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

  DES SIGNING A SET OF ENGLISH SPEAKIN

ING INSTRUCTIONAL MATERIALS BASE SED ON IGNATIAN PEDAGOGY FOR THEOL LOGY STUDY PROGRAM STUDENT NTS

  A SARJANA PENDIDIKAN THESIS S Presented d as Partial Fulfillment of the Requirements to O Obtain the Sarjana Pendidikan Degree in English Language Education By Risa Sagita Student Number: 091214154 ENGLISH LANG NGUAGE EDUCATION STUDY PROG GRAM DEPARTMENT T OF LANGUAGE AND ARTS EDUCA ATION FACULTY OF T TEACHERS TRAINING AND EDUCA ATION SAN NATA DHARMA UNIVERSITY YOGYAKARTA 2013

  

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.

  

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.

  Kata kunci : instructional materials, Ignatian Pedagogy, speaking

  

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 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.

  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 F. Definitions of Terms ………………………………………………….. 5

  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 F. Research Procedure ………………………………………………….. 35

  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

APPENDICES ……………………………………………………………… 60

  

LIST OF TABLES

  Page

Table 3.1 The Participants in the Preliminary Testing ……………………….. 31Table 3.2 The Participants’ Evaluation of the Designed Materials …………... 34Table 4.1 The learning Topics of the Materials ……………………………… 41Table 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

Table 4.6 The Frequency of The Respondents’ Opinion …………………….. 49

  

LIST OF FIGURES

  Page

Figure 2.1 Ignatian Paradigm ………………………………………………... 8Figure 2.2 Ignatian Pedagogy Paradigm Cycle ……………………………… 10Figure 2.3 Kemp’s Instructional design model……………………………….. 20Figure 2.4 The Researcher’s Theoretical Framework Chart…………………... 25Figure 3.1 The Writer’s R&D Model Collaborated with Kemp’s Model…… 29

  

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 Appendix G Presentation of the Designed Materials ………………………… 121

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.

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 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.

  ACTION REFLECTION EXPERIENCE

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 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.

  CONTEXT

  EXPERIENCE REFLECTION R ACTION

  EVALUATION

Figure 2.2 Ignatian P n Pedagogy Paradigm Cycle (LPM-USD, 2012, p. 11 11)

  In order to mak ake it clearer, the researcher gives the expla lanations as follows:

  a. ng Context of Learning

  Personal care an and concern for the individual requires that t the teacher becomes as conversant t as possible with the life experience of the lear arner. In the Ignatian Pedagogy, the e human experiences are always to be the startin ting point of the context of learning.

  g. Based on the Ignatian Pedagogy, the teache hers need to understand the world of of the students (Kolvenbach, 1993, p. 12). 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.