Developing teaching strategies based on reflective pedagogy for integrated reading and writing.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DEVELOPING TEACHING STRATEGIES
BASED ON REFLECTIVE PEDAGOGY
FOR INTEGRATED READING AND WRITING
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
Anastasia Beni Indrawati
Student Number: 051214072
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2010
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DEVELOPING TEACHING STRATEGIES
BASED ON REFLECTIVE PEDAGOGY
FOR INTEGRATED READING AND WRITING
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
Anastasia Beni Indrawati
Student Number: 051214072
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2010
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My thesis is dedicated to:
My beloved Bapak and Ibu
My beloved Sisters Lia, Beti and Novi.
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ABSTRACT
Indrawati, Anastasia Beni. 2009. Developing Teaching Strategies Based on Reflective
Pedagogy for Integrated Reading and Writing. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
Reading and writing are a part of English lesson that is taught in Senior High
School. In fact, nowadays, there are many Senior High School students who still have
poor reading and writing proficiencies. The problems in reading comprehension give
bad impacts to the students’ writing proficiency. The students lack writing skill
because of their poor reading proficiency since those two skills have strong relation.
Unfortunately, the teaching of reading and writing is still problematic since the
English teacher does not apply particular teaching strategies to enhance the students
reading and writing skills. Considering that, this study is then aimed at developing
teaching strategies based on Reflective pedagogy for integrated reading and writing.
The design teaching strategies are completed with the materials for the tenth grade
students of SMA Negeri 11 Yogyakarta. The design teaching strategies are expected
to help the English teacher to teach reading and writing skills and the students to
solve the proble ms they encountered and further enhance reading and writing skills of
them.
There was one question formulated in the problem formulation i.e. What is the
designed teaching strategies based on Reflective pedagogy for integrated reading and
writing?
Some steps of Educational Research and Development (R & D) method were
employed to solve the problems identified this study. These steps were (1) Research
and Information Collecting, (2) Planning, (3) Development of Preliminary Form of
Product, (4) Preliminary Field Testing, and (5) Main Product Revision.
To answer the research question, I employed the adaptation of Kemp’s and
Yalden’s instructional design models as the realization of Research and Development
(R&D) method. I adapt three steps of Kemp’s model. They are determining goals,
topics and purposes, stating learning objectives and selecting teaching learning
activities and materials. I also take two important stage s of Yalden’s model which
could not be found in Kemp’s model, namely needs survey and designing the
teaching strategies. In brief, I set seven stages resulting from the adaptation and
combination of two instructional design models namely (1) Conducting Need Survey,
(2) Determining Goals, Topics, General Purposes, (3) Stating Learning Objectives,
(4) Selecting Teaching Learning Activities and Materials, (5) Designing the
Teaching Strategies, (6) Evaluating, (7) Revising.
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In this study, the data obtained through needs survey was served as the basis
to develop the teaching strategies. Once being completed, the designed teaching
strategies were evaluated by some English teachers and lecturer. The evaluation was
described in terms of central tendency. The data showed that the means ranged from
3. 6 to 4. 6, indicating that the designed teaching strategies was acceptable and welldeveloped, although some revision was necessary. The evaluation was then emp loyed
as the basis for revision.
The designed teaching strategies based on Reflective pedagogy for integrated
reading and writing consists of sixteen strategies i.e. (1) Asking Questions to Clarify,
(2) Predicting, (3) Activating Background Knowledge, (4) Checking Comprehension,
(5) Discussion, (6) Listening, (7) Writing, (8) Independent Reading, (9) Guided
Reading, (10) Retelling, (11) Understanding Text Organization, (12) Games, (13)
Getting the Main Idea, (14) Summarizing, (15) Evaluating, (16) Student-self
Evaluation.
The designed teaching strategies was completed with the materials consisting
of eight units i.e. Food & Things Around Us (unit 1), Your Truly Diary (unit 2),
Moments You’ll Never Forget (unit 3), Selling Products & Services (unit 4), Your
Great Event (unit 5), How to Make it…? (unit 6), Nice Holiday (unit 7), and Legend
& Myth (around the world) (unit 8).
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ABSTRAK
Indrawati, Anastasia Beni. 2009. Developing Teaching Strategies Based on Reflective
Pedagogy for Integrated Reading and Writing. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Reading dan writing merupakan bagian dari pelajaran bahasa Inggris yang
diajarkan di Sekolah Menengah Atas. Kenyataannya, saat ini, ada banyak siswa SMA
yang masih memiliki permasalahan untuk reading dan writing. Masalah- masalah
dalam reading comprehension yang dihadapi oleh siswa memberikan dampak buruk
terhadap kemampuan writing mereka. Kekurangan kemampuan siswa untuk writing
disebabkan kemampuan reading siswa yang kurang baik. Hal ini terjadi karena
reading dan writing memiliki hubungan yang sangat kuat. Namun demikian, sangat
disayangkan bahwa pengajaran reading dan writing masih ada kendala karena guru
bahasa Inggris tidak menerapkan strategi mengajar tertentu untuk mempertinggi
kemampuan reading dan writing siswa. Memperhatikan hal tersebut, penelitian ini
bertujuan mengembangkan strategi mengajar berdasarkan Reflective pedagogy untuk
pegajaran integrasi reading dan writing. Desain strategi mengajar ini dilengkapi
dengan materi untuk siswa kelas X SMA Negeri 11 Yogyakarta. Desain strategi
mengajar ini diharapkan dapat membantu guru dalam mengajar reading dan writing
dan siswa diharapkan dapat memecahkan masalah serta meningkatkan kemampuan
reading dan writing mereka.
Dalam penelitian ini, terdapat satu pertanyaan dalam perumusan masalah
yaitu Bagaimanakah desain strategi mengajar berdasarkan Reflective pedagogy untuk
pengajaran integrasi reading dan writing.
Beberapa langkah dalam metode Educational Research and Development (R
& D) digunakan untuk menjawab pertanyaan dalam penelitian ini. Langkah-langkah
tersebut adalah (1) Penelitian dan pengumpulan informasi, (2) Perencanaan, (3)
Pengembangan bentuk awal produk, (4) Pengujian awal di lapangan, dan (5) Revisi
produk.
Untuk menjawab pertanyaan dalam perumusan masalah, penulis
mengadaptasi model perencanaan instruksional yang dikembangkan oleh Kemp dan
Yalden sebagai dasar pengembangan strategi mengajar. Penulis mengadaptasi tiga
langkah dari model perancangan instruksional Kemp. Langkah-langlah tersebut
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adalah perumusan tujuan, topik, dan tujuan umum, perumusan tujuan khusus, dan
pengembangan materi pembelajaran. Penulis juga mengadaptasi dua langkah penting
dari model perancangan instruksional Yalden yang tidak bisa ditemukan di model
perancangan instruksional Kemp yaitu Survei Analsia Kebutuhan dan Pengembangan
strategi pengajaran. Singkatnya, penulis menggunakan 7 langkah dari hasil
pengadaptasian dan pengkombinasian dari dua model perancangan instruksional yaitu
(1) Survei Analisa Kebutuhan, (2) Perumusan tujuan, topik dan tujuan umum, (3)
Perumusan tujuan khusus, (4) Pengembangan kegiatan dan materi pembelajaran, (5)
Pengembangan strategi pengajaran, (6) Pengevaluasian, (7) Perevisian.
Dalam penelitian ini, data yang diperoleh melalui survei analisa kebutuhan
siswa digunakan sebagai dasar pengembangan strategi mengajaran. Strategi mengajar
yang telah selesai dirancang kemudian dievaluasi oleh para guru dan dosen bahasa
Inggris. Hasil analisa data tersebut menunjukkan bahwa nilai rata-rata berkisar antara
3,6 – 4,6 dalam skala 1 – 5. Berdasarkan data tersebut, dapat disimpulkan bahwa
strategi mengajar yang dirancang telah dikembangkan dengan baik dan dapat
diterima. Meskipun demikian, revisi masih perlu dilaksanakan. Data yang diperoleh
dari hasil evaluasi kemudian digunakan sebagai acuan untuk revisi.
Rancangan strategi mengajar berdasarkan Reflective pedagogy untuk
pengajaran integrasi reading dan writing terdiri dari enam belas strategi mengajar
yaitu 1) Asking Questions to Clarify, (2) Predicting, (3) Activating Background
Knowledge, (4) Checking Comprehension, (5) Discussion, (6) Listening, (7) Writing,
(8) Independent Reading, (9) Guided Reading, (10) Retelling, (11) Understanding
Text Organization, (12) Games, (13) Getting the Main Idea, (14) Summarizing, (15)
Evaluating, (16) Student-self Evaluation.
Rancangan strategi megajar juga dilengkapi dengan materi yang terdiri dari
delapan unit yaitu Food & Things Around Us (unit 1), Your Truly Diary (unit 2),
Moments You’ll Never Forget (unit 3), Selling Products & Services (unit 4), Your
Great Event (unit 5), How to Make it…? (unit 6), Nice Holiday (unit 7), and Legend
& Myth (around the world) (unit 8).
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ACKNOWLEDGEMENTS
First of all, I would like to express my greatest gratitude to the Almighty
Jesus Christ for His love, grace and blessings in my life so that I was able to finish
my thesis. I always believe that there is nothing impossible in Him.
My sincere gratitude goes to my sponsor, Gregorius Punto Aji, S.Pd., M.
Hum., for his willingness to share his knowledge and expertise. He has been
extraordinary in his invaluable supports, guidance, suggestions and patience during
my thesis accomplishment. I am deeply grateful to all the lecturers of the English
Language Education Study Program for guiding and teaching me during my study in
Sanata Dharma University. In addition, I sincerely thank Christina Kristiyani,
S.Pd.,M. Pd., for her willingness to evaluate my designed teaching strategies. In
addition, I warmly thank Sr. Margaret O’ Donohue FCJ, for kindly spending her
precious hours proofreading my thesis. Furthermore, I would also like to say thanks
to all the secretariat staff of the English La nguage Study Program, Mbak Danik and
Mbak Tari for always helping me with the administrative matters. My special thanks
are addressed to all my classmates: Feby, Retno, Indri, Ayuni, Intan, There, Ari
for sharing the joy and spirit during my study in this university.
My special gratitude also goes to the headmaster of SMA Negeri 11
Yogyakarta, Dra. Dwi Rini Wulandari, M.M., for allowing me to conduct my
research there. My special thanks go to the English teachers Nuny Baswari, S.Pd.,
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and Murtiningsih, S.Pd., for assisting me and giving me guidance, all of the grade X
students and all of the staff who have helped me a lot.
My thanks also go to all REALIA staff especially Mbak Pupu, Mbak TJ,
Mbak Sitta, and Bu Diah. I thank them for giving me a great opportunity to develop
myself. My special thanks is addressed to all my lovely best friends in Beo 45
boarding house especially Agata Pepi Yerinta and Irmina Budi Utari for their love,
support, friendship, and all the happy and sad times we have spent together. I hope
our friendship will be everlasting.
My deepest gratitude is addressed to my beloved parents, Methodeus
Mardjono and Theresia Kusharyati. I thank them for their prayer, love, support,
advice, patience they have given to me. My gratitude also goes to my lovely sisters,
Natalia Devian Indrasusanti, Christina Beti Prasetya Ningsih and Bernadeta
Novi Andriyani for their love, support, advice, and the wonderful moments we have
shared together. Last but not least, I am grateful to Petrus Dika Prasetyo Wibisono
for giving me support and advice as well as teaching me the meaning of life. He has
showed me that life is not a matter of how long we exist, but it is a matter of what we
have done. I love them very much.
Anastasia Beni Indrawati
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TABLE OF CONTENTS
TITLE PAGE…………………………………………………………………
i
APPROVAL PAGES………………………………………………………….
ii
DEDICATION PAGE………………………………………………………..
iv
STATEMENT OF WORK’S ORIGINALITY………………………………
v
ACKNOWLEDGEMENTS………………………………………………….
vi
ABSTRACT…………………………………………………………………..
vii
ABSTRAK………………………………………………………………………
ix
TABLE OF CONTENTS…………………………………………………….
Xiii
LIST OF FIGURES………………………………………………………….
xvi
LIST OF TABLES……………………………………………………………
xvii
LIST OF APPENDICES……………………………………………………..
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CHAPTER I. INTRODUCTION……………………………………………
A. Research Background………………………………………………..
1
B. Problem Formulation…………………………………………………
4
C. Problem Limitation…………………………………………………...
4
D. Research Objectives………………………………………………….
5
E. Research Benefits……………………………………………………..
5
F. Definition of Terms…………………………………………………..
6
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CHAPTER II. REVIEW OF RELATED LITERATURE………………….
9
A. Theoretical Description………………………………………………
9
1.
Research and Development Theory……………………………...
9
2.
Instructional Design Theory …………………………………….
11
a) Kemp Design Model…………………………………………
11
b) Yalden Design Model………………………………………..
16
3.
Reflective Pedagogy……………………………………………..
19
4.
Theory of Teaching Reading……………………………………..
30
5.
Theory of Teaching Writing……………………………………...
35
6.
The Integrated of Teaching Reading and Writing………………
36
7.
The 2006 Edition of School-Based Curriculum…………………
43
B. Theoretical Framework………………………………………………..
43
CHAPTER III. METHODOLOGY…………………………………………
48
A. Research Method…………………………………………………….
48
B. Research Participants………………………………………………...
51
C. Data Gathering Technique…………………………………………...
53
D. Research Instruments…………………………………………………
55
E. Data Analysis Technique…………………………………………….
56
F. Research Procedure………………………………………………….
59
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION…………..
63
A. Needs and Lacks on which The Designed was Developed
on Reflective pedagogy…………………………………………….
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B. The Elements of the Design ……………………………………....... 66
1. The Goals, Topic and General Purposes…………………….
66
2. The Learning Objectives…………………………………….
70
3. The Teaching Learning Activities………………………….... 74
C. Feedbacks and Revision………………………………………...
1. Feedbacks from the Participants…………………………….
80
80
2. Revision of the Product…………………………………….... 85
CHAPTER V. CONCLUSION AND SUGGESTIONS………………… .
A. Conclusion………………………………………………………... .
88
B. Suggestions………………………………………………………. .
90
REFERENCES…………………………………………………………....
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LIST OF FIGURES
Figure 1: Kemp’s Instructional Design Model………………………….
16
Figure 2: Yalden’s Instructional Design Model ……………………….
19
Figure 3: Ignatian Pedagogy…………………………………………….. 20
Figure 2: The Writing Situation…………………………………………
35
Figure 5: The Procedural Steps in Designing the Teaching Strategies...
61
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LIST OF TABLES
Table 3.1: The Data Needed…………………………………………….. 53
Table 3.2: Degree of Agreement………………………………………..
57
Table 3.3: The Descriptive Statistics of Participants’ Opinion (Blank)..
57
Table 3.4: The Assessment of Central Tendency………………………
58
Table 3.5: The Description of the Research Participants’ (Blank)……..
59
Table 4.1: The Themes & Topic in the Design………………………..
67
Table 4.2: The Basic Competencies…………………………………….
68
Table 4.3: The Indicators………………………………………………
71
Table 4.4: The Teaching Activities in the Design……………………...
75
Table 4.5: The Description of the Research Participants………………..
82
Table 4.6: The Descriptive of Participants’ Opinions………………….
83
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LIST OF APPENDICES
Appendix 1: Letter of Permission……………………………………………..
95
Appendix 2: Interview Guideline and Transcript…………………………….. 99
Appendix 3: The Questionnaire for the Design Evaluation …………………. 105
Appendix 4: Syllabus of SMA Negeri 11 Yogyakarta ……………………….
108
Appendix 5: Presentation of the Designed Teaching Strategies......................
117
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CHAPTER I
INTRODUCTION
This chapter presents the introduction of the study. This includes the
research background, problem formulation, problem limitation, research
objectives, research benefits, and definition of terms.
A. Research Background
In this globalization era, the English language plays an important role in
our lives. English is an International language which many people around the
world tend to use it. The broader use of English as the International language
forces many people especially students to learn English more and more. One of
the effective ways to learn English is through reading. Reading is a beneficial
activity that is easy to do. When students read many kinds of reading materials,
they should comprehend the text so that they could get the messages of the text.
By means of reading comprehension, the students could broaden their knowledge
and see the advancement of this world.
It is interesting to note that reading as a beneficial activity will also
stimulate students to improve their writing ability. When they have plenty of ideas
and good grammar which they know from doing reading comprehension, they can
improve their writing skill. Reading and writing have a strong relation. Both of
them are dealing with written text.
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Reading and writing skills are a part of English lesson that is taught in
Senior High School. Nowadays, many Senior High Schools in Indonesia have
divided English class according to the skills. This fact is based on what I have
experienced in conducting study task or PPL (Program Pengalaman Lapangan)
in SMA Negeri 11 Yogyakarta. In fact, there are many Senior High School
students who still have poor reading and writing proficiencies. Most of them do
not know how to read the text effectively. They just read the text without knowing
exactly what they have read. As consequence, they often lack time for the reading
activity and they have not got the essential message of the text. It is because they
do not comprehend the text and just read it without really understanding what the
writers want to convey. These phenomenons would have bad impact on the
students’ writing proficiency. They lack writing skill because of poor reading
proficiency since those two skills have a strong relation.
It is very interesting to note that actually, nowadays, many students realize
the importance of reading comprehension. However, most of them state that in
fact, they still face the number of reading problems that become the obstacles for
them to comprehend the text. This phenomenon, makes them lose the advantage
of reading comprehension activity.
When the students read text, it is important for them to comprehend the
text to get the message and to improve their knowledge. Then, because of the
importance of comprehension in reading activity, the students should know their
problems as early as possible. When they can identify their problems, they can
anticipate them and overcome them so that they will get more benefits by doing
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reading activity since this skill would also influence other skills especially
writing. According to Raimes, Ann (1983: 50), “The more our students read, the
more they become familiar with the vocabulary, idioms, sentence, patterns,
organizational flow, and cultural assumption of native speakers of the language.”
This phenomenon of facing reading comprehension and writing problems
encountered by Senior High School students demand the teacher to develop the
teaching strategies for integrated reading and writing. Therefore, this research
would develop teaching strategies based on Reflective Pedagogy for integrated
reading and writing. This research also would see how far the students’
understanding of what they have read by asking them to read something which is
based on the topic. Why is Reflective Pedagogy? Reflective Pedagogy has power
for language teaching. It is a paradigm with inherent potential to go beyond mere
theory to become a practical tool and effective instrument for making a difference
in the way we teach and in the way our students learn.
Reflective Pedagogy speaks to the teaching-learning process, that
addresses the teacher-learner relationship, and that has practical meaning and
application for the classroom. The primary focus on Reflective Pedagogy remains
just that pedagogical practice in classrooms. The practical expression of
Reflective Pedagogy describes five basic principles in developing teaching
learning activities. Those are: Context, Experience, Reflection, Action, and
Evaluation.
By means of integrated reading and writing which are taught by the
English teacher uses strategies based on Reflective Pedagogy Learning Theory,
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the students will get many advantages. In fact, reading comprehension plays an
important role in the development of English ability that has a link with other
English competencies. Generally, reading comprehension is not only improving
someone’s knowledge but it will also stimulate students in writing and motivating
them to read. Therefore, the students could improve their reading and writing
proficiencies.
B. Problem Formulation
This research is limited and only focused on this following problem
“What is the design of teaching strategies based on Reflective Pedagogy for
integrated reading and writing?
C. Problem Limitation
This research is a research in English Language Teaching (ELT) area that
investigates the students’ problems of reading comprehension. This research is
limited to design teaching learning strategies based on Reflective Pedagogy for
integrated reading and writing.
D. Research Objectives
The objective of this research is to find out the teaching-strategies based
on Reflective Pedagogy for integrated reading and writing.
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E. Research Benefits
The teaching strategies based on Reflective Pedagogy for integrated
reading and writing give a greater opportunity for the students to have different
ways in their style for mastering reading and writing skills and also for the teacher
to teach reading and writing. The strategies would encourage the students because
before comprehending the material, the students would be given the context of the
material. Then, the students would learn through ways that they are interested in,
these would encourage the students to be more proactive because after
comprehending the material which is supported by their experience, the students
will do a kind of reflection which would be followed by some actions relates to
the topic. In action step, the students would be asked to write something based on
what they have read. Therefore, these teaching strategies would really help the
students to see how far their understanding after conducting reading activity by
applying the knowledge which they get through writing. Therefore, this study is
expected to give positive contribution to English Language Teaching, especially
for the English teachers, the students, and other researchers.
For English teachers, this study provides the benefits of teaching reading
and writing based on Reflective Pedagogy for the tenth grade students of Senior
High School. By understanding the study, the English teachers may have more
references of teaching- learning strategies that can be applied in class. It is also
hoped that Senior High School English teachers may broaden their knowledge
about English language teaching through the study.
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Practically, the design of teaching strategies would help the students
especially students in SMA Negeri 11 Yogyakarta by the interaction of the
learner with experience. The teaching strategies also would help them to really
understand the topic by doing a kind of reflection which would accommodate
them to do some actions dealing with the topic. Therefore, the students would be
more active in learning the English language through reading and writing.
For other researchers, this study would be useful as the reference to
conduct research and write scientific paper related to the topic. It also gives a
description about developing teaching strategies based on Reflective Pedagogy for
integrated reading and writing. Through the study, other researchers may gain
beneficial information that can be used to support their research.
F. Definition of Terms
To avoid misunderstanding and misconception, it is important to have the
right of supporting perception of the main terms used in this research:
1.
Reading
a. According to Chambers and Lowry (1975: 114) reading is more than
merely recognizing the words for which certain combinations of letters
bring about a correct recall. It includes the whole thinking responses,
feeling and defining some need, identifying a solution for meeting the
need, selecting from alternatives means, experimenting with choices,
rejecting or retaining the chosen route, and devising some means of
evaluating the results.
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b. In addition, Burns (1984: 10) explains that reading is a thinking process.
In order to comprehend a reading selection thoroughly, a person must be
able to use the information to make inferences and read critically and
creatively. In this research, reading, then, is defined as a complex act of
constructing meaning that involve the thinking process activity to link
the text with the reader’s existing knowledge.
2. Writing
Rober & Nancy (1985) states that writing is a way of thinking as well as a
means of communication, and one of the things it can be used to think about is
yourself
3. The students
The students in this research are students of SMA Negeri 11 Yogyakarta
Grade X. In Indonesia, the students age between fourteen up to sixteen years of
age. In this study, tenth grade students is a group of students age between fourteen
up to sixteen years old who are now learning in the tenth grade of SMA Negeri 11
Yogyakarta.
4. Instructional Design
Instructional Design is a process in improving a variety of instructional
materials to fulfill the purpose and it has a certain model.
5. Teaching Strategy
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Barry and King (1997), L states that much of a teacher's success in the
classroom is hinged on their use of teaching strategies, or to put it another way,
their approach to their teaching, how they implement instructions, how they teach,
how they communicate, and how they deliver information, how they communicate
data to students.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is intended to review some theories related to the issue of the
study and to formulate the theoretical framework. Therefore, I divide this chapter
into two major sub-headings namely theoretical description and theoretical
framework. The theoretical description provides the theoretical issues related to
the problem, whereas the theoretical framework explains the thread of the theories
to formulate the orientation of the study.
A. Theoretical Description
The study aims to develop teaching strategies based on Reflective
pedagogy for integrated reading and writing. Therefore, there are some theories
discussed in this part, namely Research and Development theory, Instructional
Design Theory, Reflective Pedagogy, Theory of Teaching Reading, Theory of
Teaching Writing, The Integrated of Teaching Reading and Writing and The 2006
edition of School- Based Curriculum.
1. Research and Development Theory
Borg and Gall (1983: 772) explains that education Research and
Development (R&D) is a process used to develop and validate educational
products. The steps of this process are usually referred to as the R & D cycle,
which consists of studying research findings pertinent to the product to be
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developed, developing the product based on these findings, field testing in the
setting where it will be used eventually, and revising it to correct the deficiencies
found in the field testing stage. In contrast, the goal of educational research is not
to develop products but rather to discover new knowledge (through basic
research) or to answer specific questions about practical problems.
The major steps in the R&D cycles based on Borg & Gall are:
a. Research and information collecting
This stage includes review of literature, classroom observations, and
preparation of report of state of the art.
b. Planning
It includes defining skills, reviewing the English syllabus, determining goals,
topic, and general purposes.
c. Develop Preliminary form of Product
It includes preparation of instructional materials, handbooks, and evaluation
devices.
d. Preliminary Field Testing
It can be conducted by using interview, observational and questionnaire data
collected and analyzed.
e. Main Product Revision
Revision of product as suggested by the preliminary field-test results.
f. Main Field Testing
Conducted in 5 to 15 schools with 30 to 100 subjects Quantitative data on
subjects’ pre course and post course performance are collected. Result is
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evaluated with respect to course objectives and is compared with control
group data, when appropriate.
g. Operational Product Revision
Revision of product as suggested by main field-tests result.
h. Operational Field Testing
Conducted in 10 to 30 schools involving 40 to 200 subjects. Interview,
observational and questionnaire data collected and analyzed.
i. Final Product Revision
Revision of product as suggested by operational field-test result.
j. Dissemination and implementation
The contribution of R&D in our education is to finding generated by basic and
applied research and uses them to build tested products that are ready for
operational use in the schools.
2. Instructional Design Theory
In the theory of instructional design there are many models of instructional
design. Each model has some stages which can be used as a step-by-step guidance
to develop the teaching strategies.
a. Kemp Design Model
The Kemp (1977) design model takes a holistic approach to instructional
design. Virtually all factors in the learning environment are taken into
consideration including subject analysis, learner characteristics, learning
objectives, teaching activities, resources (computers, books, etc.), support services
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and evaluation. The process is interactive and the design is subject to constant
revision. The immediate feel of being interactive and inclusive, and particularly
the fact that the central focus is the learner needs and goals are the strengths of
this model. There is also a focus on content analysis, as there would be in any
educational design and a focus on support and service, which is not present in
other ID models.
The benefit of using Kemp’s model is that the method can be applied to
any educational level – elementary, secondary, or college. It can be best applied
first to individual topics and then to units and to complete courses. When the
instructional designer and teachers have become fully familiar with the design
plan, it may be applied to the efforts of an entire department or grade level (Kemp,
1977:8).
The plan is designed to supply answers to three questions, which may be
considered the essential elements of instructional technology: what must be
learned? (objectives); what procedures and resources will work best to reach the
desired learning levels? (activities and resources); and how will we know when
the required learning has taken place? (evaluation) (Kemp 1977:8).
The plan consists of eight parts. Each part is elaborated below:
1) Considering goals, and then listing topics, stating purposes for teaching each
topic.
According to Kemp, instructional design planning starts with recognition
of the goals and topics. Those goals may be derived from three sources: society,
students, and topics. Within curriculum areas or courses, topics are chosen for
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study, for each of which the teacher explicitly expresses the general statement of
purposes.
2) Enumerating the important characteristics of the learners
According to Kemp, teacher should recognize and respect the student as
individual learner. Even ideally each person should be assisted in pursuing
learning at his or her own pace and with his or her own selection of learning
experiences and materials. Knowing the learner characteristics, the teacher must
obtain information of the learners’ capabilities, needs, and interests. There should
affect the emphases in instructional planning, including the information the
determination of the topics and the level at which topics are introduced, the choice
and sequencing of objectives, the depth of treatment, and the variety of learning
activities.
3) Specifying the learning objectives
This step is specifying the learning objectives to be achieved in terms of
measurable student behavioral outcomes. Kemp states that this part is the difficult
part but it is essential. Learning objective is concerning with learning as the
outcome of instruction. Learning requires active effort by the learner. Thus, all
objectives must be stated in terms of activities that will best promote learning.
Objective tell students what goals they must attain, what ideas and skills will be
included in the upcoming instruction, and what types of behavior will be expected
during evaluation
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4) Listing the Subject Content
Subject content comprises the selection and organizing the specific
knowledge (facts and information), skills (step-by step procedures, conditions,
and requirements) and attitudinal factors of any topic. In selecting subject
content, Kemp offers four questions. Those are: What specifically must be taught
or learned in this topic? What facts, concepts, and principles relate to this topic?
What steps are involved in necessary procedures relating to this topic? And what
techniques are required in performing essential skills? When content is being
selected, consideration might also be closely related to the objectives and the
students’ needs.
5) Developing pre-assessment
This assessment is to determine the students’ background and present a
level of knowledge about the topic. In order to plan learning activities for which
students are prepared and at the same time on things they already know, Kemp
suggests to find out specifically to what extend each student has acquired the
necessary prerequisites for studying the topic and what the student may have
already mastered about the subject to be studied. By the pre-assessment, he added,
the objectives of student may have already achieved.
6) Selecting teachings learning activities and instructional resources
This will treat the subject content so students will accomplish the
objectives. In selecting teaching/ learning activities and instructional resources,
Kemp argues that there is no formula for matching activities to objectives.
Teachers need to know the strengths and weaknesses of alternative methods and
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of various materials. Then they can make their selections in terms of the student
characteristics and needs that will best serve the objectives they have established.
7) Coordinating such support services as budget, personnel, facilities, equipment,
and schedules
This activity is to carry out the instructional plan. According to Kemp, the
support services required to implement the design plan are: budget, facilities,
equipment, time, and schedules and coordinating with other activities. He adds,
there are many interrelated elements in any instructional situation, and each needs
careful consideration during the appropriate planning step. Support services must
be considered at the same time instructional plans are being made and materials
being selected. In addition, consideration must be given to coordinating the
planned program with other operational aspect of institution (student’s schedules,
guidance services, and so forth)
8) Evaluation
Evaluating students’ learning in terms of their accomplishment of
objectives, with a view to revising and reevaluating any phases of the plan that
need improvement. Kemp argues that evaluation is the payoff step in the
instructional design plan. The teachers are ready to measure the learning outcomes
relating to the objectives. The objectives indicate what the evaluation should be.
By stating them clearly, teachers have assured measuring directly what they are
teaching. At present, he adds, most teachers prepare a final examination for a
topic, unit, or course as the teaching time draws to a close. The teacher usually
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then develops essay or objective questions that refer to the subject content covered
in the course or unit, making little reference to the objectives.
Figure 1: Kemp’s Instructional Design Model (Kemp, 1977: 9)
According to Kemp, the plan is a flexible process. There is
interdependence among the eight elements; decisions relating to one may affect
others. The planners can start with whichever element they are ready to start with
and then move back and forth to the other steps. The sequence and order are the
planners’ choice.
b. Yalden Design Model
Yalden offers a communicative syllabus in designing a set of instructional
materials. The kind of syllabus that incorporates a consideration of all ten
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components is increasingly referred to as communicative (Yalden, 1987: 87). The
principle on which a syllabus is structured is different from those for selecting the
linguistic content to be included in it. The teacher has to ensure that the learners
acquire the ability to communicate.
Yalden (1987) presents the stages to design a communicative syllabus.
The model consists of seven stages, namely:
1) Needs Survey
This stage is necessary to gather information about the learners such as
personal needs, motivation, and learners’ characteristic. Needs surveys is
conducted to identify as much as possible of the learners’ need in the designing of
the program in order to establish acceptable objectives.
2) Description about the purpose
The result of the need survey will guide the syllabus designer to clarify the
purpose of the language program. The description of purpose is prepared in term
of: (1) the characteristic of the students, and (2) the skills of the students on entry
to and on exit from the program.
3) Selection and development of syllabus type
It is in terms of proto syllabus and physical constraint on the program
(Yalden, 1987: 96). The syllabus does not only concern with anything to be taught
and the way to do it. It also concerns with the teaching materials such as textbook
and exercise as the realization of syllabus itself.
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4) The photo syllabus production
In this stage, the content of the syllabus will be decided. It means the
description of language use to be covered in the program (Yalden, 1987: 96). The
designer specified the description of the content of the syllabus. Selection and
combination of contents are designed in line with the type of syllabus.
5) The pedagogical production
Pedagogical syllabus represents a plan to implement the content of the
language teaching/learning at the classroom level. The language program
designer, in this step, should realize the syllabus in the form of teaching-learning
materials and testing approach.
6) The development and implementation of classroom procedures
In this stage, the designer is supposed to develop the classroom procedure
such as selection of exercise types and teaching techniques, preparation of lesson
plans, and preparation of the weekly schedules. Yalden also states about the
teacher training in this stage, such as creation of teaching materials.
7) Evaluation
The evaluation has two broad aspects; those are the students in the
program and the teaching as well as the over-all design. Then this is labeled as
the recycling stage because the whole cycle can be begun again at this point.
Those stages represent operations for the sake of clarity in
Yalden’s model
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Needs
Survey
Descrip
tion of
Purpose
Selection /
Development of
Syllabus
Production of a
ProtoSyllabus
Production of
Pedagogical
Syllabus
Dev. &
Implementation
of
Classroom
Procedures
Evaluation
Figure 2: Yalden’s Instructional Design Model (Yalden, 1987: 88)
3 Reflective Pedagogy
According to Kolvenbach Peter Hans, S.J., (1993: 6), pedagogy is the way
in which teachers accompany learners in their development. Pedagogy must
include a world view and a vision of the ideal human person to be educated. These
provide the goal, the end towards which all aspects of an educational tradition are
directed. They also provide criteria for choices of means to be used in the process
of education.
Reflective Pedagogy which is also called Ignatian Pedagogy since it’s
derived from Saint Ignasius Loyola is intended not only for formal education
provides in Jesuit schools, colleges and universities, but it can be helpful in every
form of educational service. It is actually inspired by the experience of St. Ignatius
recorded in the Spiritual Excercises, in Part IV of the Constitutions of the Society
of Jesus, and in the Jesuit Ratio Studiorum. (Kolvenbach, 1993:2)
Ignatian Pedagogy is inspired by faith. But even those who do not share
this faith can gather valuable experiences from this document because the
pedagogy inspired by St. Ignatius is profoundly human and consequently
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20
universal. This pedagogy from its beginnings has been eclectic in selection of
methods for teaching and learning. (Kolvenbach, 1993: 3)
Ignatian Pedagogy assumes that worldview and moves one step beyond
suggesting more explicit ways in which Ignatian values can be incarnated in the
teaching learning process. An Ignatian paradigm suggests a host of ways in which
teachers might accompany their students in order to facilitate learning and growth
through encounters with truth and explorations of human meaning. It is a
paradigm with inherent potential for going beyond mere theory to become a
practical tool and effective instrument for making a difference in the way we teach
and in the way our students learn. The model of experience, reflection and action
is not solely an interesting idea worthy of considerable discussion, nor is it simply
an intriguing proposal calling for lengthy debate (Kolvenbach, 1993: 18-19).
Reflection
Action
Experience
Figure 3: Ignatian Pedagogy
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A critically important note of the Ignatian paradigm is the introduction of
reflection as an essential dynamic. For centuries, education was assumed to
consist primarily of accumulated knowledge gained from lectures and
demonstations. Students experience a lesson clearly presented and thoroughly
explained and the teacher calls for subsequent action on the part of students
whereby they demonstrate, frequently reciting from memory, that what was
communicated has, indeed, been sucessfully absorbed. Research over the past two
decades has proven time and again, that effective learning occurs through the
interaction of the learner with experience. As a teaching model, it is seriously
deficient for two reasons:
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.
2. If learning were to stop there, it would lack the component of
REFLECTION where 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: 20-21)
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 openess to growth even after the student has
completed any individual learning cycle. Thus five steps are involved:
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CONTEXT;
EXPERIENCE;
REFLECTION;
ACTION;
EVALUATION.
(Kolvenbach, 1993: 21-22)
a.
Context of Learning
Ignatius makes judgements about readiness to begin, whether a person
would profit from the complete Exercises or an abbreviated experience. The
experiences of the retreatant should always give shape and context to the exercises
that are being used. It is the responsibility of the director, therefore, not only to
select those exercises that seem most worthwhile and suitable but to modify and
adjust them in order to make them directly applicable to the retreatant. Ignatius
encourages exercises to become as familiar as possible before-hand with the life
experience of the retreatant so that, during the retreat itself, the director will be
better equipped to assist the retreatant in discerning movements. (Kolvenbach,
1993:22)
Personal care and concern for the individual, which is a hallmark of Jesuit
education, requires that the life experience, always the starting point in an Ignatian
Pedagogy. We must know as mush as we can about the actual context within
which teaching and learning take place. As teachers, therefore, we need to
understand the world of the student, including the ways in which family, friends,
peers, youth culture and mores as well as social pressures, school life, politics,
economics, religion, media, art, music, and other realities impact that world and
affect the student.
Therefore, teachers as well as other members of the school community
should take account of:
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1) The real context of a student’s life which includes family, peers, social
situations, the educational institution itself, politics, media and other
realities. All of these have an impact on the student for better or worse.
From time to time it will be useful and important to encourage students to
reflect on the contextual factors that they experience, and how they affect
their attitudes, perceptions, judgments, choices.
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, i.e the
complex and often subtle network of norms, expectations and especially
relationships that create the atmosphere of school life.
DEVELOPING TEACHING STRATEGIES
BASED ON REFLECTIVE PEDAGOGY
FOR INTEGRATED READING AND WRITING
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
Anastasia Beni Indrawati
Student Number: 051214072
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2010
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DEVELOPING TEACHING STRATEGIES
BASED ON REFLECTIVE PEDAGOGY
FOR INTEGRATED READING AND WRITING
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
Anastasia Beni Indrawati
Student Number: 051214072
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2010
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My thesis is dedicated to:
My beloved Bapak and Ibu
My beloved Sisters Lia, Beti and Novi.
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ABSTRACT
Indrawati, Anastasia Beni. 2009. Developing Teaching Strategies Based on Reflective
Pedagogy for Integrated Reading and Writing. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
Reading and writing are a part of English lesson that is taught in Senior High
School. In fact, nowadays, there are many Senior High School students who still have
poor reading and writing proficiencies. The problems in reading comprehension give
bad impacts to the students’ writing proficiency. The students lack writing skill
because of their poor reading proficiency since those two skills have strong relation.
Unfortunately, the teaching of reading and writing is still problematic since the
English teacher does not apply particular teaching strategies to enhance the students
reading and writing skills. Considering that, this study is then aimed at developing
teaching strategies based on Reflective pedagogy for integrated reading and writing.
The design teaching strategies are completed with the materials for the tenth grade
students of SMA Negeri 11 Yogyakarta. The design teaching strategies are expected
to help the English teacher to teach reading and writing skills and the students to
solve the proble ms they encountered and further enhance reading and writing skills of
them.
There was one question formulated in the problem formulation i.e. What is the
designed teaching strategies based on Reflective pedagogy for integrated reading and
writing?
Some steps of Educational Research and Development (R & D) method were
employed to solve the problems identified this study. These steps were (1) Research
and Information Collecting, (2) Planning, (3) Development of Preliminary Form of
Product, (4) Preliminary Field Testing, and (5) Main Product Revision.
To answer the research question, I employed the adaptation of Kemp’s and
Yalden’s instructional design models as the realization of Research and Development
(R&D) method. I adapt three steps of Kemp’s model. They are determining goals,
topics and purposes, stating learning objectives and selecting teaching learning
activities and materials. I also take two important stage s of Yalden’s model which
could not be found in Kemp’s model, namely needs survey and designing the
teaching strategies. In brief, I set seven stages resulting from the adaptation and
combination of two instructional design models namely (1) Conducting Need Survey,
(2) Determining Goals, Topics, General Purposes, (3) Stating Learning Objectives,
(4) Selecting Teaching Learning Activities and Materials, (5) Designing the
Teaching Strategies, (6) Evaluating, (7) Revising.
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In this study, the data obtained through needs survey was served as the basis
to develop the teaching strategies. Once being completed, the designed teaching
strategies were evaluated by some English teachers and lecturer. The evaluation was
described in terms of central tendency. The data showed that the means ranged from
3. 6 to 4. 6, indicating that the designed teaching strategies was acceptable and welldeveloped, although some revision was necessary. The evaluation was then emp loyed
as the basis for revision.
The designed teaching strategies based on Reflective pedagogy for integrated
reading and writing consists of sixteen strategies i.e. (1) Asking Questions to Clarify,
(2) Predicting, (3) Activating Background Knowledge, (4) Checking Comprehension,
(5) Discussion, (6) Listening, (7) Writing, (8) Independent Reading, (9) Guided
Reading, (10) Retelling, (11) Understanding Text Organization, (12) Games, (13)
Getting the Main Idea, (14) Summarizing, (15) Evaluating, (16) Student-self
Evaluation.
The designed teaching strategies was completed with the materials consisting
of eight units i.e. Food & Things Around Us (unit 1), Your Truly Diary (unit 2),
Moments You’ll Never Forget (unit 3), Selling Products & Services (unit 4), Your
Great Event (unit 5), How to Make it…? (unit 6), Nice Holiday (unit 7), and Legend
& Myth (around the world) (unit 8).
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ABSTRAK
Indrawati, Anastasia Beni. 2009. Developing Teaching Strategies Based on Reflective
Pedagogy for Integrated Reading and Writing. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Reading dan writing merupakan bagian dari pelajaran bahasa Inggris yang
diajarkan di Sekolah Menengah Atas. Kenyataannya, saat ini, ada banyak siswa SMA
yang masih memiliki permasalahan untuk reading dan writing. Masalah- masalah
dalam reading comprehension yang dihadapi oleh siswa memberikan dampak buruk
terhadap kemampuan writing mereka. Kekurangan kemampuan siswa untuk writing
disebabkan kemampuan reading siswa yang kurang baik. Hal ini terjadi karena
reading dan writing memiliki hubungan yang sangat kuat. Namun demikian, sangat
disayangkan bahwa pengajaran reading dan writing masih ada kendala karena guru
bahasa Inggris tidak menerapkan strategi mengajar tertentu untuk mempertinggi
kemampuan reading dan writing siswa. Memperhatikan hal tersebut, penelitian ini
bertujuan mengembangkan strategi mengajar berdasarkan Reflective pedagogy untuk
pegajaran integrasi reading dan writing. Desain strategi mengajar ini dilengkapi
dengan materi untuk siswa kelas X SMA Negeri 11 Yogyakarta. Desain strategi
mengajar ini diharapkan dapat membantu guru dalam mengajar reading dan writing
dan siswa diharapkan dapat memecahkan masalah serta meningkatkan kemampuan
reading dan writing mereka.
Dalam penelitian ini, terdapat satu pertanyaan dalam perumusan masalah
yaitu Bagaimanakah desain strategi mengajar berdasarkan Reflective pedagogy untuk
pengajaran integrasi reading dan writing.
Beberapa langkah dalam metode Educational Research and Development (R
& D) digunakan untuk menjawab pertanyaan dalam penelitian ini. Langkah-langkah
tersebut adalah (1) Penelitian dan pengumpulan informasi, (2) Perencanaan, (3)
Pengembangan bentuk awal produk, (4) Pengujian awal di lapangan, dan (5) Revisi
produk.
Untuk menjawab pertanyaan dalam perumusan masalah, penulis
mengadaptasi model perencanaan instruksional yang dikembangkan oleh Kemp dan
Yalden sebagai dasar pengembangan strategi mengajar. Penulis mengadaptasi tiga
langkah dari model perancangan instruksional Kemp. Langkah-langlah tersebut
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adalah perumusan tujuan, topik, dan tujuan umum, perumusan tujuan khusus, dan
pengembangan materi pembelajaran. Penulis juga mengadaptasi dua langkah penting
dari model perancangan instruksional Yalden yang tidak bisa ditemukan di model
perancangan instruksional Kemp yaitu Survei Analsia Kebutuhan dan Pengembangan
strategi pengajaran. Singkatnya, penulis menggunakan 7 langkah dari hasil
pengadaptasian dan pengkombinasian dari dua model perancangan instruksional yaitu
(1) Survei Analisa Kebutuhan, (2) Perumusan tujuan, topik dan tujuan umum, (3)
Perumusan tujuan khusus, (4) Pengembangan kegiatan dan materi pembelajaran, (5)
Pengembangan strategi pengajaran, (6) Pengevaluasian, (7) Perevisian.
Dalam penelitian ini, data yang diperoleh melalui survei analisa kebutuhan
siswa digunakan sebagai dasar pengembangan strategi mengajaran. Strategi mengajar
yang telah selesai dirancang kemudian dievaluasi oleh para guru dan dosen bahasa
Inggris. Hasil analisa data tersebut menunjukkan bahwa nilai rata-rata berkisar antara
3,6 – 4,6 dalam skala 1 – 5. Berdasarkan data tersebut, dapat disimpulkan bahwa
strategi mengajar yang dirancang telah dikembangkan dengan baik dan dapat
diterima. Meskipun demikian, revisi masih perlu dilaksanakan. Data yang diperoleh
dari hasil evaluasi kemudian digunakan sebagai acuan untuk revisi.
Rancangan strategi mengajar berdasarkan Reflective pedagogy untuk
pengajaran integrasi reading dan writing terdiri dari enam belas strategi mengajar
yaitu 1) Asking Questions to Clarify, (2) Predicting, (3) Activating Background
Knowledge, (4) Checking Comprehension, (5) Discussion, (6) Listening, (7) Writing,
(8) Independent Reading, (9) Guided Reading, (10) Retelling, (11) Understanding
Text Organization, (12) Games, (13) Getting the Main Idea, (14) Summarizing, (15)
Evaluating, (16) Student-self Evaluation.
Rancangan strategi megajar juga dilengkapi dengan materi yang terdiri dari
delapan unit yaitu Food & Things Around Us (unit 1), Your Truly Diary (unit 2),
Moments You’ll Never Forget (unit 3), Selling Products & Services (unit 4), Your
Great Event (unit 5), How to Make it…? (unit 6), Nice Holiday (unit 7), and Legend
& Myth (around the world) (unit 8).
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ACKNOWLEDGEMENTS
First of all, I would like to express my greatest gratitude to the Almighty
Jesus Christ for His love, grace and blessings in my life so that I was able to finish
my thesis. I always believe that there is nothing impossible in Him.
My sincere gratitude goes to my sponsor, Gregorius Punto Aji, S.Pd., M.
Hum., for his willingness to share his knowledge and expertise. He has been
extraordinary in his invaluable supports, guidance, suggestions and patience during
my thesis accomplishment. I am deeply grateful to all the lecturers of the English
Language Education Study Program for guiding and teaching me during my study in
Sanata Dharma University. In addition, I sincerely thank Christina Kristiyani,
S.Pd.,M. Pd., for her willingness to evaluate my designed teaching strategies. In
addition, I warmly thank Sr. Margaret O’ Donohue FCJ, for kindly spending her
precious hours proofreading my thesis. Furthermore, I would also like to say thanks
to all the secretariat staff of the English La nguage Study Program, Mbak Danik and
Mbak Tari for always helping me with the administrative matters. My special thanks
are addressed to all my classmates: Feby, Retno, Indri, Ayuni, Intan, There, Ari
for sharing the joy and spirit during my study in this university.
My special gratitude also goes to the headmaster of SMA Negeri 11
Yogyakarta, Dra. Dwi Rini Wulandari, M.M., for allowing me to conduct my
research there. My special thanks go to the English teachers Nuny Baswari, S.Pd.,
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
and Murtiningsih, S.Pd., for assisting me and giving me guidance, all of the grade X
students and all of the staff who have helped me a lot.
My thanks also go to all REALIA staff especially Mbak Pupu, Mbak TJ,
Mbak Sitta, and Bu Diah. I thank them for giving me a great opportunity to develop
myself. My special thanks is addressed to all my lovely best friends in Beo 45
boarding house especially Agata Pepi Yerinta and Irmina Budi Utari for their love,
support, friendship, and all the happy and sad times we have spent together. I hope
our friendship will be everlasting.
My deepest gratitude is addressed to my beloved parents, Methodeus
Mardjono and Theresia Kusharyati. I thank them for their prayer, love, support,
advice, patience they have given to me. My gratitude also goes to my lovely sisters,
Natalia Devian Indrasusanti, Christina Beti Prasetya Ningsih and Bernadeta
Novi Andriyani for their love, support, advice, and the wonderful moments we have
shared together. Last but not least, I am grateful to Petrus Dika Prasetyo Wibisono
for giving me support and advice as well as teaching me the meaning of life. He has
showed me that life is not a matter of how long we exist, but it is a matter of what we
have done. I love them very much.
Anastasia Beni Indrawati
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TABLE OF CONTENTS
TITLE PAGE…………………………………………………………………
i
APPROVAL PAGES………………………………………………………….
ii
DEDICATION PAGE………………………………………………………..
iv
STATEMENT OF WORK’S ORIGINALITY………………………………
v
ACKNOWLEDGEMENTS………………………………………………….
vi
ABSTRACT…………………………………………………………………..
vii
ABSTRAK………………………………………………………………………
ix
TABLE OF CONTENTS…………………………………………………….
Xiii
LIST OF FIGURES………………………………………………………….
xvi
LIST OF TABLES……………………………………………………………
xvii
LIST OF APPENDICES……………………………………………………..
xviii
CHAPTER I. INTRODUCTION……………………………………………
A. Research Background………………………………………………..
1
B. Problem Formulation…………………………………………………
4
C. Problem Limitation…………………………………………………...
4
D. Research Objectives………………………………………………….
5
E. Research Benefits……………………………………………………..
5
F. Definition of Terms…………………………………………………..
6
xiii
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CHAPTER II. REVIEW OF RELATED LITERATURE………………….
9
A. Theoretical Description………………………………………………
9
1.
Research and Development Theory……………………………...
9
2.
Instructional Design Theory …………………………………….
11
a) Kemp Design Model…………………………………………
11
b) Yalden Design Model………………………………………..
16
3.
Reflective Pedagogy……………………………………………..
19
4.
Theory of Teaching Reading……………………………………..
30
5.
Theory of Teaching Writing……………………………………...
35
6.
The Integrated of Teaching Reading and Writing………………
36
7.
The 2006 Edition of School-Based Curriculum…………………
43
B. Theoretical Framework………………………………………………..
43
CHAPTER III. METHODOLOGY…………………………………………
48
A. Research Method…………………………………………………….
48
B. Research Participants………………………………………………...
51
C. Data Gathering Technique…………………………………………...
53
D. Research Instruments…………………………………………………
55
E. Data Analysis Technique…………………………………………….
56
F. Research Procedure………………………………………………….
59
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION…………..
63
A. Needs and Lacks on which The Designed was Developed
on Reflective pedagogy…………………………………………….
xiv
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B. The Elements of the Design ……………………………………....... 66
1. The Goals, Topic and General Purposes…………………….
66
2. The Learning Objectives…………………………………….
70
3. The Teaching Learning Activities………………………….... 74
C. Feedbacks and Revision………………………………………...
1. Feedbacks from the Participants…………………………….
80
80
2. Revision of the Product…………………………………….... 85
CHAPTER V. CONCLUSION AND SUGGESTIONS………………… .
A. Conclusion………………………………………………………... .
88
B. Suggestions………………………………………………………. .
90
REFERENCES…………………………………………………………....
xv
88
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LIST OF FIGURES
Figure 1: Kemp’s Instructional Design Model………………………….
16
Figure 2: Yalden’s Instructional Design Model ……………………….
19
Figure 3: Ignatian Pedagogy…………………………………………….. 20
Figure 2: The Writing Situation…………………………………………
35
Figure 5: The Procedural Steps in Designing the Teaching Strategies...
61
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LIST OF TABLES
Table 3.1: The Data Needed…………………………………………….. 53
Table 3.2: Degree of Agreement………………………………………..
57
Table 3.3: The Descriptive Statistics of Participants’ Opinion (Blank)..
57
Table 3.4: The Assessment of Central Tendency………………………
58
Table 3.5: The Description of the Research Participants’ (Blank)……..
59
Table 4.1: The Themes & Topic in the Design………………………..
67
Table 4.2: The Basic Competencies…………………………………….
68
Table 4.3: The Indicators………………………………………………
71
Table 4.4: The Teaching Activities in the Design……………………...
75
Table 4.5: The Description of the Research Participants………………..
82
Table 4.6: The Descriptive of Participants’ Opinions………………….
83
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LIST OF APPENDICES
Appendix 1: Letter of Permission……………………………………………..
95
Appendix 2: Interview Guideline and Transcript…………………………….. 99
Appendix 3: The Questionnaire for the Design Evaluation …………………. 105
Appendix 4: Syllabus of SMA Negeri 11 Yogyakarta ……………………….
108
Appendix 5: Presentation of the Designed Teaching Strategies......................
117
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CHAPTER I
INTRODUCTION
This chapter presents the introduction of the study. This includes the
research background, problem formulation, problem limitation, research
objectives, research benefits, and definition of terms.
A. Research Background
In this globalization era, the English language plays an important role in
our lives. English is an International language which many people around the
world tend to use it. The broader use of English as the International language
forces many people especially students to learn English more and more. One of
the effective ways to learn English is through reading. Reading is a beneficial
activity that is easy to do. When students read many kinds of reading materials,
they should comprehend the text so that they could get the messages of the text.
By means of reading comprehension, the students could broaden their knowledge
and see the advancement of this world.
It is interesting to note that reading as a beneficial activity will also
stimulate students to improve their writing ability. When they have plenty of ideas
and good grammar which they know from doing reading comprehension, they can
improve their writing skill. Reading and writing have a strong relation. Both of
them are dealing with written text.
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2
Reading and writing skills are a part of English lesson that is taught in
Senior High School. Nowadays, many Senior High Schools in Indonesia have
divided English class according to the skills. This fact is based on what I have
experienced in conducting study task or PPL (Program Pengalaman Lapangan)
in SMA Negeri 11 Yogyakarta. In fact, there are many Senior High School
students who still have poor reading and writing proficiencies. Most of them do
not know how to read the text effectively. They just read the text without knowing
exactly what they have read. As consequence, they often lack time for the reading
activity and they have not got the essential message of the text. It is because they
do not comprehend the text and just read it without really understanding what the
writers want to convey. These phenomenons would have bad impact on the
students’ writing proficiency. They lack writing skill because of poor reading
proficiency since those two skills have a strong relation.
It is very interesting to note that actually, nowadays, many students realize
the importance of reading comprehension. However, most of them state that in
fact, they still face the number of reading problems that become the obstacles for
them to comprehend the text. This phenomenon, makes them lose the advantage
of reading comprehension activity.
When the students read text, it is important for them to comprehend the
text to get the message and to improve their knowledge. Then, because of the
importance of comprehension in reading activity, the students should know their
problems as early as possible. When they can identify their problems, they can
anticipate them and overcome them so that they will get more benefits by doing
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3
reading activity since this skill would also influence other skills especially
writing. According to Raimes, Ann (1983: 50), “The more our students read, the
more they become familiar with the vocabulary, idioms, sentence, patterns,
organizational flow, and cultural assumption of native speakers of the language.”
This phenomenon of facing reading comprehension and writing problems
encountered by Senior High School students demand the teacher to develop the
teaching strategies for integrated reading and writing. Therefore, this research
would develop teaching strategies based on Reflective Pedagogy for integrated
reading and writing. This research also would see how far the students’
understanding of what they have read by asking them to read something which is
based on the topic. Why is Reflective Pedagogy? Reflective Pedagogy has power
for language teaching. It is a paradigm with inherent potential to go beyond mere
theory to become a practical tool and effective instrument for making a difference
in the way we teach and in the way our students learn.
Reflective Pedagogy speaks to the teaching-learning process, that
addresses the teacher-learner relationship, and that has practical meaning and
application for the classroom. The primary focus on Reflective Pedagogy remains
just that pedagogical practice in classrooms. The practical expression of
Reflective Pedagogy describes five basic principles in developing teaching
learning activities. Those are: Context, Experience, Reflection, Action, and
Evaluation.
By means of integrated reading and writing which are taught by the
English teacher uses strategies based on Reflective Pedagogy Learning Theory,
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4
the students will get many advantages. In fact, reading comprehension plays an
important role in the development of English ability that has a link with other
English competencies. Generally, reading comprehension is not only improving
someone’s knowledge but it will also stimulate students in writing and motivating
them to read. Therefore, the students could improve their reading and writing
proficiencies.
B. Problem Formulation
This research is limited and only focused on this following problem
“What is the design of teaching strategies based on Reflective Pedagogy for
integrated reading and writing?
C. Problem Limitation
This research is a research in English Language Teaching (ELT) area that
investigates the students’ problems of reading comprehension. This research is
limited to design teaching learning strategies based on Reflective Pedagogy for
integrated reading and writing.
D. Research Objectives
The objective of this research is to find out the teaching-strategies based
on Reflective Pedagogy for integrated reading and writing.
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5
E. Research Benefits
The teaching strategies based on Reflective Pedagogy for integrated
reading and writing give a greater opportunity for the students to have different
ways in their style for mastering reading and writing skills and also for the teacher
to teach reading and writing. The strategies would encourage the students because
before comprehending the material, the students would be given the context of the
material. Then, the students would learn through ways that they are interested in,
these would encourage the students to be more proactive because after
comprehending the material which is supported by their experience, the students
will do a kind of reflection which would be followed by some actions relates to
the topic. In action step, the students would be asked to write something based on
what they have read. Therefore, these teaching strategies would really help the
students to see how far their understanding after conducting reading activity by
applying the knowledge which they get through writing. Therefore, this study is
expected to give positive contribution to English Language Teaching, especially
for the English teachers, the students, and other researchers.
For English teachers, this study provides the benefits of teaching reading
and writing based on Reflective Pedagogy for the tenth grade students of Senior
High School. By understanding the study, the English teachers may have more
references of teaching- learning strategies that can be applied in class. It is also
hoped that Senior High School English teachers may broaden their knowledge
about English language teaching through the study.
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6
Practically, the design of teaching strategies would help the students
especially students in SMA Negeri 11 Yogyakarta by the interaction of the
learner with experience. The teaching strategies also would help them to really
understand the topic by doing a kind of reflection which would accommodate
them to do some actions dealing with the topic. Therefore, the students would be
more active in learning the English language through reading and writing.
For other researchers, this study would be useful as the reference to
conduct research and write scientific paper related to the topic. It also gives a
description about developing teaching strategies based on Reflective Pedagogy for
integrated reading and writing. Through the study, other researchers may gain
beneficial information that can be used to support their research.
F. Definition of Terms
To avoid misunderstanding and misconception, it is important to have the
right of supporting perception of the main terms used in this research:
1.
Reading
a. According to Chambers and Lowry (1975: 114) reading is more than
merely recognizing the words for which certain combinations of letters
bring about a correct recall. It includes the whole thinking responses,
feeling and defining some need, identifying a solution for meeting the
need, selecting from alternatives means, experimenting with choices,
rejecting or retaining the chosen route, and devising some means of
evaluating the results.
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7
b. In addition, Burns (1984: 10) explains that reading is a thinking process.
In order to comprehend a reading selection thoroughly, a person must be
able to use the information to make inferences and read critically and
creatively. In this research, reading, then, is defined as a complex act of
constructing meaning that involve the thinking process activity to link
the text with the reader’s existing knowledge.
2. Writing
Rober & Nancy (1985) states that writing is a way of thinking as well as a
means of communication, and one of the things it can be used to think about is
yourself
3. The students
The students in this research are students of SMA Negeri 11 Yogyakarta
Grade X. In Indonesia, the students age between fourteen up to sixteen years of
age. In this study, tenth grade students is a group of students age between fourteen
up to sixteen years old who are now learning in the tenth grade of SMA Negeri 11
Yogyakarta.
4. Instructional Design
Instructional Design is a process in improving a variety of instructional
materials to fulfill the purpose and it has a certain model.
5. Teaching Strategy
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8
Barry and King (1997), L states that much of a teacher's success in the
classroom is hinged on their use of teaching strategies, or to put it another way,
their approach to their teaching, how they implement instructions, how they teach,
how they communicate, and how they deliver information, how they communicate
data to students.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is intended to review some theories related to the issue of the
study and to formulate the theoretical framework. Therefore, I divide this chapter
into two major sub-headings namely theoretical description and theoretical
framework. The theoretical description provides the theoretical issues related to
the problem, whereas the theoretical framework explains the thread of the theories
to formulate the orientation of the study.
A. Theoretical Description
The study aims to develop teaching strategies based on Reflective
pedagogy for integrated reading and writing. Therefore, there are some theories
discussed in this part, namely Research and Development theory, Instructional
Design Theory, Reflective Pedagogy, Theory of Teaching Reading, Theory of
Teaching Writing, The Integrated of Teaching Reading and Writing and The 2006
edition of School- Based Curriculum.
1. Research and Development Theory
Borg and Gall (1983: 772) explains that education Research and
Development (R&D) is a process used to develop and validate educational
products. The steps of this process are usually referred to as the R & D cycle,
which consists of studying research findings pertinent to the product to be
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10
developed, developing the product based on these findings, field testing in the
setting where it will be used eventually, and revising it to correct the deficiencies
found in the field testing stage. In contrast, the goal of educational research is not
to develop products but rather to discover new knowledge (through basic
research) or to answer specific questions about practical problems.
The major steps in the R&D cycles based on Borg & Gall are:
a. Research and information collecting
This stage includes review of literature, classroom observations, and
preparation of report of state of the art.
b. Planning
It includes defining skills, reviewing the English syllabus, determining goals,
topic, and general purposes.
c. Develop Preliminary form of Product
It includes preparation of instructional materials, handbooks, and evaluation
devices.
d. Preliminary Field Testing
It can be conducted by using interview, observational and questionnaire data
collected and analyzed.
e. Main Product Revision
Revision of product as suggested by the preliminary field-test results.
f. Main Field Testing
Conducted in 5 to 15 schools with 30 to 100 subjects Quantitative data on
subjects’ pre course and post course performance are collected. Result is
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11
evaluated with respect to course objectives and is compared with control
group data, when appropriate.
g. Operational Product Revision
Revision of product as suggested by main field-tests result.
h. Operational Field Testing
Conducted in 10 to 30 schools involving 40 to 200 subjects. Interview,
observational and questionnaire data collected and analyzed.
i. Final Product Revision
Revision of product as suggested by operational field-test result.
j. Dissemination and implementation
The contribution of R&D in our education is to finding generated by basic and
applied research and uses them to build tested products that are ready for
operational use in the schools.
2. Instructional Design Theory
In the theory of instructional design there are many models of instructional
design. Each model has some stages which can be used as a step-by-step guidance
to develop the teaching strategies.
a. Kemp Design Model
The Kemp (1977) design model takes a holistic approach to instructional
design. Virtually all factors in the learning environment are taken into
consideration including subject analysis, learner characteristics, learning
objectives, teaching activities, resources (computers, books, etc.), support services
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
and evaluation. The process is interactive and the design is subject to constant
revision. The immediate feel of being interactive and inclusive, and particularly
the fact that the central focus is the learner needs and goals are the strengths of
this model. There is also a focus on content analysis, as there would be in any
educational design and a focus on support and service, which is not present in
other ID models.
The benefit of using Kemp’s model is that the method can be applied to
any educational level – elementary, secondary, or college. It can be best applied
first to individual topics and then to units and to complete courses. When the
instructional designer and teachers have become fully familiar with the design
plan, it may be applied to the efforts of an entire department or grade level (Kemp,
1977:8).
The plan is designed to supply answers to three questions, which may be
considered the essential elements of instructional technology: what must be
learned? (objectives); what procedures and resources will work best to reach the
desired learning levels? (activities and resources); and how will we know when
the required learning has taken place? (evaluation) (Kemp 1977:8).
The plan consists of eight parts. Each part is elaborated below:
1) Considering goals, and then listing topics, stating purposes for teaching each
topic.
According to Kemp, instructional design planning starts with recognition
of the goals and topics. Those goals may be derived from three sources: society,
students, and topics. Within curriculum areas or courses, topics are chosen for
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
study, for each of which the teacher explicitly expresses the general statement of
purposes.
2) Enumerating the important characteristics of the learners
According to Kemp, teacher should recognize and respect the student as
individual learner. Even ideally each person should be assisted in pursuing
learning at his or her own pace and with his or her own selection of learning
experiences and materials. Knowing the learner characteristics, the teacher must
obtain information of the learners’ capabilities, needs, and interests. There should
affect the emphases in instructional planning, including the information the
determination of the topics and the level at which topics are introduced, the choice
and sequencing of objectives, the depth of treatment, and the variety of learning
activities.
3) Specifying the learning objectives
This step is specifying the learning objectives to be achieved in terms of
measurable student behavioral outcomes. Kemp states that this part is the difficult
part but it is essential. Learning objective is concerning with learning as the
outcome of instruction. Learning requires active effort by the learner. Thus, all
objectives must be stated in terms of activities that will best promote learning.
Objective tell students what goals they must attain, what ideas and skills will be
included in the upcoming instruction, and what types of behavior will be expected
during evaluation
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14
4) Listing the Subject Content
Subject content comprises the selection and organizing the specific
knowledge (facts and information), skills (step-by step procedures, conditions,
and requirements) and attitudinal factors of any topic. In selecting subject
content, Kemp offers four questions. Those are: What specifically must be taught
or learned in this topic? What facts, concepts, and principles relate to this topic?
What steps are involved in necessary procedures relating to this topic? And what
techniques are required in performing essential skills? When content is being
selected, consideration might also be closely related to the objectives and the
students’ needs.
5) Developing pre-assessment
This assessment is to determine the students’ background and present a
level of knowledge about the topic. In order to plan learning activities for which
students are prepared and at the same time on things they already know, Kemp
suggests to find out specifically to what extend each student has acquired the
necessary prerequisites for studying the topic and what the student may have
already mastered about the subject to be studied. By the pre-assessment, he added,
the objectives of student may have already achieved.
6) Selecting teachings learning activities and instructional resources
This will treat the subject content so students will accomplish the
objectives. In selecting teaching/ learning activities and instructional resources,
Kemp argues that there is no formula for matching activities to objectives.
Teachers need to know the strengths and weaknesses of alternative methods and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
of various materials. Then they can make their selections in terms of the student
characteristics and needs that will best serve the objectives they have established.
7) Coordinating such support services as budget, personnel, facilities, equipment,
and schedules
This activity is to carry out the instructional plan. According to Kemp, the
support services required to implement the design plan are: budget, facilities,
equipment, time, and schedules and coordinating with other activities. He adds,
there are many interrelated elements in any instructional situation, and each needs
careful consideration during the appropriate planning step. Support services must
be considered at the same time instructional plans are being made and materials
being selected. In addition, consideration must be given to coordinating the
planned program with other operational aspect of institution (student’s schedules,
guidance services, and so forth)
8) Evaluation
Evaluating students’ learning in terms of their accomplishment of
objectives, with a view to revising and reevaluating any phases of the plan that
need improvement. Kemp argues that evaluation is the payoff step in the
instructional design plan. The teachers are ready to measure the learning outcomes
relating to the objectives. The objectives indicate what the evaluation should be.
By stating them clearly, teachers have assured measuring directly what they are
teaching. At present, he adds, most teachers prepare a final examination for a
topic, unit, or course as the teaching time draws to a close. The teacher usually
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16
then develops essay or objective questions that refer to the subject content covered
in the course or unit, making little reference to the objectives.
Figure 1: Kemp’s Instructional Design Model (Kemp, 1977: 9)
According to Kemp, the plan is a flexible process. There is
interdependence among the eight elements; decisions relating to one may affect
others. The planners can start with whichever element they are ready to start with
and then move back and forth to the other steps. The sequence and order are the
planners’ choice.
b. Yalden Design Model
Yalden offers a communicative syllabus in designing a set of instructional
materials. The kind of syllabus that incorporates a consideration of all ten
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17
components is increasingly referred to as communicative (Yalden, 1987: 87). The
principle on which a syllabus is structured is different from those for selecting the
linguistic content to be included in it. The teacher has to ensure that the learners
acquire the ability to communicate.
Yalden (1987) presents the stages to design a communicative syllabus.
The model consists of seven stages, namely:
1) Needs Survey
This stage is necessary to gather information about the learners such as
personal needs, motivation, and learners’ characteristic. Needs surveys is
conducted to identify as much as possible of the learners’ need in the designing of
the program in order to establish acceptable objectives.
2) Description about the purpose
The result of the need survey will guide the syllabus designer to clarify the
purpose of the language program. The description of purpose is prepared in term
of: (1) the characteristic of the students, and (2) the skills of the students on entry
to and on exit from the program.
3) Selection and development of syllabus type
It is in terms of proto syllabus and physical constraint on the program
(Yalden, 1987: 96). The syllabus does not only concern with anything to be taught
and the way to do it. It also concerns with the teaching materials such as textbook
and exercise as the realization of syllabus itself.
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4) The photo syllabus production
In this stage, the content of the syllabus will be decided. It means the
description of language use to be covered in the program (Yalden, 1987: 96). The
designer specified the description of the content of the syllabus. Selection and
combination of contents are designed in line with the type of syllabus.
5) The pedagogical production
Pedagogical syllabus represents a plan to implement the content of the
language teaching/learning at the classroom level. The language program
designer, in this step, should realize the syllabus in the form of teaching-learning
materials and testing approach.
6) The development and implementation of classroom procedures
In this stage, the designer is supposed to develop the classroom procedure
such as selection of exercise types and teaching techniques, preparation of lesson
plans, and preparation of the weekly schedules. Yalden also states about the
teacher training in this stage, such as creation of teaching materials.
7) Evaluation
The evaluation has two broad aspects; those are the students in the
program and the teaching as well as the over-all design. Then this is labeled as
the recycling stage because the whole cycle can be begun again at this point.
Those stages represent operations for the sake of clarity in
Yalden’s model
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19
Needs
Survey
Descrip
tion of
Purpose
Selection /
Development of
Syllabus
Production of a
ProtoSyllabus
Production of
Pedagogical
Syllabus
Dev. &
Implementation
of
Classroom
Procedures
Evaluation
Figure 2: Yalden’s Instructional Design Model (Yalden, 1987: 88)
3 Reflective Pedagogy
According to Kolvenbach Peter Hans, S.J., (1993: 6), pedagogy is the way
in which teachers accompany learners in their development. Pedagogy must
include a world view and a vision of the ideal human person to be educated. These
provide the goal, the end towards which all aspects of an educational tradition are
directed. They also provide criteria for choices of means to be used in the process
of education.
Reflective Pedagogy which is also called Ignatian Pedagogy since it’s
derived from Saint Ignasius Loyola is intended not only for formal education
provides in Jesuit schools, colleges and universities, but it can be helpful in every
form of educational service. It is actually inspired by the experience of St. Ignatius
recorded in the Spiritual Excercises, in Part IV of the Constitutions of the Society
of Jesus, and in the Jesuit Ratio Studiorum. (Kolvenbach, 1993:2)
Ignatian Pedagogy is inspired by faith. But even those who do not share
this faith can gather valuable experiences from this document because the
pedagogy inspired by St. Ignatius is profoundly human and consequently
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universal. This pedagogy from its beginnings has been eclectic in selection of
methods for teaching and learning. (Kolvenbach, 1993: 3)
Ignatian Pedagogy assumes that worldview and moves one step beyond
suggesting more explicit ways in which Ignatian values can be incarnated in the
teaching learning process. An Ignatian paradigm suggests a host of ways in which
teachers might accompany their students in order to facilitate learning and growth
through encounters with truth and explorations of human meaning. It is a
paradigm with inherent potential for going beyond mere theory to become a
practical tool and effective instrument for making a difference in the way we teach
and in the way our students learn. The model of experience, reflection and action
is not solely an interesting idea worthy of considerable discussion, nor is it simply
an intriguing proposal calling for lengthy debate (Kolvenbach, 1993: 18-19).
Reflection
Action
Experience
Figure 3: Ignatian Pedagogy
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A critically important note of the Ignatian paradigm is the introduction of
reflection as an essential dynamic. For centuries, education was assumed to
consist primarily of accumulated knowledge gained from lectures and
demonstations. Students experience a lesson clearly presented and thoroughly
explained and the teacher calls for subsequent action on the part of students
whereby they demonstrate, frequently reciting from memory, that what was
communicated has, indeed, been sucessfully absorbed. Research over the past two
decades has proven time and again, that effective learning occurs through the
interaction of the learner with experience. As a teaching model, it is seriously
deficient for two reasons:
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.
2. If learning were to stop there, it would lack the component of
REFLECTION where 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: 20-21)
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 openess to growth even after the student has
completed any individual learning cycle. Thus five steps are involved:
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CONTEXT;
EXPERIENCE;
REFLECTION;
ACTION;
EVALUATION.
(Kolvenbach, 1993: 21-22)
a.
Context of Learning
Ignatius makes judgements about readiness to begin, whether a person
would profit from the complete Exercises or an abbreviated experience. The
experiences of the retreatant should always give shape and context to the exercises
that are being used. It is the responsibility of the director, therefore, not only to
select those exercises that seem most worthwhile and suitable but to modify and
adjust them in order to make them directly applicable to the retreatant. Ignatius
encourages exercises to become as familiar as possible before-hand with the life
experience of the retreatant so that, during the retreat itself, the director will be
better equipped to assist the retreatant in discerning movements. (Kolvenbach,
1993:22)
Personal care and concern for the individual, which is a hallmark of Jesuit
education, requires that the life experience, always the starting point in an Ignatian
Pedagogy. We must know as mush as we can about the actual context within
which teaching and learning take place. As teachers, therefore, we need to
understand the world of the student, including the ways in which family, friends,
peers, youth culture and mores as well as social pressures, school life, politics,
economics, religion, media, art, music, and other realities impact that world and
affect the student.
Therefore, teachers as well as other members of the school community
should take account of:
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1) The real context of a student’s life which includes family, peers, social
situations, the educational institution itself, politics, media and other
realities. All of these have an impact on the student for better or worse.
From time to time it will be useful and important to encourage students to
reflect on the contextual factors that they experience, and how they affect
their attitudes, perceptions, judgments, choices.
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, i.e the
complex and often subtle network of norms, expectations and especially
relationships that create the atmosphere of school life.