A set of English writing materials based on Ignatian pedagogy for Theology Study Program Students.

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vii

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 tailor-made 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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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

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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vii

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.

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.

Keywords: Writing, Ignatian Pedagogy, Theology Study Program students, pastoral ministry services.

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viii

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.

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

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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

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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

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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 ... 63

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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

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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

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1 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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8 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 field-tested, 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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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

Conduct Instructional Analysis Identify Instructional Goal (s) Analysis Learners and Context Write Performance Objectives Revise Instruction Development Assesments Instruments Develop and Select Instructional Materials Design and Conduct Formative Evaluation of Instruction Design and Conduct Summative Evaluation Develop Instructional Strategy Step 1 Step 2 Step 3

Step 4 Step 5

Step 9

Step 6 Step 7

Step 8

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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 learner-centered 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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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.

Needs Survey Descrip -tion of purpose Selection /Develop ment of syllabus type Produc-tion of a proto-syllabus Produc-tion of pedago-gical syllabus Develop-ment and implemen-tation of classroom procedures Evalu- ation

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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 teacher-learner 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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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 EXPERIENCEACTION, 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.

ACTION REFLECTION

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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.

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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 person-mind, 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 here for a teacher may be to impose such viewpoints. If that occurs, the risk of manipulation or indoctrination is high, and a teacher should avoid anything that will lead to this kind of risk. But the challenge remains to open students‟ sensitivity to human implications of what they learn in a way that transcends their prior experiences and thus causes them to grow in human excellence. Since the educators should do everything with total respect for the student‟s freedom, a student may decide to act selfishly in reflective process (Tanner & Green, 1998). It is possible that dues to developmental factors, insecurity or other events currently impacting a student‟s life, he or she may not be able to grow in directions of greater altruism, justice, and so on at this time. Moreover, the reflection envisioned can and should be broadened wherever appropriate to enable students to share their reflection and thereby have the opportunity to grow together. This sharing can reinforce, challenge, encourage reconsideration, and ultimately give greater assurance that the action to be taken is more comprehensive and consistent with what it means to be a person for others.

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d. Action

It is necessary to end the reality of experience with that same reality in order to affect it. Reflection only develops matures when it fosters decision and commitment or action (Kolvenbach, 1993:18). The term “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:

1) Interiorized Choices

After reflection, the learner considers the experience from personal, human point of view. Here, the will is moved, meaning perceived and judged present choices to be made. Such choices 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.

2) Choices Externally Manifested

In time, these meanings, attitudes, values which have been interiorized, made part of the person, impel the students to act, to do something consistent with this new conviction. If the meaning was positive, then the students will likely see to enhance those conditions or circumstances in which the original experiences took place. If the meaning was negative, then the students will likely seek to adjust, change, diminish or avoid the conditions and circumstances in which the original experience took place.

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e. Evaluation

One important thing that should be done by teachers is to evaluate a student‟s progress in academic achievement. Daily quizzes, weekly or monthly tests and semester examinations are familiar evaluation instruments to assess the degree of mastery knowledge and skills achieved. Periodic testing alerts the teacher and the student both to intellectual growth and to lacunae where further work is necessary for mastery. This type of feedback can alert the teacher to possible needs for use of alternate methods of teaching; it also offers special opportunities to individualize encouragement and advice for academic improvement for each student (Kolvenbach, 1993:19).

There are a variety of ways in which this fuller human growth can be assessed. All must take into account the age, talents, and developmental levels of each student. Here the relationship of mutual trust and respect which should exist between students and teachers sets a climate for discussion of growth. Useful pedagogical approaches including 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 step can be a privileged moment for a teacher both to congratulate and encourage the student for progress made, as well as an 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

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additional perspectives, supplying needed information and suggesting ways to view matters from other points of view.

This model of proceeding can thus be an effective ongoing pattern for learning as well as stimulus to remain open 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, 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: 20).

Furthermore, P3MP-LPM (2012) confirmed that teachers can develop some techniques to evaluate students as far as the evaluation involved competence, conscience and compassion (p. 38). Competence, conscience, and compassion define as cited 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

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appreciation of creative art, sport, and leisure, and effective communication skills (p. 38)”.

“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 (p. 38)”.

“A compassionate person generously responds to those who are in greatest need who walk with others to empower them, in solidarity and empathy (p. 39)”.

From those definitions, it is clear that those three skills should be an integrality skill. In other words, cognitive, psychomotor, and affective should be achieved at the end of the lesson or course. To achieve those skills, every course should make adaptation on the indicators based on the characteristics of the course itself to make it reachable and feasible.

According to Richards (2005), teachers should act as course developers. Thus, in the next description, the writer discussed the theory of teaching writing according to Tiedt (1989). Some of the steps that Tiedt proposed in teaching writing are the same as the learning steps based on Ignatian Pedagogy. To give more explanations, the writer described it in the following description.

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3. Teaching Writing

Tiedt, I. M. (1989) stated that writing is a method of expressing ideas about any subject content; it appears in classrooms everywhere and, therefore, must be the concern of every teacher. Thus, teaching writing is a complex undertaking, for we never teach writing in isolation. It means that process of writing should be taught writing inherently and interdependent.

Furthermore, Tiedt stated that an effective writing program is student-centered. It engages students in active learning from the selection of the topic to making changes to improve the writing (editing) to evaluating the finished product (Lyons & Zhang, 2005). Effective writing instruction involves all that we know about effective teaching in general. It provides for the growth of each student‟s self-esteem as students experience success with expressing the students‟ thoughts creatively and effectively.

Contemporary thinking about writing instruction perceives the process of writing as a total learning experience that includes what happens before the student writes (prewriting) and what happens after the student writes (post writing). During this holistic process, students think, feel, and experience as the students produce a piece of writing. Tiedt highlighted that the process itself brings about learning and thus is more important that the end product (1989; 3). There are six basic understandings about writing process used as foundations to the previous statement. They are(1) students learn to write by writing, (2) writing expresses thinking, (3)

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students learn to write by reading, (4) writing is not easy, (5) writing can be taught, and (6) writing is a way of learning in all classrooms.

In designing writing instruction, an effective writing lesson will be comprised of five major components: OBJECTIVES, PREWRITING stimulus, WRITING stimulus, POSTWRITING follow up, EVALUATION based on objectives. Each component will be explained briefly as seen in the following:

a. Objectives

In this component, writing instruction must be concerned equally about cognitive and affective objectives if learning is to take place. It also brings in good practice. Notice that error avoidance is not the primary goal.

b. Prewriting stimulus

Everything that precedes a particular writing experience can be thought of as the prewriting stimulus. Writing instruction must consider the student‟s prior knowledge and show how to draw on this knowledge to advantage. Therefore, the instruction begins composition a prewriting warm-up to assertion that the writing activity will have meaning for each student. Prewriting activities help students bring out ideas pertinent to the topic at hand.

c. Writing stimulus

After the prewriting stimulus, it moves into the writing activity-the performance by the student. This activity tries to engage students in writing a wide variety of forms, including both prose and poetry. Before students write a specific form,

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introducing the structure by showing examples is needed because students need to develop a “sense of story” before writing a story and in the same way, they need to hear and to read other forms in order to create them (Tiedt, 1989: 13).

d. Post writing follow up

The post writing activity is anything that follows the students‟ writing-sharing, editing, or publishing (Tiedt, 1989:13). It can be any of paired or small group editing activities.

e. Evaluation based on objective

The final component of a lesson based on the full writing process is evaluation of the lesson. Evaluation of a lesson can be done by the teacher, individual students, or a group of students. Frequently opportunities given to the students will engage in evaluation activities and it will become reflective thinkers who are fully engaged in the learning process (Tiedt, 1989: 14).

In summarizing those five components, Tiedt made recognition for the readers, namely:

Teaching writing is more than just assigning a topic and letting students write. The effective teacher of writing assumes responsibility for motivating, planning writing experiences, developing rapport with the group to facilitate editing and evaluation, extending experiential backgrounds to supply content for writing activities, and perhaps, most important, appreciating the results of students efforts (1989, p. 19).

The previous recognition shows that writing is a complex process that involves students learn to structure sentences as they listen to language around them,

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and they learn how language is written by reading the work of their peers as well as published writing. Thus, writing can be a very exciting, rewarding process. It is expected that the teacher provide instruction by showing students how to minimize the difficulties and to guide the students to recognize and to appreciate the students‟ achievement.

From all theories explained previously, the writer proposed Ignatian Pedagogy as a binder to cover the entire phenomenon described. Ignatian Pedagogy is relevant for learning process in this context. By applying Ignatian Pedagogy, the context of Theology Study Program, instructional design, and writing are covered in to tailor-made set of materials for TSP students.

B. Theoretical Framework

This theoretical framework is presented to help the writer to answer the research problems as stated in chapter I. The first research problem answered by designing own model by the writer. It is a combination of the two models of Dick and Carey‟s Model, and Yalden‟s Model. Furthermore, in order to answer the second research problem, the writer applied Ignatian Pedagogy to present the designing of English writing instructional materials for Theology Study Program students.

In designing a set of English writing materials for TSP students, the writer took seven steps as a result of adaptation from two models: Dick and Carey‟s Model, and Yalden‟s Model. The writer adapted two models because the limitation of each

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model. Dick and Carey‟s model did not provide how to select and design a syllabus for the learners. That is why, the writer adapted the step from Yalden‟s model to design syllabus. The syllabus should be designed since these materials will be used by university‟s students.

The seven steps taken are described in Figure 2.5.

Step 1 adapted from Dick and Carey‟s Model

Step 2 adapted from Dick and Carey‟s Model

Step 3 adapted from Dick and Carey‟s Model

Step 4 adapted from Yalden‟s Model

Step 5 adapted from Yalden‟s Model

Step 6 adapted from Yalden‟s Model

Step 7

Figure 2.5 The Writer’s Design Model Analyzing Learners and

Contexts

Identifying Instructional Goals

Writing Performances Objectives Selecting Syllabus

Deciding Teaching /Learning Activities

Evaluating and Recycling

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The following explanation presents to explain each step of the writer‟s model. a. Analyzing Learners and Contexts

The design materials were started by analyzing learners and context. This step is used to identify the skills and knowledge to be taught. Dick and Carey (2005) suggested, “Not only must the designer determine what is to be taught, but also the characteristics of the learners, the contexts in which the instruction will be delivered, and the contexts in which the skills will eventually be used (p. 99).” Moreover, Dick and Carey suggested that through learner analysis, designers need to know information about the target population includes entry behaviors, prior knowledge of the topic area, attitudes toward and potential delivery system, academic motivation, educational and ability levels, general learning preferences, attitudes toward the organization giving the instruction, and group characteristics (2005: 101).

Due to the previous suggestions, the writer collected data about the participants by distributing a questionnaire for 22 students in Theology Study Program semester 1. It was conducted to gain the information about entry behaviors, prior knowledge of the topic area, attitudes toward and potential delivery system, academic motivation, educational and ability levels, general learning preferences, attitudes toward the organization giving the instruction, and group characteristics. The data from the questionnaire was enriched by conducting informal interview for an English lecturer of the TSP. The lecturer was chosen to clarify the students‟

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answer in the questionnaire. The information gained was used to design the instrumental design.

b. Identifying Instructional Goals

According to Dick and Carey (2005), there are four common methods to identify instructional goals. They are the subject-matter expert approach, the content outline approach, the administrative mandate approach, and the performance technology approach. The writer applied the performance technology approach in this study. As Dick and Carey stated, “Performance technology approach is used to respond to the problems or opportunities within an organization. (p. 16)” This is the reason why the writer chose the performance technology approach. The writer identifies instructional goals by covering the problems and the best solutions for students in learning writing. The result of the identification formulated in goals which are presented in each unit of the English writing materials.

c. Writing Performances/Objectives

Dick and Carey (2005) defined a performance objective as a detailed description of what students will be able to do when they complete a unit of instruction (p. 125). Moreover, it describes instead the kinds of knowledge, skills, or attitudes that the students will be learning.

There are three major components of an objective based on Mager (1975) as cited by Dick and Carey (2005, p. 126). The first component describes the skill or behavior (what the learner will be able to do) identified in the instructional analysis. It

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contains the action and the content or concept. The second component describes the conditions that will prevail while learner carries out the task. The third component describes the criteria that will be used to evaluate learner performance. The criterion is often stated in terms of the limits, or range, or acceptable answers or responses. d. Selecting Syllabus

In selecting type of syllabus, Yalden suggested to modify some existing structural syllabus to a completely learner-centered approach (1978: 108). It means that various combinations are possible, and various focuses on written language are also feasible. Due to the suggestion, the writer chose communicative syllabus type 3: Variable Focus. As Yalden (1978) stated that this syllabus would dominate structural exercises and activities at the first level, and emphasis would then change to communicative function and finally to situation or subject-matter (p. 113). The writer expect that the syllabus chosen will stimulate the true academic situation in designing a set of English writing instructional materials for Theology Study Program students.

e. Deciding Teaching/Learning Activities

This step is adapted from the fifth stage of Yalden‟s model. In this step, the writer provides a pedagogical syllabus which can fill the teacher‟s needs without unduly circumscribing desirable classroom interaction. Furthermore, Yalden (1978) stated that the pedagogical syllabus provides a repertoire of words and phrases, chosen as exponents of function and suitable to the topics identified as important to

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the learner (p. 144). The development of teaching, learning, and testing approaches are presented in this step by applying Ignatian Pedagogy. As proposed in Ignatian Pedagogy (Kolvenbach, 1993), the design consists of four units and each unit consists of five steps. The steps are context of learning, experience, reflection, action, and evaluation.

f. Evaluating and Recycling

On the ground of the final stage of Yalden‟s model, the writer evaluated the designed materials by distributing a questionnaire to some experts in this field. This is in accordance with Yalden suggestion that the teaching as well as the over-all design of the course should be assessed (p. 96). The experts evaluated the instructional goals, the performances objectives, the syllabus, and the teaching activities/materials. The result of this evaluation is aimed to judge whether the designed material have accommodated the needs or not. The data gathered are used to revise the design. g. Presenting Main Product

The final step in this research is main product presentation. It is presented after revising the design based on the evaluations and suggestions.

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38 CHAPTER III METHODOLOGY

In this chapter, the writer would like to present detailed information about the methodology used. It is used to answer the research questions as stated in Chapter I. The discussion of this chapter covers some important points of the research method, the research setting, the research participants, the research instruments and data gathering technique, the data analysis technique, and the research procedures which are applied in this study.

A. Research Method

This study was educational Research and Development (R&D). Gall, Borg, and Gall (2007) define Research and Development (R&D) as:

An industry-based development model in which the findings of research are used to design new products and procedures, which then are systematically field-tested, evaluated, and refined until they meet specified criteria effectiveness, quality, or similar standards (p. 589).

In order to design a new product and procedure, there are ten steps which are called R & D Cycle. The R & D cycle (Gall, Borg, and Gall, 1983) was elaborated into ten steps. They are (1) research and information collecting, (2) planning, (3) developing 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, and (10) dissemination and implementation.

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Since this research belongs to R&D Cycle, it is suggested to do all the steps. However, if the writer conducts all the steps, it will take a very long time, and it will be called a project, not a research. Because the limitation of the time for the writer to do all the steps and the limitation of the place to do all the field tests, that is why the writer just employed step 1 to step 5. The following figure describes the steps that were done by the writer.

Figure 3. 1. R & D Cycle and the Writer’s Instructional Design Model R & D Cycle

1. Research and information collecting 2. Planning

5. Main product revision 4. Preliminary field

testing

3. Develop preliminary form of product

The Writer’s Model 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

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The writer‟s instructional models are adopted from R & D cycle. There are five steps chosen and those are explained as follows.

1. Research and information collecting

The starting step done before designing materials was collecting data about the learners‟ needs, lack, interest, and learning styles by distributing a questionnaire and conducting informal interview. After collecting data, the writer analyzed it based on some theories which are relevant to this research.

2. Planning

In this step, the writer made some preparation before designing materials. From the result of data collecting and analyzing, the writer identified instruction goals. The instruction goals were a basis to formulate performance objectives. Then, the writer selected an appropriate syllabus.

3. Developing preliminary form of product

The following step done was developing preliminary form of product. In this step, the writer chose the teaching/ learning activities and resources used in developing a set of instruction materials to teach English writing based on the result of the two previous steps.

4. Preliminary field testing

In step 4 (preliminary field testing), the writer did not conduct a test for the TSP students but conducted experts verification on the designed materials. The verifications were done by four lecturers of the English Language Education Study

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Program as the experts on the designed materials. The result of these verifications used as the basis to revise the main product.

5. Main product revision

The next step done was to revise the preliminary form to develop the last version of the materials. It was the final version of the designed English writing materials for TSP students.

Moreover, the product in this research refers to the instructional materials were developed. To develop the materials, the writer conducted two surveys. In this case, surveys were used as the means to gather data from qualified respondents used to support the material development (Fraenkel & Wallen, 2008). There were two kinds of survey conducted in this research. They were needs survey which is aimed to know the needs of the respondents and survey on the designed materials which is aimed to evaluate and get some feedback to the designed materials. Both surveys are described as follows.

1. Needs Survey

Needs survey is a pre-design survey since it was conducted before the writer designed materials. It was in accordance with step 1 in R & D cycle: research and information collection. It is aimed to find out the information about the students‟ needs, lacks, interest, and learning styles in learning English writing skill. Data was gathered by using a questionnaire and an informal interview. The writer distributed the questionnaire to the first semester students of the TSP. After distributing the

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questionnaire, it was continued by conducting an informal interview to an English lecturer of the TSP to enrich and clarify the data from questionnaire.

2. Survey on the Designed Materials.

This survey was conducted after the materials were designed, it was called post-design survey. It was in accordance with step 4 of R & D cycle (preliminary field testing) as mentioned before. Preliminary field testing was conducted to obtain the evaluation and feedback on the designed materials. A questionnaire was used in this post-test designed. The questionnaire was distributed to four lecturers of the English Language Education Study Program.

B. Research Setting

This research took place at Theology Study Program, located at Jl. Kaliurang Km. 7, Yogyakarta. It is a study program of Theology Faculty, Sanata Dharma University. Since this study program belongs to the same university with the writer, it is easy for the writer to do this research.

The writer distributed the first questionnaire on November 19, 2012. The second questionnaire was distributed on March 22, 2013 up to May 3, 2013. The interview conducted from November 19, 2012 up to December 7, 2012.

C. Research Participants

In this part, the writer describes the respondents of the needs survey and respondents of the survey on the designed materials.

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Reflection

Make a group of three students! Share your opinion

about the following questions!

1. What are the benefits of learning writing an argumentative and persuasive text in your life?

2. Draw an object to represent those benefits! 3. Demonstrate and explain about your drawing to your friends in group!

Action

One of your duties as a candidate for the priesthood is to pursue others to live better; therefore they can feel and experience the salvation from God. It is not easy to pursue others, to agree with a fact and to take action about that fact. In order to achieve that goal, argumentative or/and persuasive text(s) can help you as a means to proclaim God’s sal atio . There are a a s to seeGod’s sal atio i dail life. It a e seeing the meaning of life positively, seeing God’s ha ds i e perie es, doi g good deeds in life, and many others.

Write argumentative or/and persuasive text(s) to argue a point to others! Use

the generic structure and language features as appropriate as possible!

Evaluation Peer Feedbacks

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Reread and exchange your writing with your friends! Ask their opinion, suggestion, and comment(s) on your writing! The following rubric will be used to

e aluate our frie d’s riti g.

Attribute 4 3 2 1

Points

Earned Comments

Ideas The clear reasoning is very convincing and informative. The opinion statement is clear, and most reasons support the opinion. The opinion statement is clear. More persuasive reasons are needed. An opinion statement, reasons, and details are needed. Organization The organization presents a smooth flow of

ideas from beginning to

end.

The writing has a clear beginning, middle, and ending, but one

of those parts needs to be strengthened.

The writing has a beginning, middle, and ending, but two

of those parts are weak. The organization is unclear and confusing. Voice

The voice is confident, positive, and

convincing.

The voice is confident, but it

needs to be more persuasive.

The voice needs to be more confident and persuasive. The voice cannot be heard. Word Choice Precise words create a clear message to engage and persuade the audience. Accurate words create a message. More persuasive words are needed. More precise and accurate words are needed to create a clear

message.

Word choice has not been considered. Sentence Fluency The sentences flow smoothly, and the variety of sentences is enjoyable to read. Varied sentence beginnings are used. Sentence variety would make the essay more interesting to read. Varied sentence beginnings are needed. Sentence variety would make the essay

more interesting.

Sentence fluency has not

been established. Ideas do not flow smoothly.

Conventions

The grammar and punctuation are correct, and all the words

are spelled correctly.

Grammar and punctuation errors are seen

in a few sentences and are distracting where they appear. Some errors cause confusion. Nearly every sentence contains errors.

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187

REFERENCE

1. Retrieved on February 17, 2013 from:

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A set of English writing materials based on Ignatian pedagogy for Theology Study Program Students.

ABSTRACT

ABSTRAK

A SET OF ENGLISH WRITING MATERIALS

BASED ON IGNATIAN PEDAGOGY

FOR THEOLOGY STUDY PROGRAM STUDENTS

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.

ABSTRACT

ABSTRAK

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Dukungan

Links

A set of English writing materials based on Ignatian pedagogy for Theology Study Program Students.

ABSTRACT

ABSTRAK

A SET OF ENGLISH WRITING MATERIALS

BASED ON IGNATIAN PEDAGOGY

FOR THEOLOGY STUDY PROGRAM STUDENTS

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.

ABSTRACT

ABSTRAK

Parts

Dokumen yang terkait

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

Designing a set of English reading instructional materials based on Ignatian Pedagogy for Theology Study Program Students.

A set of integrated English instructional materials based on suggestopedia method for fifth grade students of SD Percobaan 3 Pakem.

A set english speaking materials based on task-based approach for english tutorial student.

A set of integrated english instructional materials based on a cooperative learning approach for the Sixth Grade Students of SD Kanisius Kanutan.

Designing a set of english instructional materials based on multiple intelligences for playgroup.

A SET OF ENGLISH SPEAKING MATERIALS BASED ON TASK-BASED APPROACH FOR ENGLISH TUTORIAL STUDENTS

A SET OF INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS BASED ON SUGGESTOPEDIA METHOD FOR FIFTH GRADE STUDENTS OF SD PERCOBAAN 3 PAKEM A THESIS

A SET OF ENGLISH WRITING MATERIALS BASED ON IGNATIAN PEDAGOGY FOR THEOLOGY STUDY PROGRAM STUDENTS

ENGLISH LANG DEPARTMENT FACULTY OF T SAN SIGNING A SET OF ENGLISH ING INSTRUCTIONAL MATERIALS SED ON IGNATIAN PEDAGOGY LOGY STUDY PROGRAM STUDENT

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