Action Instructional Design Theory

essential. There are a variety of ways in which this fuller human growth can be assesed. All must take into account the age, talents and developmental levels of each student Kolvenbach, 1993: 38. Useful pedagogical approaches include mentoring, review of student journals, student self-evaluation in light of personal growth profiles, as well as review of leisure time activities and voluntary service to others. This can be a priveleged moment for a teacher both to congratulate and encourage the student for progress made Kolvenbach, 1993: 39. This model of proceeding can thus become an effective ongoing pattern for learning as well as a stimulus to remain open to growth throughout a lifetime. A repetition of the Ignatian paradigm can help the growth of a student: 1 Who will gradually learn to discriminate and be selective in choosing experiences 2 Who is able to draw fullness and richness from the reflection on those experiences 3 Who becomes self-motivated by his or her own integrity and humanity to make conscious, responsible choices. In addition, perhaps most important, consistent use of the Ignatian paradigm can result in the acquisition of life-long habits of learning which foster attention to experience, reflective understanding beyond self-interest, and criteria for responsible action Kolvenbach, 1993: 40-41.

4. Theory of Teaching Reading

a. Reading

Goodman 1976 and Smith 1878 as citied by Vacca 1981: 12 define reading as an active process of deriving meaning. A reader interacts with print in an effort to understand the author’s message and makes sense out of what she or he reads, reading is not simply a passive process. It is more than seeing words clearly, more than pronouncing printed words correctly, more than recognizing the meaning of isolated words. Reading requires thinking, feeling and imagination.

b. Teaching Reading Comprehension

Previously, teaching reading simply emphasized accurate and fluent pronunciation. Today, a dominant goal of reading is comprehension. This means the ability to find meaning in what is read Mc Neil, et al., 1980: 129. The idea of gaining understanding, meaning, or knowledge from reading is emphasized. Pearson and Johnson 1978: 227 states that “Reading comprehension is at once a unitary process and a set of discrete processes.” In addition, Adoniou 2007 states that “Reading comprehension is heavily dependent on skilled word recognition and decoding, oral reading fluency, a well-developed vocabulary and active engagement with the text.” 1 Comprehension As we understand that in reading activity, one important point that the readers must have is comprehension of the text. Comprehension plays an