) The socio-economic, political and cultural context within which a
student grows seriously affects his or her growth as a person for others.
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3) The institutional environment of the school or learning center,
including the complex and often subtle network of norms, expectations
and especially relationships that create the atmosphere of school life.
4) What previously acquired concepts students bring with them to the
start of the learning process.
From the previous description, learning process must be concerned the context
related to the process of learning. Context includes „with whom‟ the students
interacted, „how‟ the students‟ background and experiences, „where‟ and „what kind‟
of environment students interacted, „what‟ the purpose of the interactional, and „why‟
students join the learning. Those contexts must be as consideration for teacher in
order to construct the knowledge and the meaning of human being of the students
effectively (P3MP-LPM, 2012: 13).
b. Experience
Experience for Ignatius meant „to taste something internally‟. In the first place
this calls for knowing facts, concepts, and principles. This requires one to probe the
connotation and overtones of words and events, to analyze and evaluate ideas, to
reason. Only with accurate comprehension of what is being considered can one
proceed with valid appreciation of its meaning. Ignatius argues that the whole personmind, heart and will-should enter the learning experience (Kolvenbach, 1993:15).
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The term „experience‟ is used to describe any activity in which addition to a
cognitive grasp of the matter being considered, some sensation of an affective nature
is registered by the student (Kolvenbach, 1993:150). In any experience, data is
perceived by the student cognitively. Through questioning, imagining, investigating
its elements and relationships, the student organizes this data into a whole hypothesis.
At the beginning of new lessons, teachers often perceive how students‟ feelings can
move them to grow. New facts, ideas, viewpoints, theories often resent a challenge to
what the student understands at that point. Confrontation of new knowledge with
what one has already learned cannot limit simply to memorization or passive
absorption of additional data, especially if it does not exactly fit what one knows.
Analysis, comparison, contrast, synthesis, evaluation are all sorts of mental and/or
psychomotor activities wherein students are alert to grasp reality more fully.
Human experience may be either direct or vicarious. Direct experience usually
is fuller, more engaging of the person. In an academic setting, it usually occurs in
interpersonal
experiences
such
as
conversations
or
discussion
laboratory
investigations, field trips, service projects, participation in sports, and the like.
Learning is often achieved through vicarious experience in reading, or listening to a
lecture. In order to involve students in the learning experience more fully at a human
level, teachers are challenged to stimulate students‟ imagination and use of the sense
precisely so that students can enter the reality studied more fully.
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c.
Reflection
Kolvenbach (1993) defined reflection as a formative and liberating process
which is the memory, the understanding, the imagination, and the feelings are used to
capture the meaning and the essential value of what is being studied, to discover its
relationship with other aspects of knowledge and human activity, and to appreciate its
implications in the ongoing search for truth and freedom (p.16). It means that
reflection forms the conscience of learners (their beliefs, values, attitudes, and their
entire way of thinking) in such a manner that key are led to move beyond knowing, to
undertake action.
The term of reflection is used to mean a thoughtful reconsideration of some
subject matter, experience, idea, purpose or spontaneous reaction, in order to grasp its
significance more fully. Thus, reflection is the process by which meaning surfaces in
human experience:
1) By understanding the truth being studied more clearly.
2) By understanding the sources of the sensations or reactions I experience in
this consideration.
3) By deepening my understanding of the implications of what I have
grasped for myself and for others.
4) By achieving personal insights into events, ideas, truth or the distortion of
truth and the like.
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5) By coming to some understanding of who I am and who I might be in
relation to others.
There is a major challenge to a teacher at this stage of the learning paradigm
according to Kolvenbach. It is to formulate questions that will broaden students‟
awareness and impel them to consider viewpoints of others, especially of the poor (p.
17). The temptation h