Designing a set of English speaking instructional materials based on Ignatian pedagogy for theology study program students.

ABSTRACT

Sagita, Risa. 2013.

Designing a Set of English Speaking Instructional Materials

Based on Ignatian Pedagogy for Theology Study Program Students. Yogyakarta:

English Language Education Study Program, Sanata Dharma University.

English is one of the courses offered in the Theology Study Program of

Sanata Dharma University. There are four skills in learning English and speaking

is one of the skills that the students will learn when they are learning English.

Unfortunately, there is no speaking materials based on Ignatian Pedagogy for the

students of Theology Study Program of Sanata Dharma University. Based on that

problem, the researcher develops a set of speaking materials based on Ignatian

Pedagogy for the students of Theology Study Program of Sanata Dharma

University. The speaking materials is supposed to help the students to improve

their speaking skills.

This research aimed to find out the answers to two research problems: (1)

how is a set of English speaking instructional materials for Theology Study

Program students designed? (2) what does a set of English speaking instructional

materials for Theology Study Program students look like?

To answer the first research problem, the researcher adapted five steps of

Research and Development (R&D) namely (1) research and information

collecting, (2) planning, (3) develop preliminary form of product, (4) preliminary

field testing, and (5) main product revision. In this research, the researcher also

adapted Kemp’s instructional design model. There are seven steps employed by

the researcher. They are (1) identifying learners’ characteristic, (2) determining

goals, topics, and general purposes, (3) specifying learning objectives, (4) listing

subject content, (5) selecting teaching learning activities and instructional

resources, (6) evaluating the designed materials, (7) revising the designed

materials.

Gathering the data needed, the researcher distributed questionnaire to 22

first semester students of Theology Study Program of Sanata Dharma University.

After the designed materials were designed, the researcher distributed the expert

validation questionnaire to five lecturers of English Language Education Study

Program of Sanata Dharma University to obtain the feedback and suggestions.

The result of the evaluation questionnaire showed that the designed materials is

appropriate for facilitating the students of Theology Study Program to improve

their speaking skills.

To answer the second problem formulation, the researcher presented the

revision of the designed materials. In this research, the researcher employed the

Ignatian Pedagogy design the materials. There are four units in this designed

materials namely Nice to Meet You! (Unit 1), May I Help You? (Unit 2), Where

Am I? (Unit 3), and What Do You Think? (Unit 4). Lastly, the researcher expects

that the designed materials could help the Theology Study Program students to

improve their speaking skills.

ABSTRAK

Sagita, Risa. 2013.

Designing a Set of English Speaking Instructional Materials

Based on Ignatian Pedagogy for Theology Study Program Students. Yogyakarta:

English Language Education Study Program, Sanata Dharma University.

Bahasa Inggris merupakan salah satu mata kuliah di Program Studi

Theologi di Universitas Sanata Dharma. Ada empat kemampuan dalam belajar

Bahasa Inggris dan salah satunya adalah kemampuan berbicara. Sayangnya,

tidak ada materi kemampuan berbicara untuk mahasiswa Program Studi Theologi

Universitas Sanata Dharma. Maka, peneliti mengembangkan seperangkat materi

berbicara Bahasa Inggris untuk mahasiswa Program Studi Theologi. Seperangkat

materi berbicara tersebut diharapkan membantu mahasiswa mengembangkan

kemampuan berbicara Bahasa Inggris nya.

Penelitian ini bertujuan untuk menemukan jawaban dari dua rumusan

masalah, yaitu (1) Bagaimana seperangkat materi berbicara Bahasa Inggris

berdasarkan Pegagogi Ignasian untuk mahasiswa Program Studi Theologi

dirancang? (2) Bagaimana penyajian materi berbicara yang sudah dirancang

tersebut?

Menjawab rumusan masalah yang pertama, peneliti mengadaptasi lima

langkah dalam

Research and Development (R&D) yaitu (1) penelitian and

pengumpulan data, (2) perencanaan, (3) mengembangkan bentuk awal produk,

(4) evaluasi awal bentuk produk, dan (5) Revisi produk. Peneliti juga

mengadaptasi model

instructional design milik Kemp. Terdapat tujuh langkah,

yaitu (1) menganalisa karakteristik siswa, (2) menetukan tujuan, topic, dan tujuan

umum, (3) perumusan tujuan khusus, (4) mendaftar isi materi, (5) memilih

aktivitas belajar mengajar dan sumber instraksional, (6) mengevaluasi desain

materi, (7) merevisi desain materi.

Untuk mengumpulkan data yang diperlukan, peneliti membagikan

kuesioner kepada 22 mahasiswa semester pertama Program Studi Theologi

Universitas Sanata Dharma. Kemudian peneliti membagikan kuesioner kepada

lima dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma untuk

memperoleh pendapat dan usulan. Hasil dari kuesioner tersebut menunjukkan

bahwa desain materi dapat membantu memfasilitasi mahasiswa Program Studi

Theologi untuk meningkatkan kemampuan berbicara Bahasa Inggris.

Untuk menjawab rumusan masalah yang kedua, peneliti menampilkan

revisi dari desain materi. Peneliti menggunakan Pedagogi Ignasian sebagai

landasan teori dalam mendesain materi. Terdapat empat unit dalam desain ini,

yaitu Nice to Meet You! (Unit 1), May I Help You? (Unit 2), Where Am I? (Unit

3), dan What Do You Think? (Unit 4). Pada akhirnya, peneliti berharap agar

desain materi ini dapat membantu mahasiswa Program Studi Theologi untuk

meningkatkan kemapuan berbicara Bahasa Inggris mereka.

DES

SPEAKIN

BASE

FOR THEOL

A S

Presented to O

ENGLISH LANG

DEPARTMENT

FACULTY OF T

SAN

SIGNING A SET OF ENGLISH

ING INSTRUCTIONAL MATERIALS

SED ON IGNATIAN PEDAGOGY

LOGY STUDY PROGRAM STUDENT

SARJANA PENDIDIKAN THESIS

d as Partial Fulfillment of the Requirements Obtain the Sarjana Pendidikan Degree

in English Language Education

By Risa Sagita

Student Number: 091214154

NGUAGE EDUCATION STUDY PROG

T OF LANGUAGE AND ARTS EDUCA

TEACHERS TRAINING AND EDUCA

NATA DHARMA UNIVERSITY

YOGYAKARTA

2013

NTS

GRAM

ATION

ATION

iv

I can do all things through Him who strengthens me. Phil. 4.13

I dedicate this thesis to my

parents, my brother, my sister,

and all people whom I love.

vii ABSTRACT

Sagita, Risa. 2013. Designing a Set of English Speaking Instructional Materials Based on Ignatian Pedagogy for Theology Study Program Students. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

English is one of the courses offered in the Theology Study Program of Sanata Dharma University. There are four skills in learning English and speaking is one of the skills that the students will learn when they are learning English. Unfortunately, there is no speaking materials based on Ignatian Pedagogy for the students of Theology Study Program of Sanata Dharma University. Based on that problem, the researcher develops a set of speaking materials based on Ignatian Pedagogy for the students of Theology Study Program of Sanata Dharma University. The speaking materials is supposed to help the students to improve their speaking skills.

This research aimed to find out the answers to two research problems: (1) how is a set of English speaking instructional materials for Theology Study Program students designed? (2) what does a set of English speaking instructional materials for Theology Study Program students look like?

To answer the first research problem, the researcher adapted five steps of Research and Development (R&D) namely (1) research and information collecting, (2) planning, (3) develop preliminary form of product, (4) preliminary field testing, and (5) main product revision. In this research, the researcher also adapted Kemp’s instructional design model. There are seven steps employed by the researcher. They are (1) identifying learners’ characteristic, (2) determining goals, topics, and general purposes, (3) specifying learning objectives, (4) listing subject content, (5) selecting teaching learning activities and instructional resources, (6) evaluating the designed materials, (7) revising the designed materials.

Gathering the data needed, the researcher distributed questionnaire to 22 first semester students of Theology Study Program of Sanata Dharma University. After the designed materials were designed, the researcher distributed the expert validation questionnaire to five lecturers of English Language Education Study Program of Sanata Dharma University to obtain the feedback and suggestions. The result of the evaluation questionnaire showed that the designed materials is appropriate for facilitating the students of Theology Study Program to improve their speaking skills.

To answer the second problem formulation, the researcher presented the revision of the designed materials. In this research, the researcher employed the Ignatian Pedagogy design the materials. There are four units in this designed materials namely Nice to Meet You! (Unit 1), May I Help You? (Unit 2), Where Am I? (Unit 3), and What Do You Think? (Unit 4). Lastly, the researcher expects that the designed materials could help the Theology Study Program students to improve their speaking skills.

viii ABSTRAK

Sagita, Risa. 2013. Designing a Set of English Speaking Instructional Materials Based on Ignatian Pedagogy for Theology Study Program Students. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Bahasa Inggris merupakan salah satu mata kuliah di Program Studi Theologi di Universitas Sanata Dharma. Ada empat kemampuan dalam belajar Bahasa Inggris dan salah satunya adalah kemampuan berbicara. Sayangnya, tidak ada materi kemampuan berbicara untuk mahasiswa Program Studi Theologi Universitas Sanata Dharma. Maka, peneliti mengembangkan seperangkat materi berbicara Bahasa Inggris untuk mahasiswa Program Studi Theologi. Seperangkat materi berbicara tersebut diharapkan membantu mahasiswa mengembangkan kemampuan berbicara Bahasa Inggris nya.

Penelitian ini bertujuan untuk menemukan jawaban dari dua rumusan masalah, yaitu (1) Bagaimana seperangkat materi berbicara Bahasa Inggris berdasarkan Pegagogi Ignasian untuk mahasiswa Program Studi Theologi dirancang? (2) Bagaimana penyajian materi berbicara yang sudah dirancang tersebut?

Menjawab rumusan masalah yang pertama, peneliti mengadaptasi lima langkah dalam Research and Development (R&D) yaitu (1) penelitian and pengumpulan data, (2) perencanaan, (3) mengembangkan bentuk awal produk, (4) evaluasi awal bentuk produk, dan (5) Revisi produk. Peneliti juga mengadaptasi model instructional design milik Kemp. Terdapat tujuh langkah, yaitu (1) menganalisa karakteristik siswa, (2) menetukan tujuan, topic, dan tujuan umum, (3) perumusan tujuan khusus, (4) mendaftar isi materi, (5) memilih aktivitas belajar mengajar dan sumber instraksional, (6) mengevaluasi desain materi, (7) merevisi desain materi.

Untuk mengumpulkan data yang diperlukan, peneliti membagikan kuesioner kepada 22 mahasiswa semester pertama Program Studi Theologi Universitas Sanata Dharma. Kemudian peneliti membagikan kuesioner kepada lima dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma untuk memperoleh pendapat dan usulan. Hasil dari kuesioner tersebut menunjukkan bahwa desain materi dapat membantu memfasilitasi mahasiswa Program Studi Theologi untuk meningkatkan kemampuan berbicara Bahasa Inggris.

Untuk menjawab rumusan masalah yang kedua, peneliti menampilkan revisi dari desain materi. Peneliti menggunakan Pedagogi Ignasian sebagai landasan teori dalam mendesain materi. Terdapat empat unit dalam desain ini, yaitu Nice to Meet You! (Unit 1), May I Help You? (Unit 2), Where Am I? (Unit 3), dan What Do You Think? (Unit 4). Pada akhirnya, peneliti berharap agar desain materi ini dapat membantu mahasiswa Program Studi Theologi untuk meningkatkan kemapuan berbicara Bahasa Inggris mereka.

ix

ACKNOWLEDGEMENTS

First of all, I would like deliver my greatest gratitude to Jesus Christ for His guidance, mercy, and blessing so that I could finish my thesis. He always gives me strength and courage to accomplish my thesis for nothing is impossible for Him. He always be with me and makes a way when there seems no way.

I would like to deliver my gratitude to my thesis advisor, Agustinus Hardi Prasetyo, S.Pd., M.A. for his suggestions, support, patience and willingness to share all the knowledge so that I could finish this thesis. I am very grateful to Christina Lhaksmita Anandari, S.Pd., Ed.M., Caecilia Tutyandari, S.Pd., M.Pd., Laurentia Sumarni, S.Pd., M.trans.St., Fidelis Chosa Kastuhandani, S.Pd., M.Hum., and Drs. Barli Bram, M.Ed., Ph.D. for willingly spending their time evaluating my designed materials. I am grateful to my academic advisor Christina Kristiyani, S.Pd., M.Pd. for her guidance and support during my study in PBI. I would like to thank to all lecturers of English Language Education Study Program of Sanata Dharma University for the knowledge and support they have shared for my past four years. My gratitude goes to the PBI staff Mbak _{Dhanik and} Mbak _{Tari for their help during my} study. I am grateful to Sr. Margareth FCJ for being a proofreader of my thesis.

I warmly thank the dean of the Theology Study Program of Sanata Dharma University Dr. E. Pranawa Dhatu Martasudjita, Pr. and the chair person of the Theology Study Program Dr. Y. B. Prasetyantha, MSF. for their help and permission for me to conduct the research there. I also thank all the first

x

semester students of Theology Study Program of Sanata Dharma University for their help and willingness to be the participant of this research.

I am deeply grateful to my beloved parents, my mother Waris Budiati and my father Waluyo, my beloved brother Septian Budi Waluyan and my beloved sister Hening Satiti for their endless love, understanding, patience, support, and prayer given to me. I would like to deliver thank to my best partner Christin Diana Marpaung for willingly listening to all my stories and always giving me encouragements. I sincerely thank my best supporter Markus Danang Suryapratama for his patience, understanding, prayer, and support during the process of this thesis.

I wish to thank all my best friends in PBI batch 2009, Aloysia Nana, Br.Markus, Leo, Sr.Anselina, Hani, Tiara, Jonetha, Cemara, Rena, Wisnu, Sandy, Wanda, Dimas Triasmara, Frisca, Niken, Willy, Dimas Merdeka, Titus, Pungki, Dian, and Ajeng. I thank them for their support, encouragement, precious experiences, and mostly for the warm friendship. In addition, I would like to deliver my gratitude to my boarding house friends, Eka, Ika, Tia, Igas, Ketrin, Valen, Ka Vera, and Ratna for their endless support and care.

My gratitude goes to PSM Cantus Firmus, especially Mas _{Panca Sona} Aji, for his care, advice and support. I thank my brother and sisters in PSM CF Mbak _{Yosephine Dhita,} Mas _Roni, Mbak _{Agatha for their support and care.}

Last but not least, I would like to express my gratitude to those who helped and supported me in finishing my thesis whom I have not mentioned.

xi

TABLE OF CONTENTS

Page

TITLE PAGE ………. i

APPROVAL PAGES ………..…. ii

DEDICATION PAGE ………..…… iv

STATEMENT OF WORK’S ORIGINALITY ………. ….. v

PERNYATAAN PERSETUJUAN PUBLIKASI ……..……….. vi

ABSTRACT ……… vii

ABSTRAK _{……….……… viii}

ACKNOWLEDGEMENTS ……….……. ix

TABLE OF CONTENTS ……… xi

LIST OF TABLES ……….. xiv

LIST OF FIGURES ……… xv

LIST OF APPENDICES ……… xvi

CHAPTER I: INTRODUCTION A. Background of the Study ………... 1

B. Research Problem …..……… 3

C. Problem Limitation ………... 4

D. Objectives of the Study ………. 4

E. Benefits of the Study ………. 4

xii

CHAPTER II: REVIEW OF RELATED LITERATURE

A. Theoretical Description ……….. 7

1. Ignatian Pedagogy……… 7

a. Context of Learning ………..………. 10

b. Experience………..………... 11

c. Reflection………..……….. 12

d. Action………..……… 13

e. Evaluation………..………. 14

2. Instructional Design……….……….... 16

3. Speaking……….……... 20

a. The Nature of Speaking………..………... 20

b. Teaching Speaking………..………... 21

B. Theoretical Framework ………..………. 23

CHAPTER III: RESEARCH METHODOLOGY A. Research Method ……….………. 26

1. Research and Information Collecting ……….……….. 27

2. Planning ……….………... 27

3. Preliminary Product Developing ……….………. 28

4. Preliminary Testing ……….………. 28

5. Product Revision ……….………. 29

B. Research Participants ……….………... 30

1. Participants of The Research and Information Collecting………..….. 30

2. Participants in The Preliminary Field Testing ……….. 30

C. Research Instruments and Data Gathering Technique ………..… 31

D. Data Gathering Techniques ……….. 32

E. Data Analysis Techniques ………. 33

xiii

CHAPTER IV: RESEARCH RESULTS AND DISCUSSION

A. The Steps of Designing English Instructional Speaking Materials …… 38

1. Research and Information Collecting ………. 37

2. Planning ………... 40

3. Develop Preliminary Form of Product ………... 47

4. Preliminary Field Testing ………... 48

5. Main Product Revision ………... 52

B. The Presentation of the English Speaking Materials for Theology Study Program ………...……… 54

CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions ………..………. 55

B. Suggestions ………..………. 57

REFERENCES _{………..………. 58}

xiv

LIST OF TABLES

Page

Table 3.1 The Participants in the Preliminary Testing ……….. 31

Table 3.2 The Participants’ Evaluation of the Designed Materials …………... 34

Table 4.1 The learning Topics of the Materials ……… 41

Table 4.2 The Basic Competence ………. 41

Table 4.3The Learning Indicators ……… 44

Table 4.4 The List of the Subject Contents ………. 47

Table 4.5The Description of the Participants for Expert Validation Questionnaire ……… 48

xv

LIST OF FIGURES

Page

Figure 2.1 Ignatian Paradigm ………... 8

Figure 2.2 Ignatian Pedagogy Paradigm Cycle ……… 10

Figure 2.3 Kemp’s Instructional design model……….. 20

Figure 2.4 The Researcher’s Theoretical Framework Chart………... 25

xvi

LIST OF APPENDICES

Page

Appendix A Letter of Permission ... 61

Appendix B Questionnaire of Research and Information Collecting ... 63

Appendix C Questionnaire for Expert Validation... 69

Appendix D General Description of the Designed Materials... 73

Appendix E Syllabus ... 78

Appendix F Lesson Plan ... 100

1

CHAPTER I INTRODUCTION

In this chapter, the researcher would like to present about research background, research problem, problem limitation, research objectives, research benefits, and definition of terms.

A. Background of the Study

Hutchinson and Waters (1987) state that as English becomes the accepted international language of technology and commerce, it creates a new generation of learners who wants to study English specifically based on their needs of learning English. People who come from around the world interact with other people who come from different nations using English since English is the accepted as international language. Therefore, this era demands people to master English. For that reasons, English is taught in the formal educations in Indonesia.

As stated in the Academic Guideline Book of Theology Study Program

(2012), the Theology Study Program has a vision to be a superior study program in international level especially in scientific and contextual Christian faith reflection through learning, studies, and pastoral ministry for people in dignified ecclesiastic and national life (p. 4). The graduates of the Theology Study Program are prepared to be priests who will tell the Good News and serve others in the entire world including Indonesia. For that reason, it is very important for the students of Theology Study Program to learn English since they will serve not only Indonesian people but also people from other countries. Where using

language is a social activity and it is one of the communication means (Yalden, 1987).

Based on the situations above, English becomes one of “Mata Kuliah Berkarya” subject offered to the students of Theology Study Program of Sanata Dharma University. There are four skills when the students learn English. They are reading, writing, speaking, and listening. This research is a part of collaborative research done by the researcher and other three researchers in designing the materials for the first semester students of Theology Study Program of Sanata Dharma University. In this research, the researcher only focuses on designing speaking materials. Unfortunately, there are no speaking instructional materials based on Ignatian Pedagogy used to help the students of Theology Study Program of Sanata Dharma University to improve their English speaking skills.

In order to solve this problem, the researcher proposes a solution. The solution is through Research and Development (R&D). The researcher designs a set of English speaking instructional materials based on Ignatian Pedagogy. The researcher tries to propose appropriate technique in teaching English which is based on the students’ needs and interests. Designing the materials, the researcher employs Ignatian Pedagogy as the basis theory which is also used as the education basic in Sanata Dharma University as one of the Jesuit Universities in Indonesia. However, Ignatian Pedagogy is not only for Jesuit Universities. Kolvenbach (1993) states that Ignatian Pedagogy is intended not only for formal education provided in Jesuit schools, colleges and univeristies, but it can be helpful in every form of educational service (p. 3). According to Kolvenbach (1993), the main aim

of Ignatian Pedagogy is not about creating smart people but it creates people for others. Ignatian Pedagogy consists of five main steps, namely context, experience, reflection, action and evaluation. Those five steps applied in the design materials are expected to help the Theology Study Program of Sanata Dharma University students improving the English speaking skills.

In conclusion, there are two reasons why the researcher designed a set of speaking instructional materials. First, there are no speaking materials based on Ignatian Pedagogy for the students of Theology Study Program of Sanata Dharma University. Second, related to the vision of the Theology Study Program of Sanata Dharma University that the graduates would serve and tell many people around the world about the Good News so that they have to be able to speak English since English is the International Language.

B. Research Problem

Regarding the problem mentioned before, there are two problems proposed by the researcher regarding the topic discussed:

1. How is a set of English speaking instructional materials based on Ignatian Pedagogy for Theology Study Program students designed?

2. What does a set of English speaking instructional materials based on Ignatian Pedagogy for Theology Study Program students look like?

C. Problem Limitations

The research is limited to a set of speaking materials based on Ignatian Pedagogy for the first semester students of Theology Study Program of Sanata Dharma University. The researcher designed the speaking materials because there are no speaking materials based on Ignatian Pedagogy to facilitate Theology Study Program of Sanata Dharma University students to improve their English speaking.

D. Objectives of the Study

1. To find out how a set of English speaking instructional materials based on Ignatian Pedagogy for Theology Study Program students is designed.

2. To present a set of English speaking instructional materials based on Ignatian Pedagogy for Theology Study Program students.

E. Benefits of the Study

1. For the Students of Theology Study Program of Sanata Dharma

University

The designed materials facilitates the students of Theology Study Program of Sanata Dharma University to improve their English speaking skill. The materials also can motivate the students to improve their English speaking skill. Therefore, the students can meet the objectives of the English lecture.

2. For the English Lecturers of Theology Study Program

The lecturer can use the materials as the main book for teaching English speaking. Moreover, the researcher hopes that the design will help the lecturers to improve their techniques and strategies in teaching speaking.

3. For the English Language Education Study Program

The researcher hopes that the designed materials becomes the references to improve the teaching strategies to the lecturers and students in English Language Education Study Program.

4. For the researcher

Designing a set of English speaking materials for students of Theology Study Program gives experience for the researcher and it helps her to learn and know better how to design English speaking materials.

F. Definition of Terms

1. Speaking

Speaking is an instrumental activity in which speakers talk in order to have some effects on their listeners. In speaking, a message is transferred from a speaker to a hearer. The speaker produces the message and the hearer receives the message (Clark and Clark, 1977).

2. Instructional Design

According to Briggs (1977), instructional design is the entire process of analysis of learning needs and goals and the development of a delivery system to

meet the needs; includes development of instructional materials and activities; and try out and revision of all instruction and learner assessment activities.

3. Ignatian Pedagogy

According to Kolvenbach (1989), Ignatian Pedagogy is the way in which teachers accompany learners in their growth and development which Ignatian values can be incarnated in the teaching-learning process. Kolvenbach (1989), states that the goal of Jesuit education is to form a person who is well-rounded, intellectually competent, open to growth, religious, loving, and committed to do justice in generous service to the people of God. The Jesuit education requires the students not only looking for the knowledge but also developing the students’ personality in order to help others (LPM-USD, 2012). It is the same with Christ’s spirit which called Men and Women for Others.

4. Theology Study Program Students

Theology Study Program is one of study programs in Theology Faculty of Sanata Dharma University which is aimed to serve the needs of Indonesian church (Academic Guideline Book of Theology Study Program, 2012). Theology Study Program of Sanata Dharma University is located in Jalan Kaliurang Km. 7, Yogyakarta. The students of Theology Study Program of Sanata Dharma University are majority the candidates of a priest from many congregations or convents (Academic Guideline Book of Theology Study Program, 2012). The students will study in eight semesters, and the students obtain Sarjana Sastra after they graduate.

7 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of two parts. They are theoretical description and theoretical framework. The theoretical description provides some theories related to the research. The theoretical framework shows the relationship between the research and the theories applied.

A. Theoretical Description

In this part, the researcher discusses theories related to the research. They are Ignatian pedagogy, instructional design, and the nature of speaking and teaching speaking.

1. Ignatian Pedagogy

Designing a set of speaking instructional materials, the researcher applies the Ignatian Pedagogy. According to Kolvenbach (1993), Ignatian Pedagogy is the way in which teachers accompany learners in their growth and development used in Jesuit Education where the Ignatian values can be incarnated in the teaching-learning process. Ignatian Pedagogy brings the Characteristics of Jesuit Education to the life in the school.

Kolvenvenbach (1989) states that the goal of Jesuit education is to form a person who is well-rounded, intellectually competent, open to growth, religious, loving, and committed to do justice in generous service to the people of God. The Jesuit education requires the students not only looking for the knowledge but also

ACTION

developing the students’ personality in order to help others (LPM-USD, 2012). It is the same with Christ spirit which called Men and Women for Others.

Based on the Ignatian Pedagogy, the role of the teacher is as a facilitator who accompanies the students to encounter truth and explore the meaning of humanity and bring them all into real life. Kolvenbach (1993) states that applying the Ignatian Pedagogy, the teacher creates the condition, lays the foundations and provides the opportunities for the continual interplay of the students’ experience, reflection, and action. The following is the figure of Ignatian Paradigm.

Figure 2.1 Ignatian Paradigm (Kolvenbach, 1993)

Starting with experience, the teacher creates the conditions whereby the students gather and recollect the materials of their own experience in order to distill what they have understand already and bring it to the subject matter at hand. Then the teacher guides the students assimilating new information and the experience so that their knowledge will grow completely. After that, the teacher

REFLECTION

lays the foundations for learning how to learn by engaging the students in skills and techniques of reflection. The reflection itself should be a deliberating process which shapes the students’ habitual attitudes, values, beliefs, and the ways of thinking. It encourages the students to move beyond knowing to action (Kolvenbach, 1993).

In the Ignatian Pedagogy, we can see that the role of the teacher is as the facilitator and the students’ role is so important (student-centered). The teacher lets the 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. While research over the past two decades showed that still much of teaching continues to be limited to a two-step instructional model of experience action, in which the teacher played more active role than the students (teacher-centered).

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 growth even after the student has completed any individual learning cycle. Thus five steps are involved: CONTEXT, EXPERIENCE, REFLECTION, ACTION, and EVALUATION. The following figure describes the cycle of Ignatian Pedagogy.

Figure 2.2 Ignatian P

In order to mak follows:

a. Context of Learning Personal care an becomes as conversant Ignatian Pedagogy, the the context of learning. understand the world of R

n Pedagogy Paradigm Cycle (LPM-USD, 2012, p. 11

ake it clearer, the researcher gives the expla

ng

and concern for the individual requires that t t as possible with the life experience of the lear e human experiences are always to be the startin

g. Based on the Ignatian Pedagogy, the teache of the students (Kolvenbach, 1993, p. 12).

EXPERIENCE

ACTION REFLECTION

EVALUATION CONTEXT

10

11)

lanations as

the teacher arner. In the ting point of hers need to

According to Kolvenbach (1993), 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 institutional 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 can seriously affect his or her growth as a person for others.

3) The institutional environment of the school or learning center such as 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. Their points of view and the insights that they may have acquired from earlier study or picked up spontaneously from their cultural environment, as well as their feelings, attitudes, and values regarding the subject matter to be studied form of the real context for learning.

b. Experience

The experience for Ignatius meant “to taste something internally” (LPM-USD, 2012, p. 16). It means that the activities chosen by the teachers are the activities that require the students’ conscience. The students are asked to do activities which are not only for their cognitive but also their affective point.

Kolvenbach (1993) states that the Ignatian experience goes beyond a purely intellectual grasp. Entering the learning experience, he or she encourages

use of the imagination and the feeling as well as the mind in experience. Therefore, the affective and cognitive sides of the people are involved, because without the feeling joined to intellectual grasp, learning will not move a person to action. According to Kolvenbach (1993), the term of experience is used to describe any activity in which in addition to a cognitive grasp of the matter being considered, some sensation of an affective nature that is registered by the students.

The data got from the experience is perceived by the student cognitively. It is through questioning, imagining, investigating its elements and relationships, the student organizes the data into a whole or a hypothesis. Using Ignatian Pedagogy, the teachers have to perceive how the students’ feelings can move them to grow and that is done by the teachers at the beginning of the new lessons. According to Kolvenbach (1993), there are two human experiences. They are direct experience and vicarious experience (p. 15). The first is direct experience which is usually fuller and more engaging of the person, but it is not always possible. The second is vicarious experience. In the vicarious experience, the teachers are challenged to stimulate the students’ imagination and use of the senses precisely so that the students can enter the reality studied more fully.

c. Reflection

According to Kolvenbach (1993), reflection is 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).

Moreover, the reflection forms the conscience of the learners’ beliefs, values, attitudes, and their entire way of thinking in a manner that they are led to move beyond knowing to undertake action. Kolvenbach (1993) divides the meaning surfaces of the experience in human experience into five. They are (1) by understanding the truth being studied more clearly, (2) by understanding the sources of the sensations or reactions I experience, (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 (5) by coming to some understanding of who I am and who I might be in relation to others.

There is a major challenge for the teacher in the reflection stage of learning Ignatian Paradigm. It is to formulate questions that will broaden students’ awareness and impel them to consider viewpoints of others, especially for the poor. Moreover, in this stage we must respect others and give them freedom since they are sowers of the Good News. By sharing the reflection it can reinforce, challenge, encourage reconsideration, and ultimate give greater assurance that the action to be taken (individual or corporate) is more comprehensive and consistent with what it means to be a person for others.

d. Action

Kolvenbach (1993) says that the reflection in Ignatian Pedagogy would be a truncated process if it ended with understanding and affective reactions. Therefore, Ignatius wants people who can move their understanding to action and commitment. The term of action here refers to internal human growth based upon

experience that has been reflected upon as well as its manifestation externally. It involves two steps as followings:

1. Interiorized Choices

After reflection, the learner considers the experience from a personal, human point of view. Here in light of cognitive understanding of the experience and affection involved, the will is moved. Meanings perceived and judged present choices to be made. Such choices may occur when a person decides that a truth is to be his or her personal point of reference, attitude or predisposition which will affect any number of decisions. It may take the form of one’s priorities. It is at this point that the student chooses to make the truth his or her own while remaining open to where the truth might lead.

2. Choices Externally Manifested

In time, these meanings, attitudes, values which have been interiorized, made part of the person, impelled the student to act and to do something consistent with this new conviction. The meaning was positive. Then the student will likely seek to enhance those conditions or circumstances in the daily life. e. Evaluation

Evaluation is important in the teaching learning process in order to evaluate students’ progress in academic achievement. There are some familiar evaluation instruments to assess the degree of mastery of knowledge and skills achieved by the students namely daily quizzes, weekly or monthly tests and semester examinations. As we know that the aim of Ignatian Pedagogy includes

academic and affective sides. Here Ignatian Pedagogy concerns about students’ well-rounded growth as persons for others.

There are a variety of ways in which human growth can be assessed. All must take into account the age, talents and developmental levels of each student. The relationship of mutual trust and respect which should exist between students and teachers sets a climate for discussion of growth. Useful pedagogical approaches include mentoring, review of students’ 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 privileged moment for a teacher to congratulate and encourage the student for progress made, as well as opportunity to stimulate further reflection in light of blind spots or lacunae in the student’s point of view. The teacher can stimulate needed reconsideration by judicious questioning, proposing additional perspectives, supplying information and suggesting ways to view matters from other points of view.

Ignatian Paradigm is an ongoing process which becomes an effective ongoing pattern for learning as well as stimulus to remain open to growth throughout a lifetime. According to Kolvenbach (1993), there are three repetitions of the Ignatian paradigm which can help the growth of a student. They are as follows:

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 and be selective in choosing experiences.

3. Who become self-motivated by his or her own integrity and humanity to make conscious, responsible choices.

According to P3MP-LPM (2012, p. 37), the evaluation technique to evaluate the students should involve 3C (Competence, Conscience, and Compassion). The explanations are as follows:

“Competence embraces a broad spectrum of abilities – academic proficiency (including the ability to reason reflectively, logically, critically, imaginatively, and creatively), technological and vocational skills, an appreciation of creative art, sport, and leisure, and effective communication skills. A person of conscience discerns what is right, good, and true, and has the courage to do it, take a stand when necessary, has a passion for social justice and is an influential leader in their community. Such a person is a person of integrity. A compassionate person generously responds to those who are in the greatest need who walk with others to empower them, in solidarity and empathy.” (P3MP-LPM, 2012).

From the theory above, we can conclude that the competence is related to cognitive and psychomotor side. Moreover, conscience and compassion are related to affective side.

2. Instructional Design

In this research, the researcher employed the Kemp’s instructional design model. Instructional design is a method of effectively implementing the instructional process so that the objectives will be achieved (Kemp, 1977, p. 5).

There are eight important plans in Kemp’s model (Kemp, 1977). The explanations are as follows:

1. Consider goals, list the topics, state the general purposes for teaching each topic

In this step, the designer considers the goals, lists the topic and states the general purpose of teaching (Kemp, 1977). The goal of learning is used to measure whether the students can achieve the goal of learning or not. In this step, the designer also lists the topics of the materials that will be taught to the students. After listing the topics, the designer has to state the general purposes in each topic.

2. Enumerate the important characteristics of the learners for whom the instruction is to be designed

Considering the learners’ characteristics is very important. Moreover, it could help the designer in designing learning activities (Kemp, 1977). For that reason, the designer obtains information about learners’ needs, learners’ ability, and also learners’ interest.

There are two factors that influence the learners’ characteristics. They are academic factor and social factor. The first is academic factor which includes students’ academic background, students’ ability, and students’ motivation. The second factor is social factor. This factor includes students’ emotion and students’ relationship among the other students. Moreover, the designer has to consider the condition and learning style in designing the learning activities.

3. Specify the learning objectives to be achieved in terms of measurable students behavioral outcomes

In this step “the designer specifies the learning objectives so that what students’ performances are expected to achieve are clearly known (Kemp, 1977). The learning objectives have to be stated in terms of activities in order to promote the learning itself. There are three major categories of objectives for learning. The first is cognitive domain which includes objective concerning knowledge, or information, and thinking. The second is psychomotor domain which treats the skills requiring use and coordination of skeletal muscles, as in physical activities of performing, manipulating, and constructing. The third is affective domain. This domain involves objectives concerning attitudes, appreciations, values, and all emotions like enjoying, conserving, and respecting for example.

4. List the subject content that supports each objective

In this step, the designer lists the subject contents that support each objective and have relationship with the students’ needs.

5. Develop pre-assessments to determine the student’s background and present level of knowledge about the topic

The pre-assessment was developed in order to give information about the students’ background and what students have achieved.

6. Select teaching/learning activities and instructional resources that will treat the subject content so students will accomplish the objectives

The designer should select the teaching/learning activities in order to support the design. Kemp (1977) states that the designer must determine the most

efficient and effective methods and select materials to provide learning experiences that will utilize the content associated with each objective.

7. Specifying support services for implementing activities and producing materials

Specifying support services is important in this research. According to Kemp (1977), the support services that should be needed in this research include budget, facilities, equipment, personnel, and schedules.

8. Evaluate students’ learning

The designer should evaluate the students by considering their achievements, whether they accomplish the objectives or not. Moreover, the evaluation should include three domains, namely cognitive domain, affective domain, and psychomotor domain.

Those eight steps above are flexible. Kemp (1977) states that there is interdependence among eight elements. It means that it could be started whichever element that people want to start with. The Kemp’s model can be seen in figure 2.3.

Figure 2.3 Kemp’s Instructional Design Model

3. Speaking

In this part, the researcher writes two important ideas in teaching speaking. The first one is the nature of speaking. The second is the principles of teaching speaking.

a. The Nature of Speaking

Speaking is one of the major skills learned by people when they learn language. For some people, speaking is more difficult than other skills (writing, reading and listening). Speaking a language is especially difficult for foreign language learners because effective oral communication requires the ability to use

Goal, topic, general purpose

Evaluation Learners’

characteristic

Learning Objectives Revision

Supporting Services

Learning Activities, Resources

Subject Content

the language appropriately in social interactions (Richards & Renandya, 2002, p. 204). According to Bailey (1994) as cited by Nunan (2003, p. 48), there are two reasons why speaking is more difficult than reading, listening, and writing. First is because unlike reading or writing, speaking happens in real time: usually the person you are talking to is waiting for you to speak right then. Second, when people speak, they cannot edit or revise what they wish to say, as they can if they are writing.

In language teaching, the four skills are described in terms of their direction. Bailey (1994) states speaking and writing are referred to as productive. Moreover, listening and reading are referred to as receptive. Another important idea is the channel, which refers to the medium of the message (aural/oral or written). Thus, speaking is the productive oral skill. It consists of producing systematic verbal utterances to convey meaning.

b. The Principles of Teaching Speaking

According to Bailey (1994) as cited by Nunan (2003, p. 54), there are five principles of teaching speaking. We can see as follows:

1) Be aware of the differences between second language and foreign language learning contexts

In learning languages, there are two broad contexts. They are foreign language context and second language context.

2) Give students practice with both fluency and accuracy

In language lessons, learners must be given opportunities to develop both their fluency and accuracy. Accuracy is the extent to which students’ speech

matches what people actually say. Moreover, fluency is the extent to which speakers use the language quickly and confidently. The learner cannot develop their fluency if the teacher always interrupts them to correct their oral errors. 3) Provide opportunities for students to talk by using group work or pair

work, and limiting teacher talk

In class, teacher should be aware of how much they are talking in class, so they do not take the students’ opportunity for speaking in class. Pair work and group work activities intend to make the students increase the students’ opportunity to speak in the target language during the lesson.

4) Plan speaking tasks that involve negotiation for meaning

In communicating with others, the learners are hoped to make progress by communicating in the target language because interaction necessarily involves trying to understand and make yourself understood. This process involves clarification, repetition, or explanations during conversations.

5) Design classroom activities that involve guidance and practice in both transactional and interactional speaking

Transactional speech involves communicating to get something done, including the exchange of goods and/or services. Interactional speech is communicating with someone for social purposes. Since the learners will have to speak the target language in both transactional and interactional condition, the teacher should arrange the speaking activities that embody both transactional and interactional purposes.

B.Theoretical Framework

This part presents the researcher’s design model. In this research, the researcher adapts Kemp’s instructional design model for developing the materials. Moreover, in designing a set of instructional speaking materials for Theology Study Program students, the researcher employed the Ignatian Pedagogy.

There are seven steps adapted by the researcher namely (1) identifying the learners’ characteristics; (2) determining goals, topics and general purposes; (3) specifying learning objectives; (4) listing the subject contents; (5) selecting teaching-learning activities and instructional resources; (6) conducting evaluation of the final product; (7) revising the final product. Those seven steps of Kemp’s instructional design model become the researcher’s framework. The explanation of the researcher’s framework can be seen as follows:

1. Identifying the Learners’ Characteristic

In this step, the researcher collects all the information about the students’ characteristics, lacks, condition, learning styles and needs. In order to gather the data, the researcher observes the students and distributes the needs analysis questionnaire to the first semester students of Theology Study Program of Sanata Dharma University.

2. Determining Goals, Topics and General Purposes

Based on the data gathered, the researcher determines the goals, topics, and general purposes of the designed materials.

3. Specifying Learning Objectives

The researcher specifies the learning objectives after determining the goals, topics, and general purposes. Writing objectives is a developmental activity that requires refinements, changes, and additions as the writer develops subsequent planning steps (Kemp, 1977, p. 24).

4. Listing the Subject Contents

After specifying the learning objectives, the researcher lists the subject contents. The researcher lists the contents used in designing the materials.

5. Selecting Teaching-Learning Activities and Instructional Resources

Based on the data gathered on the students’ characteristics, lacks, learning styles, condition and needs, the researcher selects the teaching and learning activities. Designing the materials, the researcher implements the steps of Ignatian Pedagogy namely context of learning, experience, reflection, action and evaluation.

6. Evaluating the Designed Materials

Conducting the evaluation for the designed materials, the researcher distributes the expert validation questionnaire to five lecturers of English Language Education Study Program of Sanata Dharma University.

7. Revising the Designed Materials

After conducting the evaluation, the researcher revises the designed materials based on the lecturers’ comments, feedback, and suggestions. The comments, feedback and suggestions from the questionnaire are used to make better designed materials.

The researcher’s framework of the design model in this research can be seen in the Figure 2.4.

Figure 2.4: The Researcher’s Theoretical Framework Chart Identify the learners’ characteristics

lacks, needs, and expectations

Consider goals, topics and general objectives

Specify the learning objectives

List the subject content

Selecting the teaching and learning activities

Evaluating the designed materials

26 CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the methodology used in this study which is divided into six parts. They are research method, research participants, research instruments, data gathering techniques, data analysis techniques, and research procedure.

A. Research Method

As stated in Chapter I, the problem in this research dealt with a problem related to the existence for speaking materials based on Ignatin Pedagogy in the English lecture for the students of Theology Study Program of Sanata Dharma University. Therefore, the method that is proposed by the researcher to solve this problem is Research and Development (R&D).

Research and Development (R&D) is a process to develop and validate educational products (Borg & Gall, 1983, p. 772). Research and Development (R&D) has a cycle which consists of ten steps to follow (Gall & Borg, 1983). They are (1) research and information collecting, (2) planning, (3) develop preliminary form of product, (4) preliminary field testing, (5) main product revision, (6) main field testing, (7) operational product revision, (8) operational field testing, (9) final product revision, (10) dissemination and implementation. Due to the limitation of time, the researcher only employs step one up to step five.

They are research and information collecting, planning, develop preliminary form of product, preliminary field testing, main product revision.

There are two research problems in this research. They are (1) how a set of English speaking instructional materials based on Ignatian Pedagogy for Theology Study Program students of Sanata Dharma University is designed. (2) what the designed set of English speaking instructional materials looks like. In order to answer those research problems, the researcher also adapted the Kemp’s instructional model as the implementation of the Research and Development (R&D) method.

1. Research and Information Collecting

In this step, the researcher collected the data which are the learners’ needs, lack, interest, and learning styles (Borg & Gall, 1983, p. 776). In order to obtain the data needed, the researcher distributed questionnaire to the first semester students of Theology Study Program of Sanata Dharma University. After collecting the data, the researcher analyzed the data based on the theories related to this research.

2. Planning

After collecting some data needed, the researcher defined the learning objectives that should be achieved by the learners. In this step, the researcher considered the needs analysis and the guidelines for the students of Theology Study Program of Sanata Dharma University. Doing this step, the researcher also employed the Kemp’s instructional design model steps namely determining goals, topics and general objectives, specifying learning objectives, and listing subject

contents. Those steps would help the researcher to make the syllabus and lesson plan for the designed materials.

3. Preliminary Product Developing

The next step done by the researcher was preliminary product developing. The researcher conducted the preliminary form of the instructional materials after completing the primary planning (Borg & Gall, 1983, p. 781). In this step, the researcher employed the Kemp’s instructional design step namely selecting teaching learning activities and instructional resources. After that, the researcher made the preliminary product developing based on the information that had been gathered by doing the previous step.

4. Preliminary Field Testing

In this step, the designed material was evaluated by the experts. It was conducted to obtain feedback and suggestions to improve the designed material. In this step, the researcher adapted Kemp’s instructional design step namely conducting evaluation in order to judge the appropriateness of the designed materials for the required purposes.

The designed material was evaluated by the lecturers of the English Language Education Study Program of Sanata Dharma University. The researcher distributed the expert validation questionnaire to five lecturers of the English Language Education Study Program. From their feedback and suggestions, the researcher revised the design and developed it to make it better.

5. Product Revision

After collecting the feedback from the preliminary field testing step, the researcher revised the designed material based on the feedback and suggestions obtained from the questionnaire. From the feedback given, the researcher could improve and develop the design into the ideal design that was needed by the students of Theology Study Program of Sanata Dharma University. In this step, the researcher adapted the Kemp’s instructional design model namely conducting the revision. The following figure presents the collaboration of the R&D model and the Kemp’s model.

Figure 3.1 The Writer’s R&D Model Collaborated With Kemp’s Model

: The next step

: Providing the basis for : Feedback line

Research and information collecting

Planning

Develop preliminary form of product

Preliminary field testing

Goals, Topics and General Objectives

Learning Objectives

Subject Content

Teaching-Learning Activities

Evaluation Learners’ characteristics

B. Research Participants

In this research, the researcher presents the participants of this research. There are two participants. They are the participants of the research and information collecting and the participants of the preliminary field testing.

1. Participants of the Research and Information Collecting

The participants of the research and information collecting in this research were the first semester students of Theology Study Program of Sanata Dharma University who were in class B. There were three classes in the first semester, they were A, B, and C which was divided by the score result of their TOEFL score. The reasons why the researcher chose the class B were that they could be a good sample because they were in the middle level based on the result of their TOEFL grade. Moreover, the researcher had limitation of time so that the researcher only chose class B. There were 22 students in the class B. In order to obtain the data needed, the researcher distributed the needs analysis questionnaire to the students.

2. Participants in Preliminary Field Testing

The participants of the preliminary field testing were five lecturers of English Language Education Study Program of Sanata Dharma University. The researcher distributed a questionnaire to the lecturers in order to obtain some feedback, suggestions, and evaluation on the designed materials. The researcher used the feedback and evaluation from the lecturers to make the better designed materials. The description of the participants of the preliminary field testing will be presented in the following table.

Table 3.1 The Participants in the Preliminary Testing

Participants Sex Educational Background

Teaching Experience (Years)

The PBI lecturers

F M S1 S2 S3 5 - 10 11 – 15 >15

3 2 4 1 3 2

C. Research Instruments and Data Gathering Techniques

There are two instruments used by the researcher in this research in order to gather information and data needed. They are questionnaire and interview. The explanation is stated below:

1. Questionnaire

To obtain the data needed, the researcher used questionnaire as one of the instruments. There are two kinds of questionnaires used by the researcher in this research. First, the researcher distributed the questionnaires for the first semester students class B of Theology Study Program. The first questionnaire was used to get the information about the students’ characteristics, need, lacks, and interest. The type of the questionnaires used by the researcher was close-ended question in order to avoid too many varieties on the answer. Moreover, the possible answers were known and were few in number (Ary, et al. 2002). However, the researcher provided other option to let the participants share their responses that is not present in the option given.

Second, the researcher distributed five questionnaires to five English Language Education Study Program lecturers in order to get their feedback and

suggestions to improve the designed materials. There were two parts in the questionnaire. The first part was close form items consisting of some statements and the participants were asked to express their opinion in scales 1 – 5. The second part was the open form items consisting of some questions. This part was expected to elicit the experts’ opinion about the designed materials. The feedback, suggestions, and evaluation were used to improve the designed materials.

2. Interview

According to DeMarais (2004) as cited by Merriam (2009, p. 87) an interview is a process in which a researcher and participant engage in a conversation focused on questions related to a research study. Based on the degree of structuring interviews can be divided into three categories: structured interviews, semi-structured interviews and unstructured interviews. In this research, the researcher did unstructured interview which was done informally. The researcher interviewed the English lecturer who was in charge of teaching English the students of the Theology Study Program batch 2012 (class B). The researcher used interview to enrich the data gathered by the questionnaire. The interview was about the students’ characteristics, students’ condition, students’ difficulties, the students’ vocabulary, and the students’ learning styles.

D. Data Gathering Techniques

In order to collect the data needed, the researcher took some techniques. The first technique was conducted in the research and information collecting step. In this step, the researcher obtained the data needed by distributing the questionnaire to the participants. In this research, the participants of the research

and information collecting were the first semester students class B of Theology Study Program of Sanata Dharma University and the purpose was to obtain the data on learners’ lacks, needs, and expectations.

The second technique was conducted in the preliminary field testing step. In this step, the researcher distributed the questionnaire to five lecturers of English Language Education Study Program of Sanata Dharma University. The purpose was to obtain the experts’ feedback, evaluation, and suggestion on the designed materials. From the experts’ feedback, evaluation, and suggestion, the researcher could revise and improve the designed materials.

E. Data Analysis Techniques

There are two techniques used by the researcher to analyze the data gathered. They are the data analysis technique of the research and information collecting survey and the data analysis technique on the preliminary field testing. 1. Data Analysis Technique of the Research and Information Collecting

After gathering the data from the questionnaire, the researcher analyzed it. The researcher calculated and made it into the percentage. Below is the formula used by the researcher:

x

x 100 % Σx

x : the number of the participants who choose the option Σx : the total of the participants

2. Data Analysis Technique on the Preliminary Field Testing

The researcher also distributed the questionnaire to five lecturers of English Language Education Study Program in order to obtain their feedback, suggestions, and evaluation. For the questionnaire, there are two parts. In the first part, the participants were asked to express their opinion towards the designed materials which were helped by some statements. In this research, the researcher used the Likert’s scale to evaluate the designed materials. The Likert scale was a scale with a number of points, usually five, that represent a set of related responses, one for each point (Sprinthal et. al., 1991, pp. 114-115). In this research, the researcher used five options of agreement based on Likert’s scale in the questionnaire and the participants chose one of the points of agreement. There were five points of agreement in this research. They were (1) Strongly Disagree, (2) Disagree, (3) Doubt, (4) Agree, and (5) Strongly Agree. The second part is in the form of open question, so that the lecturers can give more feedback and evaluation on the designed materials. The table below describes the participants’ evaluation and feedback.

Table 3.2 the Participants’ Evaluation of the Designed Materials No. Participants’ Opinion Frequency of the

points of Agreement

Central Tendency

After the data were gathered in the table, the researcher summarized and analyzed them. The type of descriptive statistics was used to summarize and describe the data on central tendency. The central tendency used in this part was mean (Mn). Mean (Mn) is the average of all points in a distribution. The following pattern is the pattern to calculate the mean (Mn):

Σx x =

N

N : Total participants x : Mean

Σx : The sum of the score

F. Research Procedure

There were five research procedures used in this research. The first step was research and information collecting step. In this step, the researcher identified the problem exist where there was no English speaking materials based on Ignatian Pedagogy for the students of Theology Study Program of Sanata Dharma University. Moreover, the researcher also gave limitation to the area of the research and started to formulate the research objectives of the research. After gathering the data, the researcher reviewed some theories related to the research. The theories would be used as the guidelines for the researcher to do the research.

In order to get further data, the researcher distributed questionnaire to the first semester students of Theology Study Program. In this research, the researcher used cluster sampling and the sampling used is class B.

The second step was planning.Before designing, the researcher identified the learning goals achieved by the students. After identifying the learning goals, the researcher wrote the learning objectives in each lesson in the designed materials. After writing the learning objectives, the researcher started making the syllabus. After that, the researcher chose the appropriate teaching and learning activities for the designed materials.

After that, the researcher chose and developed the learning activities design based on the need analysis gathered. The researcher also referred to the Ignatian Pedagogy. Developing the teaching learning activities, the researcher interpreted the data gathered by reviewing the related theories of speaking and instructional design.

The fourth step was preliminary field testing. In this step, the researcher evaluated the designed materials by distributing the expert validation questionnaire to five lecturers of English Language Education Study Program. The purpose was to obtain the feedback and suggestions from the experts to evaluate the designed materials.

The last step was main product revision. After collecting the feedback, suggestions, and evaluation from the experts, the researcher started to analyze it. Then, the researcher started to revise and improve the designed learning materials. Finally, the researcher made the final product of the speaking designed materials.

37

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the results and findings of the research. This chapter will answer the two research problems stated in chapter one. Therefore, there will be two major parts in this chapter. The first part is the process on how a set of English speaking instructional material for students of Theology study program Sanata Dharma University is designed. The second part is about what a set of English speaking instructional materials for Theology Study Program students looks like.

A. The Steps of Designing English Instructional Speaking Materials

To answer the first research problem in this research, the researcher adapted the Research and Development (R & D) and Kemp’s instructional design model. There were five steps of R & D implemented in this research namely research and information collecting, planning, develop preliminary form of product, preliminary field testing, main product revision. The explanation of each step will be discussed as follows:

1. Research and Information Collecting

In this step, the researcher obtained the data needed by conducting the needs survey. The researcher conducted the needs survey by distributing questionnaire on November 19, 2012, and the participants of the needs survey were the first semester students class B of Theology Study Program of Sanata

Dharma University. There were 22 students. From the data gathered through distributing the questionnaire, it is found that almost all the students like studying English. It can be seen from the result which was 90.9% of the students like studying English. Moreover, the students have an English lecture once a week which is 100 minutes learning English in class.

In the teaching and learning process, the students have various activities to practice speaking. Moreover, all students say that the lecturer gives a chance to the students to practice their speaking skill. It is strengthened by the fact that 86.3% of the students agree that the English subject helps them to improve their speaking skill and few students disagree that the English subject helps them to improve their speaking skill (13.6%). However, all students agree that they still need to improve their speaking skill.

The next question discusses the detailed activities that the students like most. The first question is about the activities that the students often have in the teaching and learning process. It shows that 45.4 % of the students say that the activities that they usually have is delivering a short speech about various things or topics given by the lecturers. Some of the students also say that they often practice their speaking by doing conversation, doing exercises, and sharing their opinion. Dealing with the method used to improve the students’ speaking skill in class, the students prefer peer work. It is strengthened by the fact that 59.09 % of the students like doing practice with their friends to improve their speaking skill. Therefore, the researcher designs the materials which give a chance to the students to do peer work in the form of dialogue. The next question is about the pre

activities that the students expect to have in the teaching and learning. Most of the students state that they expect to have sharing activities, it is 77.2 %. Therefore, the researcher also designs the activities that give a chance for the students to do sharing in the designed materials. Dealing with the students’ expectation about the activities in class to improve their speaking skill, 68.1 % of the students expect to practice the dialogue. Moreover, some of the students also expect to have role play (45.4 %). Some of the students also say that they want to have class discussion so that they can practice speaking English by sharing their opinion.

The data shows that 83.3 % of the students find difficulties in speaking English. The first difficulty is regarding to vocabulary, the data gathered shows that 50 % of the students agree that they do not master the meaning of English words. The second difficulty is regarding to the students’ confidence, 27.2 % of the students say that they have no confidence to speak English especially in front of a lot of people. Moreover, some of the students are afraid of making grammar mistakes when they speak English, it is 18.1 %. For that reasons, in order to improve the students’ motivation to speak English, 81.8 % of the students expect that the lecturer will help them to decrease their fear and help them to have more confidence. Moreover, 72.2 % of the students expect to have fun teaching learning activities in class and others expect to have the interesting topics to learn.

Dealing with the topics of the speaking materials, almost all of the students agree that the topics of the speaking materials affect their motivation. Besides, there are four students’ expectations towards topics of the materials. First, 81.8% of the students say that the materials should deal with reality in this

life so that the students can use it in their daily life. Second, 54.4% of the students expect that they could get and learn some moral values from the materials they learnt. Then, from the moral values they have learnt, they could implement what they have learnt in their daily life (45.4%). Moreover, the materials could help the students to see what’s happening in their surroundings (22.7%).

In this research, the researcher implemented Ignatian Pedagogy where the reflection is one of the parts in the Ignatian Pedagogy cycle. Therefore, the next question is related to the importance of reflection part for the students in learning English. There are 81.8 % of the students say that the purpose of the reflection part is to get the positive values and make it as an experience for improving the students’ English speaking ability, 59.09 % of the students said that is to find out the values got from the tasks they have got in the teaching and learning process. Moreover, the students say that by doing reflection, the students are able to find out their weaknesses so that they could learn from it and make it better.

2. Planning

After gaining the necessary data about the students’ characteristics, lacks, needs, expectations, and the learning styles, the researcher took the next step. In this step, the researcher determined the learning goals, topics, and general objectives, specified the objectives, and listing the subject content. In this step, the researcher implemented Kemp’s instructional design model steps namely determining the learning goals, topics, and general objectives, specifying the learning objectives, and listing the subject contents.

160

]

Let’s make a better life!

As a priest candidate, one of the duties is to pursue others to live better. Having better live means we have to change our bad habits into the good one. As we know that it is not easy to pursue others to do it. In this unit, you have learnt some things good and bad from the previous activities. Let’s find the values that you learnt during this lesson and that you have reflected in the previous activity.

1

From the values you have received, make your own commitment regarding the values you have learnt!

2

Write action plans that you are going to do dealing with contributing yourself for others living around you!

D. My Actions

What Do You Think?

Unit 4

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In the end of the unit, you will have a small test. The test

is in pairs and it is about the materials that you have learnt in this unit. The criteria of the test are:

The teacher will give you a picture and ask you and your partner to discuss the situation which is happening in the picture.

After discussing, you and your partner have to make the dialogue based on the situation on the picture. You will be given the time to finish the tasks. Then, you have to practice your dialogue with your partner. After that, your teacher will ask you and your partner to perform your dialogue in front of the class.

What Do You Think?

Unit 4

E. Let’s oheck!

Small Test:

• This test would be in

• In pairs, discuss the

• Then, make a dialol

correct expressions o

• After you finish, prac

you and your partner

Situation:

You are attendinl a Brother Paul who com he introduces his frie

EVALUATION UNIT 1 Nice To Meet You! Time Allocation: 30 minutes

in pairs.

he topic and the situation provided!

lolue dealinl with the topic. Don’t forle s of lreetinls and introduction!

ractice with your partner. Later, your lec ner to perform your dialolue in front of th

a formal conference. There, you meet a comes from different conlrelation. You l friend to you.

162

rlet to use the lecturer will ask the class.

a friend named lreet him and

163

EVALUATION UNIT 2 May I Help You? Time Allocation: 30 minutes Small Test:

• This test would be in pairs.

• In pairs, discuss the topic below!

• Then, make a dialolue dealinl with offerinl help. Don’t forlet to use the

correct expressions of offerinl and acceptinl help!

• After you finish, practice with your partner. Later, your lecturer will ask

you and your partner to perform your dialolue in front of the class.

Situation: _{You meet an old woman/man in the way you lo home. She or} he is carryinl some needs. You offer help to her or him to carry the needs.

164

EVALUATION UNIT 3 Nice To Meet You! Time Allocation: 30 minutes Small Test:

• This test would be in pairs. The topic is “My hometown”.

• In pairs, discuss the topic provided!

• Then, make a dialolue dealinl with the topic provided. Don’t forlet to

use the correct expressions of describinl place!

• After you finish, practice with your partner. Later, your lecturer will ask

you and your partner to perform your dialolue in front of the class.

165

EVALUATION UNIT 4 What Do You Think? Time Allocation: 30 minutes Small Test:

• This test would be in pairs.

• In pairs, read the article below and discuss it!

• Then, make a dialolue dealinl with the situation from the article below.

Don’t forlet to use the correct expressions of askinl and livinl opinion!

• After you finish, practice with your partner. Later, your lecturer will ask

you and your partner to perform your dialolue in front of the class.

Abortion today – still secret, but easy to find

Nani Afrida, The Jakarta Post, Jakarta | Feature | Wed, February 20 2013, 1:06 PM

National Population and Family Planning Agency (BKKBN) data reveals that the number of abortions in the country has increased by 15 percent annually. The agency estimates there were 2.4 million abortions in Indonesia in 2012, about 800,000 of those women were teenagers. United Nations data says that adolescent girls aged between 10 and 19 account for at least 2.2 to 4 million unsafe abortions in developing countries. Young women under the age of 25 account for almost half of all abortion deaths.

Twenty-one-year-old Dela (not her real name) told the Post she wanted an abortion because she was afraid of her parents.

“I am confused and I am not ready to have this baby,” she said.

Dela had an abortion at a midwife’s clinic in South Jakarta. She got the information about the clinic from a friend who had the same procedure there. Dela stayed one night at the clinic and told her mother that she spent the night with a friend.

From http://www.thejakartapost.com/news/2013/02/20/abortion-today-still-secret-easy-find.html