Designing a set of English reading instructional materials based on Ignatian Pedagogy for Theology Study Program Students.
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DESIGNING A SET OF ENGLISH
READING INSTRUCTIONAL MATERIALS
BASED ON IGNATIAN PEDAGOGY
FOR THEOLOGY STUDY PROGRAM STUDENTS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana pendidikan Degree
in English Language Education
By
Leonardus Okta Supria
Student Number: 091214137
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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MATTHEW
7
Ask, and it will be
given to you; search,
and you will find;
knock, and the
door will be opened to
you.
8
Everyone who asks
receives; everyone who
searches finds;
everyone who
knocks willhave the
door opened.
I dedicated this thesis to
my beloved mother and father
my handsome brothers
my dearest girlfriend
everyone I love
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ABSTRACT
Supria, Leonardus Okta. 2013. Designing a Set of English Reading Instructional
Materials Based on Ignatian Pedagogy for Theology Study Program Students.
Yogyakarta: English Language Education Study Program, Sanata Dharma
University.
English is one of the subjects in Theology Study Program of Sanata
Dharma University. Reading is one of the skills that the students have while they
are learning English. However, there is no specific reading materials that facilitate
the students to improve their reading skills. Based on this fact, this research
aimed at developing a set of English reading instructional materials based on
Ignatian Pedagogy for Theology Study Program students of Sanata Dharma
University.
There were two questions formulated in the research problem. The
questions were (1) How is a set of English reading instructional materials based
on Ignatian Pedagogy for Theology Study Program students of Sanata Dharma
Univeristy designed? (2) What does the designed set of English reading
instructional materials look like?
In this research, the researcher adopted Research and Development (R&D)
method to answer the first question in the research problem. The researcher
employed five steps of R&D cycle. They were (1) research and information
collecting, (2) planning, (3) develop preliminary form of product, (4) preliminary
field testing, and (5) main product revision. Besides, the researcher employed the
adaptation of Kemp’s model as the realization of R&D method. The researcher
employed six steps of Kemp’s model. They were (1) determining goals, topics,
and general purposes, (2) specifying learning objectives, (3) listing subject
content, (4) selecting teaching learning activities and instructional resources, (5)
evaluating the designed materials, and (6) revising the designed materials.
The researcher distributed questionnaires to 22 students semester one of
Theology Study Program to get the data to design the materials. Afterwards, the
designed materials were evaluated by four lecturers of the English Language
Education Study Program of Sanata Dharma University to obtain opinions and
suggestions. The results of the evaluation questionnaires showed that the designed
materials were acceptable and appropriate.
The researcher designed the final version of the designed materials after
revising it to answer the second question in the research problem. In this research,
Ignatian Pedagogy was employed as the basis in designing the materials. The
designed materials consist of four units. Finally, the researcher expects that the
designed materials could give benefits both the students and the English lecturers
in Theology Study Program.
Key words: Instructional materials, Ignatian Pedagogy, Reading
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ABSTRAK
Supria, Leonardus Okta. 2013. Designing a Set of English Reading Instructional
Materials Based on Ignatian Pedagogy for Theology Students. Yogyakarta:
Program Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Bahasa Inggris merupakan salah satu mata kuliah di Program Studi Ilmu
Teologi Universitas Sanata Dharma. Reading merupakan salah satu keterampilan
yang mahasiswa miliki ketika belajar bahasa Inggris. Akan tetapi, materi khusus
reading yang mendukung mahasiswa untuk mengembangkan keterampilan reading
mahasiswa tidak tersedia. Dengan demikian, penelitian ini bertujuan untuk
mengembangkan seperangkat materi reading berbahasa Inggris berdasarkan
Pedagogi Ignasian untuk mahasiswa Program Studi Ilmu Teologi, Universitas
Sanata Dharma.
Ada dua pertanyaan di dalam rumusan masalah. Pertanyaan-pertanyaan
itu adalah (1) Bagaimana seperangkat materi reading berbahasa Inggris
berdasarkan Pedagogi Ignasian untuk mahasiswa Program Studi Ilmu Teologi,
Universitas Sanata Dharma dirancang? (2) Bagaimana penyajian materi reading
yang sudah dirancang tersebut?
Di dalam penelitian ini, peneliti mengadaptasi metode Educational
Research and Development (R&D) untuk menjawab pertanyaan pertama di
dalam rumusan masalah. Peneliti menerapkan lima langkah dari metode R&D.
Langkah-langkah tersebut adalah (1) penelitian dan pengumpulan informasi, (2)
perencanaan, (3) pengembangan bentuk awal produk, (4) evaluasi produk, dan
(5) perbaikan produk. Disamping itu, peneliti mengadaptasi model Kemp sebagai
realisasi metode R&D. Peneliti menerapkan 6 langkah dari Kemp. Langkah –
langkah tersebut adalah (1) perumusan tujuan, topik, dan tujuan umum, (2)
perumusan tujuan khusus, (3) perincian isi materi, (4) pemilihan kegiatan proses
belajar mengajar dan sumber instruksional, (5) pengevaluasian materi, dan (6)
perbaikan materi
Peneliti menyebarkan kuesioner kepada 22 mahasiswa semester satu
Program Studi Ilmu Teologi untuk mendapatkan data untuk mendisain
seperangkat materi reading. Sesudah itu, materi yang sudah didisain dievaluasi
oleh empat dosen dari Program Studi Pendidikan Bahasa Inggris, Universitas
Sanata Dharma untuk mendapatkan pendapat dan saran. Hasil kuesioner
menunjukkan bahwa materi yang didisain dapat diterima dan digunakan.
Peneliti menyajikan versi akhir dari materi yang sudah didisain setelah
merevisinya untuk menjawab pertanyaan kedua di dalam rumusan masalah. Di
dalam penelitian ini, Pedagogi Ignasian diterapkan sebagai dasar dalam
merancang materi ini. Rancangan materi ini terdiri dari empat unit. Akhirnya,
peneliti mengharapkan materi yang sudah didisain ini dapat memberi manfaat
baik untuk mahasiswa maupun untuk dosen bahasa Inggris di Program Studi Ilmu
Teologi.
Kata kunci: Materi instruksional, Pedagogi Ignasian, Reading
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ACKNOWLEDGEMENTS
First and foremost, I would like to express my greatest gratitude and praise
to the Almighty Jesus Christ for His mercy, guidance, and blessings in my whole
life. He always provides a way when there seems to be no ways. His mercy and
His love help me accomplish this thesis, so that I am able to obtain my Sarjana
Pendidikan Degree. Everything is possible to Him.
My deep gratitude goes to my advisor, Agustinus Hardi Prasetyo, S.Pd.,
M.A., for his patience, support, encouragement, guidance, and contribution of
ideas in guiding me to accomplish my thesis. In addition, I am very grateful to C.
Tutyandari, S.Pd., M.Pd., C. Kristiyani S.Pd., M.Pd., Henny Herawati, S.Pd.,
M.Hum., and Rm. Harjanto for willingly spending their time evaluating the
designed materials. Besides, my special appreciation also goes to all lecturers of
the English Education Study Program for teaching and guiding me during my
study in Sanata Dharma University. My great thanks go to PBI staff, mbak Danik
and mbak Tari, for giving me services sincerely.
I warmly thank the dean of the Theology faculty of Sanata Dharma
Univeristy, Dr. E. Pranawa Dhatu Martasudjita, Pr. and the chair person of
Theology Study Program Dr. Y. B. Prasetyantha, MSF. for their help, guidance
to conduct my research in the Theology Study Program. I also address my thank
to the first semester students of Theology study program of Sanata Dharma
Univeristy for their willingness and help in filling the questionnaires distributed.
My gratefulness goes to my lovely parents, my beloved mother Yustina
Sutari and My father M. Munandar, my beloved brothers P. Cahyo Edi
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Saputra and Leo Adi Setiawan, S.Pd., my aunt Theresia Sukarti, my beloved
causin G.N. Yanu Kundhy Ardihina for their irreplaceable care, love, support,
patience and advice they have given to me. They always stay with me wherever
and whatever I am. They teach me the best thing to live and inspire me how to
live.
I never forget my friends in PBI 2009: Br. Markus, Sr. Anselina, Helen,
Pipit, Niken, Sekar, Ita, Bertha, Denai, Friska, Nana, Hani, Risa, Dimas,
Wily and Wanda. These people always give me support and courage to
accomplish my thesis. They have given me suggestions to improve my thesis. I
also thank them for all happy and sad moments that we have had during the study
in Sanata Dharma Univeristy.
In addition, I am very grateful to my boarding house friends: mas M. Jati
Kurniawan and mas Saji Prayoga. I thank them for the unforgettable moments
we have experienced together.
Last but not least, I would also express my appreciation to those who have
given me a hand, whom I have not mentioned. May God bless us forever.
Leonardus Okta Supria
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TABLE OF CONTENTS
TITLE PAGE ......................................................................................................i.....
APPROVAL PAGE ...........................................................................................i.i......
DEDICATION PAGE .......................................................................................i.v.......
STATEMENT OF WORKS’ ORIGINALITY ..................................................v.......
PERNYATAAN PERSETUJUAN PUBLIKASI ..................................................v..i......
ABSTRACT ......................................................................................................v..i.i.....
ABSTRAK .........................................................................................................v..i..i.i....
ACKNOWLEDGEMENTS ...............................................................................ix
.......
TABLE OF CONTENTS ..................................................................................x..i......
LIST OF TABLES ............................................................................................x..i.v.....
LIST OF FIGURES ...........................................................................................x..v......
LIST OF APPENDICES ..................................................................................x..v..i.....
CHAPTER I. INTRODUCTION ....................................................................1.......
A. Research Background .................................................................................1...
B. Research Problem .......................................................................................4..
C. Problem Limitation .....................................................................................4.......
D. Research Objectives.....................................................................................5.
E. Research Benefits...................................................................................
5
F. Definition of Terms .....................................................................................6.......
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CHAPTER II. R EVIEW OF RELATED LITERATURE ..........................9..
A. Theoretical Description ...............................................................................9.......
1.
Instructional Design Theory .......................................................................9........
2.
Ignatian Pedagogy ......................................................................................13
........
3.
Teaching Reading ......................................................................................20
.......
B. Theoritical Framework ...............................................................................26
........
CHAPTER III. METHODOLOGY ..............................................................31
........
A. Research Method ......................................................................................3..1.......
B. Research Participants .................................................................................35
........
C. Research Instrument ...................................................................................3..6....
D. Data Gathering Technique ........................................................................3..8......
E. Data Analysis Technique ...........................................................................3..8.....
F. Research Procedure ....................................................................................40
.......
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ...................42
.....
A. Steps in Designing the Instructional Reading Materials ............................42
........
1.
Research and Information Collecting ........................................................43
........
2.
Planning .....................................................................................................50
........
3.
Develop Preliminary Form of Product ..................................................
4.
Preliminary Field Testing ..........................................................................5..8.......
5.
Main Product Revision ..............................................................................6..6.......
57
B. Presentation of the Designed Set of the Reading Materials ......................6..8.....
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CHAPTER V. CONCLUSIONS AND SUGGESTIONS ............................71
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A. Conclusions ...............................................................................................71
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B. Suggestions ................................................................................................73
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REFERENCES ...............................................................................................7..5......
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LIST OF TABLES
Table 3.1: The Blueprint of the Summary of the Respondents’
Background ................................................................................. 36
Table 4.1: Summary of the Results of the Questionnaires ..............................43
..........
Table 4.2: Topics and Subtopics of the Designed Set of the Materials ...........51
.........
Table 4.3: Basic Competence ..........................................................................51
.........
Table 4.4: Learning Indicators .........................................................................54
.........
Table 4.5: The Summary of the Respondent ...................................................5..9...
Table 4.6: The Frequency of The Respondents’ Opinions ..............................60
..
Table 4.7: Presentation of the Designed Set of the Materials ..........................6..8.......
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LIST OF FIGURES
Figure 2.1: Kemp’s Instructional Design Model ..............................................1..2......
Figure 2.2: Ignatian Paradigm ...........................................................................1..4....
Figure 2.3: The Combination of R&D and Kemp’s Model ..............................27
........
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LIST OF APPENDICES
Apenndix A: Letter of Permission ....................................................................7..7......
Apenndix B: Questionnaire of Research and Information Collecting .............78
.........
Apenndix C: Questionnaire of Feedback Gathering ........................................8..4......
Apenndix D: Overview of the Designed Materials ..................................
89
Apenndix E: Syllabus .......................................................................................9..4.......
Apenndix F: Lesson Plan ................................................................................1..1..1......
Apenndix G: Presentation of the Designed Materials
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CHAPTER I
INTRODUCTION
This chapter is divided into six sections, namely research background,
research problem, problem limitation, research objectives, research benefits, and
definition of terms.
A. Research Background
McKay (2012) noted “English has spread around the world as a result of
international trade, travel, and industry” (p.18). English is an important language
for those who deal with international activities to share information, ideas, and
knowledge. Therefore, English becomes one of the subjects taught in formal
school in Indonesia.
According to the Academic Guideline Book of Theology Study Program
(2012), the Theology Study Program as an institution has a vision to be a superior
study program in international level especially in scientific and contextual
Christian faith reflection through learning, studies, and pastoral ministry for
people in dignified ecclesiastic and national life (p. 4). The purpose is to serve the
needs of Indonesian Church, in which the students should be prophetic and they
should have professional ministers in the entire world including Indonesia
(Academic Guideline Book, 2012, p. 4). Therefore, the Theology Study Program
of Theology Faculty of Sanata Dharma University has English as one of “Mata
Kuliah Berkarya” subjects which the students must learn. According to the
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Academic Guideline Book (2012), the objectives are “students can master basic
English vocabulary, understand basic English grammatical constructions, and
comprehend texts especially those related to religion studies, such as preface to
Good News New Testament, Hercules, Herod, Other Herods, Isaiah, etc.” (p. 32).
Besides, it prepares the students to have three excellences which are to be able to
reflect and communicate critically Christian faith in the Indonesian context, to be
responsible for facing people problem, and to create justice and friendly for all
creation (Academic Guideline Book, 2012, p. 4).
There are four skills that the students deal with while they are learning
English in the Theology Study Program, namely listening, speaking, reading and
writing. All of these skills are conducted in the teaching-learning process in order
to help the students achieve the objectives of the subject. However, in this
research, the researcher’s focus was on the reading skill. The researcher is
interested in designing a set of English reading instructional materials based on
Ignatian Pedagogy for the Theology Study Program students of Sanata Dharma
University, since there are no specific reading materials that could be used to help
the students reach the objectives of the subject. Anderson described that “reading
is the basis to learn essential skill because it is the most important skill to master,
in order to ensure success in learning in any content class where reading in
English is required” (as cited in Nunan, 2003, p. 11). Wallace (1992) stated that
“reading as one of the skills plays an important role in English language because
reading is the awareness of the way we use language” (p. 3). Furthermore, Grabe
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and Stoller (2002) described that “reading is the ability to draw meaning from the
principal page and interpret the information appropriately” (p. 9).
In designing the set of English reading instructional materials the
researcher employed Ignatian Pedagogy. Kolvenbach (1993) noted that “the
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” (p. 18). He also stated that “it is a
paradigm with inherent potential for going beyond mere theory to become
practical tool and effective instrument for making a difference in the way we teach
and in the way our students learn” (p. 19). Based on this understanding, it is
appropriate for employing Ignatian Pedagogy to help the students achieve the
objectives of the subject. Besides, the Theology Study Program is one of the study
programs in Jesuit Univeristy. Kolvenbach (1993) stated that “Ignatian Pedagogy
is intended not only for formal education provided in jesuit schools, colleges and
univeristies, but it can be helpful in every form of educational service” (p. 3).
According to Kolvenbach (1993), “Ignatian pedagogy assumes that world view
and moves one step beyond suggesting more explicit ways in which Ignatian
values can be incarnated in the teaching learning process” (p. 10).
In conclusion, the reasons for designing are based on two considerations.
First, there are no specific reading materials which are available to help the
students achieve the objectives of the subject. Therefore, the researcher wants to
provide a set of English reading instructional materials. Second, many written
works related to Theology which are important to support the teaching-learning
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process are written in English. The researcher expects the materials will help the
students to reach the objectives of the subject and will improve the students’
reading skill.
B. Research Problem
The problems of this research can be formulated as follows:
1.
How is a set of English reading instructional materials based on Ignatian
Pedagogy for Theology Study Program students of Sanata Dharma University
designed?
2.
What does the designed set of English reading instructional materials look
like?
C. Problem Limitation
This research is limited to designing a set of English reading instructional
materials based on Ignatian Pedagogy for the first semester students of Theology
Study Program of Sanata Dharma University. As stated in the research problem,
there are two reasons why the researcher chose reading. First, there are no
available reading materials yet to facilitate the students to achieve the objectives
of the subject. Second, many written works the students deal with are written in
English. It is for the first semester, since English especially reading is taught in
this semester. The course runs from August to january every year. It is conducted
on every Monday in this semester. It runs for 100 minutes.
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D. Research Objectives
The objectives of this research are as follows:
1.
To find out how the set of English reading instructional materials based on
Ignatian Pedagogy for Theology Study Program students of Sanata Dharma
University is designed.
2.
To present the designed set of English reading instructional materials based
on Ignatian Pedagogy for Theology Study Program students of Sanata
Dharma University.
E.
Research Benefits
The researcher expected that this research would contribute some benefits
for the students of Theology Study Program, English lecturers of Theology Study
Program, English Language Education Study Program, and instructional
designers.
1.
Students of Theology Study Program
The researcher hopes the designed materials help the students improve
their reading skill. The students will be motivated to learn English and interested
in reading English materials. Moreover, the students are able to reach the
objectives of the subject. They can improve their vocabulary, grammar
constructions, and their skill when they are dealing with English written text.
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2.
English lecturers of Theology Study Program
The researcher hopes the designed material can function as the main book
to help the English lecturers in the Theology Study Program improve their
techniques and strategies in teaching reading.
3.
English Language Education Study Program
The researcher hopes the designed materials serve as one of the references
to improve the techniques and strategies both lectures and students in the English
Language Education Study Program since they are dealing with teaching-learning
process.
4.
Instructional Designers
The researcher hopes the designed materials help other designers to be
more creative and innovative in designing reading instructional materials.
F. Definition of Terms
All the terms used in this research are defined in such a way so that they
will be appropriate for the topic being discussed as well as the objectives of this
research. The terms that will be defined are design, instructional materials,
reading, Ignatian Pedagogy, and Theology Study Program students.
1.
Design
Kemp (1977) described that “design is a plan which is applied in every
level of education and it has three essential elements” (p.8). According to Kemp
(1977), the three esential elements are “objectives of the learning activities,
resources, and evaluation” (p.8). Related to this research, design is a plan to
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arrange a new set of English reading instructional materials based on Ignatian
Pedagogy to facilitate the Theology Study Program students in the teachinglearning process.
2.
Instructional Materials
According to Dick and Raiser (1989), “English instructional materials refers
to the printed materials such as handouts, textbook or magazines which are
selected or made by the teacher for the teaching materials” (p.3). He also
explained that the materials can be in the form of “printed materials, computer –
assisted instruction and televised instruction” (p.3). In this research, the English
instructional materials can be defined as all forms of the materials which are
appropriate for the teaching materials.
3.
Reading
Mitchell (1982) defined that “reading is the ability to make sense of
written or printed symbols” (p. 67). According to Nunan (2003), reading was
defined as “a fluent readers combining information of a text and their own
background knowledge to build meaning” (p. 68). The meaning of reading in this
research is the ability of the students to understand the information from the text.
4.
Ignatian Pedagogy
According to (Kolvenbach (1993), Ignatian Pedagogy which is “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” (p. 10). He explained that “it is actually inspired by the
experiences of St. Ignatius recorded in the Spiritual Excercises, in Part IV of the
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Constitutions of the Society of Jesus, and in the Jesuit Ration Studiorum” (p. 10).
In addition, Kolvenbach (1993) stated that, “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” (p. 10). “There
are five steps are involved in Igatian Pedagogy: context, experience, reflection,
action, evaluation” (Kolvenbach, 1993, p. 21)
5.
Theology Study Program Students
According to the Academic Guideline Book of Theology Study Program
(2012), the Theology Study Program is one of the study programs in Theology
Faculty of Sanata Dharma University, which is aimed to serve the needs of
Indonesian Church (p. 4). It was described that “the students are majority the
candidates of a priest from many congregations or convents” (p.4). This study
program is held during eight semesters, and after the graduation, the students
obtain Sarjana Sastra. According to Cannon of Law, after graduating from the
study, “the priest will fulfill the duties of pastoral ministry such as a parish priest,
a formatter, and a teacher or a lecturer. It depends on the congregation or the
convent” (p. 276).
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter covers some theories employed as the basis for the
discussion. It aims to gain more understanding on the basic principles of the
research, so that the problems stated could be solved. The discussion in this
chapter includes theoretical description that discusses the relevant theories
underlying this research and theoretical framework that focuses on the steps in
developing the designed materials.
A. Theoretical Description
The research aims to develop a set of English reading instructional
materials based on Ignatian Pedagogy for Theology Study Program Students of
Sanata Dharma University. Therefore, in this section, the researcher is going to
discuss about instructional design theory, Ignatian Pedagogy, and teaching
reading.
1.
Instructional Design Theory
According to Kemp (1977), “instructional design is a method of
effectively implementing the instructional process so that the objectives will be
achieved” (p. 5). He explained that it is important to be considered in designing
instructional materials as “it functions to give a guideline for designing the
materials” (p. 5). He suggested a design model to develop instructional materials.
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He proposed eight elements that require constant planning, design, development
and assessment to ensure effective instruction (Kemp, 1977, p. 5).
a.
Determining the Goals, Topics, and General Purposes
According to Kemp (1997), in this step “the designer considers the goals,
lists the topic and states the general purpose of teaching” (p. 15). It is intended to
figure out what the students generally expected to learn because of instruction.
The selection of the topics should be from the simple to complex level, and should
also consider the correlation with the subject content (Kemp, 1997, p.16).
b. Learners’ Characteristic Identification
According to Kemp (1977), in this step “the designer finds out the
characteristics of the learners from whom the instructions are designed” (p. 18).
This step is very important because the students’ characteristics influence the
emphasis in deciding the instructional design (Kemp, 1997, p.18).
c.
Specifying Learning Objectives
According to Kemp (1977), in this step “the designer specifies the learning
objectives so that what students’ performances are expected to achieve are clearly
known” (p. 23). The objectives should be measurable and unambiguous.
d. Listing Subject Content
According to Kemp (1977) “the subject content supports each objective”
(p. 44). It includes the organization of the content and task analysis. In organizing
the content, the designer prepares the outline of the information that will be
taught. Meanwhile, in analyzing the task, the designer lists the procedural
elements that will be employed in teaching (Kemp, 1997, p. 44).
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e.
Pre-assessment
According to Kemp (1977) this step “aims to know the background
knowledge of the students on the topics” (p. 51). Pre-assessment has two kinds of
test, namely pre-requisite testing and pre-testing. The first kind of test aims to
determine whether the students have already had the basic knowledge of the topic.
Meanwhile, the second aims to find which objectives the students have already
mastered (Kemp, 1997, p. 51).
f.
Selecting Teaching-Learning Activities and Instructional Resources
According to Kemp (1977) in this step “the designer selects the teaching
learning activities and instructional resources that treat the subject content so that
the students could accomplish the objectives” (p. 55). The designer could adjust
the materials and methods to support the creation of an effective and efficient
teaching-learning process (Kemp, 1997, p. 55).
g.
Coordinating Support Services
According to Kemp (1977), in this step “the designer coordinates support
services such as budget, facilities, personnel, equipment, and schedules to carry
out the instructional plan” (p. 84). The support services should be well prepared to
prevent any possible constraints in designing the plan (Kemp, 1997, p. 84).
h. Conducting Evaluation
According to Kemp (1977), in this step “the designer evaluates the
learner’s learning in terms of their accomplishment of objectives in order to revise
and re-evaluate any phases of the plan that need improvement” (p. 91). The
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evaluation is conducted to check whether the materials are successfully
implemented for the students (Kemp, 1997, p. 91).
Kemp (1977) explained that “the process of designing and developing the
materials can be started with whichever element the designer is ready to start with
and can be moved back and forth to the other steps” (p. 92). The figure of Kemp’s
model is presented in Figure 2.1.
Goal, topics,
and general
purposes
Learners’
characteristics
Evaluation
Support
service
Teaching-learning
activities and
resources
Revise
Learning
Objectives
Subject
content
Preassessment
Figure 2.1: Kemp’s Instructional Design Model (Kemp, 1977, p. 9)
Kemp’s instructional design model emphasizes the formulating objectives
and the achievements of the instruction. Therefore, in designing the materials, the
adaptation of Kemp’s instructional design model is adapted.
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2.
Ignatian Pedagogy
According to Kolvenbach (1993), “pedagogy is the way in which teachers
accompany learners in their development” (p. 10). He explained that it must
include a world view and a vision of the ideal human person to be educated. These
provide a 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 (p. 10).
Kolvenbach (1993) stated that “Ignatian Pedagogy which is 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” (p. 7). He also added that it is actually “inspired by the
experiences of St. Ignatius recorded in the Spiritual Excercises, in Part IV of the
Constitutions of the Society of Jesus, and in the Jesuit Ration Studiorum” (p. 7).
According to Kolvenbach (1993, p. 3), Ignatian Pedagogy is inspired by
faith. However, 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 universal. This pedagogy from its beginnings
has been eclectic in selection of methods for teaching and learning.
Kolvenbach (1993) stated that “Ignatian pedagogy assumes that world
view and moves one step beyond suggesting more explicit ways in which Ignatian
values can be incarnated in the teaching learning process (p. 20). Besides, he also
stated that “an Ignatian paradigm suggests a host of ways in which teachers might
accompany their students, in order to facilitate learning and growth through
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encounters with truth and explorations of human meaning” (p. 20). Moreover he
explained that “it is a paradigm with inherent potential for going beyond mere
theory to become practical tool and effective instrument for making a difference
in the way we teach and in the way our students learn” (p. 21). According to him
(1993), the model of experience, reflection, and action is not solely an interesting
idea worthy of considerable discussion, nor it is simply an intriguing proposal
calling for lengthy debate (p. 21). The figure of Ignatian paradigm is presented in
Figure 2.2.
Reflection
Experience
Action
Figure 2.2: Ignatian Paradigm (Kolvenbach, 1993, p. 19)
According to Kolvenbach (1993), “a critically important note of the
Ignatian paradigm is the introduction of reflection as an essential dynamic” (p.
20). He explained “for centuries 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
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was communicated has, indeed, been successfully absorbed” (p. 20). Research
over the past two decades has proven time and again, that effective learning
occurs through the interaction of the learner with experience (Kolvenbach, 1993,
p. 21). As a teaching model, learning 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 (Kolvenbach, 1993, p.
21).
2. 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, p. 21).
According to Kolvenbach (1993), “a comprehensive Ignatian Pedagogical
Paradigm must consider the context of learning as well as the more explicitly
pedagogical process (p. 21). In addition, it should point to ways to encourage
openness to growth even after the student has completed any individual learning
cycle (Kolvenbach, 1993, p. 21).
According to Kolvenbach (1993, p. 21) There are five steps are involved in
Ignatian Pedagogy: context; experience; reflection; action; evaluation.
a.
Context of Learning
According to Kolvenbach (1993) “personal care and concern for the
individual, which is the hallmark of Jesuit education, requires that the life
experience, always the starting point in an Ignatian Pedagogy” (p. 20). He
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explained that “we must know as much as we can about the actual context within
which teaching and learning take places” (p. 21). Therefore, he suggested that as
teachers, “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 students” (p. 21). It explains that the actual
context of the students is really important in teaching-learning process.
Therefore, according to Kolvenbach, (1993) “teachers as well as other
members of the school community should take account of” (p. 23):
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. (Kolvenbach, 1993, p. 23).
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 (Kolvenbach, 1993, p. 23).
3) The institutional environment of the school or learning center,
e.i., the complex and often subtle network of norms, expectations
and especially relationships create the atmosphere of school life
(Kolvenbach, 1993, p. 24).
4) What previously acquired concepts students bring with them to
the start of the learning process. Their point of view and insights
that they may have acquired (Kolvenbach, 1993, p. 25).
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b. Experience
Kolvenbach (1993) stated that “in the first place this calls for knowing
facts, concepts, and principles” (p. 25). He explained that “this requires one to
probe the connotation and overtones of words and events, to analyze and evaluate
ideas, to reason” (p. 26). According to him “Ignatius urges that the whole personmind, heart and will-should enter the learning experience” (p. 26). He stated that
“Ignatius encourages use of the imagination and the feelings as well as the mind
in experience” (p. 27).
According to Kolvenvbach (1993, p. 27), we use the term experience to
describe any activity in which in addition to a cognitive grasp of the matter being
considered, some sensation of an affective nature is registered by the student. He
explained that in any experience, “data are perceived by the student cognitively
through questioning, investigating its elements and relationships (p. 27).
Acoording to Kolvenbach (1993, p. 27), human experience may be either
direct or vicarious. He explained that “direct experience is a cognitive knowing,
however, can leave the reader distant and aloof to the human dimensions of the
storm” (p. 27). It occurs in interpersonal experiences such as conversations or
discussions, laboratory investigations, field trips, service projects, participation in
sports, and the like (Kolvenbach, 1993, p. 27).
Kolvenbach (1993, p. 28) noted that in studies direct experience is not
always possible. Learning is often achieved through vicarious experience in
reading, or listening to a teacher. In order to involve student in the learning
experience more fully at a human level, teachers are challenged to stimulate
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students’ imagination and use of the senses precisely so that students can enter the
reality studied more fully. The teacher can use simulations, role playing, use of
audio visual materials and the like that can be helpful (Kolvenbach, 1993, p. 28).
In conclusion, the important thing is not about whether the experience is
direct or vicarious. Kolvenbach (1993) explained that the important thing is
“learners need to be attentive and active in achieving comprehension and
understanding of the human reality that confronts them” (p. 28).
c.
Reflection
According to Kolvenbach (1993), “at this level the memory, the
understanding, imagination and the feelings are used to capture the meaning and
the value of what is being studied” (p. 28). This reflection is a formative and
liberating process. It forms the conscience of the learners in such a manner that
they are led to move beyond knowing, to undertake action (Kolvenbach, 1993, p.
29).
Kolvenbach (1993) noted that “we use the term reflection to mean a
thoughtful consideration of some subject matter, experience, idea, purpose or
spontaneous reaction, in order to grasp its significance more fully” (p. 29).
Kolvenbach (1993, p. 30) stated that a major challenge to a teacher at this stage of
the learning paradigm is to formulate questions that will broaden students’
awareness and impel them to consider view-points of others.
Kolvenbach (1993, p. 31) explained that we know that experience and
reflection are not separable phenomena. It is not possible to have experience
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without some amount of reflection, and all reflection carries with it some
intellectual or affective experiences.
d. Action
According to Kolvenbach (1993), “reflection develops and matures when
it fosters decisions and commitment” (p. 32). The term action refers to internal
human growth based upon experience that has been reflected upon as well as its
manifestation externally (Kolvenbach, 1993, p. 33). It involves two steps:
1) Interiorized Choice
A choice occurs when a person decides that truth is to be his or her
personal point of reference, attitude or predisposition which will affect any
number of decisions (Kolvenbach, 1993, p. 33).
2) Choices Externally Manifested
Kolvenbach (1993), noted that “in time, these meanings, attitudes, values
which have been interiorized, made part of the person, impel the student to act, to
do something consistent with this new conviction” (p. 34). If the meaning was
positive, then the student will likely seek to enhance those conditions in which the
original experience took place. However, if the meaning was negative, then the
student will likely seek to adjust, change, diminish or avoid the conditions and
circumstances in which the original experience took place (Kolvenbach, 1993, p.
34).
e.
Evaluation
All teachers know that from time to time it is important to evaluate a
students’ progress in academic achievement. Daily quizzes, weekly or monthly
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tests and semester examinations are familiar evaluation instrument to assess the
degree of mastery of knowledge and skills achieved.
Kolvenbach (1993, p. 34) stated Ignatian pedagogy, however, aims at
formation which includes but goes beyond academic mastery. Here we are
concerned about students’ well-rounded growth as persons for others. Thus,
periodic evaluation of the student’s growth in attitudes, priorities and actions
consistent with being a person for others is essential.
According to Kolvenbach (1993, p. 35), useful pedagogical approaches
include mentoring, review of student journals, student self-evaluation in light of
personal growth profiles, as well as review of leisure time activities and voluntary
service to others. This can be a privileged moment for a teacher both to
congratulate and encourage the student for progress made.
Kolvenbach (1993) explained that “this model of proceeding can thus
become an effective ongoing pattern for learning as well as a stimulus to remain,
open to growth throughout a lifetime” (p. 36).
3.
Teaching Reading
Theories of teaching reading that will be explained consist of the nature of
reading, reading skills, and reading techniques.
a.
The nature of reading
Reading is an activity that people usually do. People read something while
they are walking, driving, sitting and doing many activities in their daily life.
Reading, as suggested by Grabe and Stoller (2002) was “the ability to draw
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meaning from the principal page and interpret this information appropriately” (p.
9). Nunan (1989) stated that “reading is an interactive process between what a
reader already knows about a given topic or subject and what writers write” (p.
33). He highlighted a relationship between reader’s background knowledge and
the text. Background knowledge of the learners determines the success of
comprehending a text. Moreover, Nunan discovered that “background knowledge
is more important factor in reading than grammatical complexity” (p. 33).
Another definition from Johnston (1983), “reading is a complex behavior
which involves conscious and unconscious use of various of strategies, including
problem-solving strategies, to build a model of the meaning which the writer is
assumed to have intended”( as cited in Mikulecky, Beatrice, 1990, p. 17).
Therefore, it can be concluded that reading is an interactive process of interpreting
message from a text which involves readers’ background knowledge and the
context of reading situation.
b. Reading Skill
According to Hughes (1989, p. 47) there are two sub-skills of reading
comprehension. They are macro skill and micro skill. The term “macro skill”
refers to understanding the general ideas in the text (e.g., information, gist,
argument) while “micro skill” refers to recognizing and interpreting the linguistic
features of the text (e.g., referents, word meanings, discourse indicators). In this
research, the researcher uses micro skill to design the materials (Hughes, 1989, p.
47).
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According to Pearson and Fielding’s generative learning quoted by
Urquhart and Weir (1988), there are three phases that are used in teaching reading.
They are “pre-reading activities, whilst reading activities, and post reading
activities” (p. 183). Each phase will be further explained as follows.
1) Pre-reading Activities
This phase is to activate students’ knowledge about the text and motivate
students so that they will have interest in reading. The basic principles for prereading activities are:
a.
Teaching vocabulary
New vocabulary is attending to facilitate comprehension. Sometimes
students abandon reading assignments because they have difficulties in
understanding some vocabulary. Students need to know new vocabulary related to
the topic in order to help them understand the text. According to Anderson (
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DESIGNING A SET OF ENGLISH
READING INSTRUCTIONAL MATERIALS
BASED ON IGNATIAN PEDAGOGY
FOR THEOLOGY STUDY PROGRAM STUDENTS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana pendidikan Degree
in English Language Education
By
Leonardus Okta Supria
Student Number: 091214137
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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MATTHEW
7
Ask, and it will be
given to you; search,
and you will find;
knock, and the
door will be opened to
you.
8
Everyone who asks
receives; everyone who
searches finds;
everyone who
knocks willhave the
door opened.
I dedicated this thesis to
my beloved mother and father
my handsome brothers
my dearest girlfriend
everyone I love
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ABSTRACT
Supria, Leonardus Okta. 2013. Designing a Set of English Reading Instructional
Materials Based on Ignatian Pedagogy for Theology Study Program Students.
Yogyakarta: English Language Education Study Program, Sanata Dharma
University.
English is one of the subjects in Theology Study Program of Sanata
Dharma University. Reading is one of the skills that the students have while they
are learning English. However, there is no specific reading materials that facilitate
the students to improve their reading skills. Based on this fact, this research
aimed at developing a set of English reading instructional materials based on
Ignatian Pedagogy for Theology Study Program students of Sanata Dharma
University.
There were two questions formulated in the research problem. The
questions were (1) How is a set of English reading instructional materials based
on Ignatian Pedagogy for Theology Study Program students of Sanata Dharma
Univeristy designed? (2) What does the designed set of English reading
instructional materials look like?
In this research, the researcher adopted Research and Development (R&D)
method to answer the first question in the research problem. The researcher
employed five steps of R&D cycle. They were (1) research and information
collecting, (2) planning, (3) develop preliminary form of product, (4) preliminary
field testing, and (5) main product revision. Besides, the researcher employed the
adaptation of Kemp’s model as the realization of R&D method. The researcher
employed six steps of Kemp’s model. They were (1) determining goals, topics,
and general purposes, (2) specifying learning objectives, (3) listing subject
content, (4) selecting teaching learning activities and instructional resources, (5)
evaluating the designed materials, and (6) revising the designed materials.
The researcher distributed questionnaires to 22 students semester one of
Theology Study Program to get the data to design the materials. Afterwards, the
designed materials were evaluated by four lecturers of the English Language
Education Study Program of Sanata Dharma University to obtain opinions and
suggestions. The results of the evaluation questionnaires showed that the designed
materials were acceptable and appropriate.
The researcher designed the final version of the designed materials after
revising it to answer the second question in the research problem. In this research,
Ignatian Pedagogy was employed as the basis in designing the materials. The
designed materials consist of four units. Finally, the researcher expects that the
designed materials could give benefits both the students and the English lecturers
in Theology Study Program.
Key words: Instructional materials, Ignatian Pedagogy, Reading
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ABSTRAK
Supria, Leonardus Okta. 2013. Designing a Set of English Reading Instructional
Materials Based on Ignatian Pedagogy for Theology Students. Yogyakarta:
Program Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Bahasa Inggris merupakan salah satu mata kuliah di Program Studi Ilmu
Teologi Universitas Sanata Dharma. Reading merupakan salah satu keterampilan
yang mahasiswa miliki ketika belajar bahasa Inggris. Akan tetapi, materi khusus
reading yang mendukung mahasiswa untuk mengembangkan keterampilan reading
mahasiswa tidak tersedia. Dengan demikian, penelitian ini bertujuan untuk
mengembangkan seperangkat materi reading berbahasa Inggris berdasarkan
Pedagogi Ignasian untuk mahasiswa Program Studi Ilmu Teologi, Universitas
Sanata Dharma.
Ada dua pertanyaan di dalam rumusan masalah. Pertanyaan-pertanyaan
itu adalah (1) Bagaimana seperangkat materi reading berbahasa Inggris
berdasarkan Pedagogi Ignasian untuk mahasiswa Program Studi Ilmu Teologi,
Universitas Sanata Dharma dirancang? (2) Bagaimana penyajian materi reading
yang sudah dirancang tersebut?
Di dalam penelitian ini, peneliti mengadaptasi metode Educational
Research and Development (R&D) untuk menjawab pertanyaan pertama di
dalam rumusan masalah. Peneliti menerapkan lima langkah dari metode R&D.
Langkah-langkah tersebut adalah (1) penelitian dan pengumpulan informasi, (2)
perencanaan, (3) pengembangan bentuk awal produk, (4) evaluasi produk, dan
(5) perbaikan produk. Disamping itu, peneliti mengadaptasi model Kemp sebagai
realisasi metode R&D. Peneliti menerapkan 6 langkah dari Kemp. Langkah –
langkah tersebut adalah (1) perumusan tujuan, topik, dan tujuan umum, (2)
perumusan tujuan khusus, (3) perincian isi materi, (4) pemilihan kegiatan proses
belajar mengajar dan sumber instruksional, (5) pengevaluasian materi, dan (6)
perbaikan materi
Peneliti menyebarkan kuesioner kepada 22 mahasiswa semester satu
Program Studi Ilmu Teologi untuk mendapatkan data untuk mendisain
seperangkat materi reading. Sesudah itu, materi yang sudah didisain dievaluasi
oleh empat dosen dari Program Studi Pendidikan Bahasa Inggris, Universitas
Sanata Dharma untuk mendapatkan pendapat dan saran. Hasil kuesioner
menunjukkan bahwa materi yang didisain dapat diterima dan digunakan.
Peneliti menyajikan versi akhir dari materi yang sudah didisain setelah
merevisinya untuk menjawab pertanyaan kedua di dalam rumusan masalah. Di
dalam penelitian ini, Pedagogi Ignasian diterapkan sebagai dasar dalam
merancang materi ini. Rancangan materi ini terdiri dari empat unit. Akhirnya,
peneliti mengharapkan materi yang sudah didisain ini dapat memberi manfaat
baik untuk mahasiswa maupun untuk dosen bahasa Inggris di Program Studi Ilmu
Teologi.
Kata kunci: Materi instruksional, Pedagogi Ignasian, Reading
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ACKNOWLEDGEMENTS
First and foremost, I would like to express my greatest gratitude and praise
to the Almighty Jesus Christ for His mercy, guidance, and blessings in my whole
life. He always provides a way when there seems to be no ways. His mercy and
His love help me accomplish this thesis, so that I am able to obtain my Sarjana
Pendidikan Degree. Everything is possible to Him.
My deep gratitude goes to my advisor, Agustinus Hardi Prasetyo, S.Pd.,
M.A., for his patience, support, encouragement, guidance, and contribution of
ideas in guiding me to accomplish my thesis. In addition, I am very grateful to C.
Tutyandari, S.Pd., M.Pd., C. Kristiyani S.Pd., M.Pd., Henny Herawati, S.Pd.,
M.Hum., and Rm. Harjanto for willingly spending their time evaluating the
designed materials. Besides, my special appreciation also goes to all lecturers of
the English Education Study Program for teaching and guiding me during my
study in Sanata Dharma University. My great thanks go to PBI staff, mbak Danik
and mbak Tari, for giving me services sincerely.
I warmly thank the dean of the Theology faculty of Sanata Dharma
Univeristy, Dr. E. Pranawa Dhatu Martasudjita, Pr. and the chair person of
Theology Study Program Dr. Y. B. Prasetyantha, MSF. for their help, guidance
to conduct my research in the Theology Study Program. I also address my thank
to the first semester students of Theology study program of Sanata Dharma
Univeristy for their willingness and help in filling the questionnaires distributed.
My gratefulness goes to my lovely parents, my beloved mother Yustina
Sutari and My father M. Munandar, my beloved brothers P. Cahyo Edi
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Saputra and Leo Adi Setiawan, S.Pd., my aunt Theresia Sukarti, my beloved
causin G.N. Yanu Kundhy Ardihina for their irreplaceable care, love, support,
patience and advice they have given to me. They always stay with me wherever
and whatever I am. They teach me the best thing to live and inspire me how to
live.
I never forget my friends in PBI 2009: Br. Markus, Sr. Anselina, Helen,
Pipit, Niken, Sekar, Ita, Bertha, Denai, Friska, Nana, Hani, Risa, Dimas,
Wily and Wanda. These people always give me support and courage to
accomplish my thesis. They have given me suggestions to improve my thesis. I
also thank them for all happy and sad moments that we have had during the study
in Sanata Dharma Univeristy.
In addition, I am very grateful to my boarding house friends: mas M. Jati
Kurniawan and mas Saji Prayoga. I thank them for the unforgettable moments
we have experienced together.
Last but not least, I would also express my appreciation to those who have
given me a hand, whom I have not mentioned. May God bless us forever.
Leonardus Okta Supria
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TABLE OF CONTENTS
TITLE PAGE ......................................................................................................i.....
APPROVAL PAGE ...........................................................................................i.i......
DEDICATION PAGE .......................................................................................i.v.......
STATEMENT OF WORKS’ ORIGINALITY ..................................................v.......
PERNYATAAN PERSETUJUAN PUBLIKASI ..................................................v..i......
ABSTRACT ......................................................................................................v..i.i.....
ABSTRAK .........................................................................................................v..i..i.i....
ACKNOWLEDGEMENTS ...............................................................................ix
.......
TABLE OF CONTENTS ..................................................................................x..i......
LIST OF TABLES ............................................................................................x..i.v.....
LIST OF FIGURES ...........................................................................................x..v......
LIST OF APPENDICES ..................................................................................x..v..i.....
CHAPTER I. INTRODUCTION ....................................................................1.......
A. Research Background .................................................................................1...
B. Research Problem .......................................................................................4..
C. Problem Limitation .....................................................................................4.......
D. Research Objectives.....................................................................................5.
E. Research Benefits...................................................................................
5
F. Definition of Terms .....................................................................................6.......
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CHAPTER II. R EVIEW OF RELATED LITERATURE ..........................9..
A. Theoretical Description ...............................................................................9.......
1.
Instructional Design Theory .......................................................................9........
2.
Ignatian Pedagogy ......................................................................................13
........
3.
Teaching Reading ......................................................................................20
.......
B. Theoritical Framework ...............................................................................26
........
CHAPTER III. METHODOLOGY ..............................................................31
........
A. Research Method ......................................................................................3..1.......
B. Research Participants .................................................................................35
........
C. Research Instrument ...................................................................................3..6....
D. Data Gathering Technique ........................................................................3..8......
E. Data Analysis Technique ...........................................................................3..8.....
F. Research Procedure ....................................................................................40
.......
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ...................42
.....
A. Steps in Designing the Instructional Reading Materials ............................42
........
1.
Research and Information Collecting ........................................................43
........
2.
Planning .....................................................................................................50
........
3.
Develop Preliminary Form of Product ..................................................
4.
Preliminary Field Testing ..........................................................................5..8.......
5.
Main Product Revision ..............................................................................6..6.......
57
B. Presentation of the Designed Set of the Reading Materials ......................6..8.....
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CHAPTER V. CONCLUSIONS AND SUGGESTIONS ............................71
.........
A. Conclusions ...............................................................................................71
........
B. Suggestions ................................................................................................73
........
REFERENCES ...............................................................................................7..5......
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LIST OF TABLES
Table 3.1: The Blueprint of the Summary of the Respondents’
Background ................................................................................. 36
Table 4.1: Summary of the Results of the Questionnaires ..............................43
..........
Table 4.2: Topics and Subtopics of the Designed Set of the Materials ...........51
.........
Table 4.3: Basic Competence ..........................................................................51
.........
Table 4.4: Learning Indicators .........................................................................54
.........
Table 4.5: The Summary of the Respondent ...................................................5..9...
Table 4.6: The Frequency of The Respondents’ Opinions ..............................60
..
Table 4.7: Presentation of the Designed Set of the Materials ..........................6..8.......
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LIST OF FIGURES
Figure 2.1: Kemp’s Instructional Design Model ..............................................1..2......
Figure 2.2: Ignatian Paradigm ...........................................................................1..4....
Figure 2.3: The Combination of R&D and Kemp’s Model ..............................27
........
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LIST OF APPENDICES
Apenndix A: Letter of Permission ....................................................................7..7......
Apenndix B: Questionnaire of Research and Information Collecting .............78
.........
Apenndix C: Questionnaire of Feedback Gathering ........................................8..4......
Apenndix D: Overview of the Designed Materials ..................................
89
Apenndix E: Syllabus .......................................................................................9..4.......
Apenndix F: Lesson Plan ................................................................................1..1..1......
Apenndix G: Presentation of the Designed Materials
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CHAPTER I
INTRODUCTION
This chapter is divided into six sections, namely research background,
research problem, problem limitation, research objectives, research benefits, and
definition of terms.
A. Research Background
McKay (2012) noted “English has spread around the world as a result of
international trade, travel, and industry” (p.18). English is an important language
for those who deal with international activities to share information, ideas, and
knowledge. Therefore, English becomes one of the subjects taught in formal
school in Indonesia.
According to the Academic Guideline Book of Theology Study Program
(2012), the Theology Study Program as an institution has a vision to be a superior
study program in international level especially in scientific and contextual
Christian faith reflection through learning, studies, and pastoral ministry for
people in dignified ecclesiastic and national life (p. 4). The purpose is to serve the
needs of Indonesian Church, in which the students should be prophetic and they
should have professional ministers in the entire world including Indonesia
(Academic Guideline Book, 2012, p. 4). Therefore, the Theology Study Program
of Theology Faculty of Sanata Dharma University has English as one of “Mata
Kuliah Berkarya” subjects which the students must learn. According to the
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Academic Guideline Book (2012), the objectives are “students can master basic
English vocabulary, understand basic English grammatical constructions, and
comprehend texts especially those related to religion studies, such as preface to
Good News New Testament, Hercules, Herod, Other Herods, Isaiah, etc.” (p. 32).
Besides, it prepares the students to have three excellences which are to be able to
reflect and communicate critically Christian faith in the Indonesian context, to be
responsible for facing people problem, and to create justice and friendly for all
creation (Academic Guideline Book, 2012, p. 4).
There are four skills that the students deal with while they are learning
English in the Theology Study Program, namely listening, speaking, reading and
writing. All of these skills are conducted in the teaching-learning process in order
to help the students achieve the objectives of the subject. However, in this
research, the researcher’s focus was on the reading skill. The researcher is
interested in designing a set of English reading instructional materials based on
Ignatian Pedagogy for the Theology Study Program students of Sanata Dharma
University, since there are no specific reading materials that could be used to help
the students reach the objectives of the subject. Anderson described that “reading
is the basis to learn essential skill because it is the most important skill to master,
in order to ensure success in learning in any content class where reading in
English is required” (as cited in Nunan, 2003, p. 11). Wallace (1992) stated that
“reading as one of the skills plays an important role in English language because
reading is the awareness of the way we use language” (p. 3). Furthermore, Grabe
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and Stoller (2002) described that “reading is the ability to draw meaning from the
principal page and interpret the information appropriately” (p. 9).
In designing the set of English reading instructional materials the
researcher employed Ignatian Pedagogy. Kolvenbach (1993) noted that “the
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” (p. 18). He also stated that “it is a
paradigm with inherent potential for going beyond mere theory to become
practical tool and effective instrument for making a difference in the way we teach
and in the way our students learn” (p. 19). Based on this understanding, it is
appropriate for employing Ignatian Pedagogy to help the students achieve the
objectives of the subject. Besides, the Theology Study Program is one of the study
programs in Jesuit Univeristy. Kolvenbach (1993) stated that “Ignatian Pedagogy
is intended not only for formal education provided in jesuit schools, colleges and
univeristies, but it can be helpful in every form of educational service” (p. 3).
According to Kolvenbach (1993), “Ignatian pedagogy assumes that world view
and moves one step beyond suggesting more explicit ways in which Ignatian
values can be incarnated in the teaching learning process” (p. 10).
In conclusion, the reasons for designing are based on two considerations.
First, there are no specific reading materials which are available to help the
students achieve the objectives of the subject. Therefore, the researcher wants to
provide a set of English reading instructional materials. Second, many written
works related to Theology which are important to support the teaching-learning
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process are written in English. The researcher expects the materials will help the
students to reach the objectives of the subject and will improve the students’
reading skill.
B. Research Problem
The problems of this research can be formulated as follows:
1.
How is a set of English reading instructional materials based on Ignatian
Pedagogy for Theology Study Program students of Sanata Dharma University
designed?
2.
What does the designed set of English reading instructional materials look
like?
C. Problem Limitation
This research is limited to designing a set of English reading instructional
materials based on Ignatian Pedagogy for the first semester students of Theology
Study Program of Sanata Dharma University. As stated in the research problem,
there are two reasons why the researcher chose reading. First, there are no
available reading materials yet to facilitate the students to achieve the objectives
of the subject. Second, many written works the students deal with are written in
English. It is for the first semester, since English especially reading is taught in
this semester. The course runs from August to january every year. It is conducted
on every Monday in this semester. It runs for 100 minutes.
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D. Research Objectives
The objectives of this research are as follows:
1.
To find out how the set of English reading instructional materials based on
Ignatian Pedagogy for Theology Study Program students of Sanata Dharma
University is designed.
2.
To present the designed set of English reading instructional materials based
on Ignatian Pedagogy for Theology Study Program students of Sanata
Dharma University.
E.
Research Benefits
The researcher expected that this research would contribute some benefits
for the students of Theology Study Program, English lecturers of Theology Study
Program, English Language Education Study Program, and instructional
designers.
1.
Students of Theology Study Program
The researcher hopes the designed materials help the students improve
their reading skill. The students will be motivated to learn English and interested
in reading English materials. Moreover, the students are able to reach the
objectives of the subject. They can improve their vocabulary, grammar
constructions, and their skill when they are dealing with English written text.
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2.
English lecturers of Theology Study Program
The researcher hopes the designed material can function as the main book
to help the English lecturers in the Theology Study Program improve their
techniques and strategies in teaching reading.
3.
English Language Education Study Program
The researcher hopes the designed materials serve as one of the references
to improve the techniques and strategies both lectures and students in the English
Language Education Study Program since they are dealing with teaching-learning
process.
4.
Instructional Designers
The researcher hopes the designed materials help other designers to be
more creative and innovative in designing reading instructional materials.
F. Definition of Terms
All the terms used in this research are defined in such a way so that they
will be appropriate for the topic being discussed as well as the objectives of this
research. The terms that will be defined are design, instructional materials,
reading, Ignatian Pedagogy, and Theology Study Program students.
1.
Design
Kemp (1977) described that “design is a plan which is applied in every
level of education and it has three essential elements” (p.8). According to Kemp
(1977), the three esential elements are “objectives of the learning activities,
resources, and evaluation” (p.8). Related to this research, design is a plan to
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arrange a new set of English reading instructional materials based on Ignatian
Pedagogy to facilitate the Theology Study Program students in the teachinglearning process.
2.
Instructional Materials
According to Dick and Raiser (1989), “English instructional materials refers
to the printed materials such as handouts, textbook or magazines which are
selected or made by the teacher for the teaching materials” (p.3). He also
explained that the materials can be in the form of “printed materials, computer –
assisted instruction and televised instruction” (p.3). In this research, the English
instructional materials can be defined as all forms of the materials which are
appropriate for the teaching materials.
3.
Reading
Mitchell (1982) defined that “reading is the ability to make sense of
written or printed symbols” (p. 67). According to Nunan (2003), reading was
defined as “a fluent readers combining information of a text and their own
background knowledge to build meaning” (p. 68). The meaning of reading in this
research is the ability of the students to understand the information from the text.
4.
Ignatian Pedagogy
According to (Kolvenbach (1993), Ignatian Pedagogy which is “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” (p. 10). He explained that “it is actually inspired by the
experiences of St. Ignatius recorded in the Spiritual Excercises, in Part IV of the
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Constitutions of the Society of Jesus, and in the Jesuit Ration Studiorum” (p. 10).
In addition, Kolvenbach (1993) stated that, “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” (p. 10). “There
are five steps are involved in Igatian Pedagogy: context, experience, reflection,
action, evaluation” (Kolvenbach, 1993, p. 21)
5.
Theology Study Program Students
According to the Academic Guideline Book of Theology Study Program
(2012), the Theology Study Program is one of the study programs in Theology
Faculty of Sanata Dharma University, which is aimed to serve the needs of
Indonesian Church (p. 4). It was described that “the students are majority the
candidates of a priest from many congregations or convents” (p.4). This study
program is held during eight semesters, and after the graduation, the students
obtain Sarjana Sastra. According to Cannon of Law, after graduating from the
study, “the priest will fulfill the duties of pastoral ministry such as a parish priest,
a formatter, and a teacher or a lecturer. It depends on the congregation or the
convent” (p. 276).
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter covers some theories employed as the basis for the
discussion. It aims to gain more understanding on the basic principles of the
research, so that the problems stated could be solved. The discussion in this
chapter includes theoretical description that discusses the relevant theories
underlying this research and theoretical framework that focuses on the steps in
developing the designed materials.
A. Theoretical Description
The research aims to develop a set of English reading instructional
materials based on Ignatian Pedagogy for Theology Study Program Students of
Sanata Dharma University. Therefore, in this section, the researcher is going to
discuss about instructional design theory, Ignatian Pedagogy, and teaching
reading.
1.
Instructional Design Theory
According to Kemp (1977), “instructional design is a method of
effectively implementing the instructional process so that the objectives will be
achieved” (p. 5). He explained that it is important to be considered in designing
instructional materials as “it functions to give a guideline for designing the
materials” (p. 5). He suggested a design model to develop instructional materials.
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He proposed eight elements that require constant planning, design, development
and assessment to ensure effective instruction (Kemp, 1977, p. 5).
a.
Determining the Goals, Topics, and General Purposes
According to Kemp (1997), in this step “the designer considers the goals,
lists the topic and states the general purpose of teaching” (p. 15). It is intended to
figure out what the students generally expected to learn because of instruction.
The selection of the topics should be from the simple to complex level, and should
also consider the correlation with the subject content (Kemp, 1997, p.16).
b. Learners’ Characteristic Identification
According to Kemp (1977), in this step “the designer finds out the
characteristics of the learners from whom the instructions are designed” (p. 18).
This step is very important because the students’ characteristics influence the
emphasis in deciding the instructional design (Kemp, 1997, p.18).
c.
Specifying Learning Objectives
According to Kemp (1977), in this step “the designer specifies the learning
objectives so that what students’ performances are expected to achieve are clearly
known” (p. 23). The objectives should be measurable and unambiguous.
d. Listing Subject Content
According to Kemp (1977) “the subject content supports each objective”
(p. 44). It includes the organization of the content and task analysis. In organizing
the content, the designer prepares the outline of the information that will be
taught. Meanwhile, in analyzing the task, the designer lists the procedural
elements that will be employed in teaching (Kemp, 1997, p. 44).
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e.
Pre-assessment
According to Kemp (1977) this step “aims to know the background
knowledge of the students on the topics” (p. 51). Pre-assessment has two kinds of
test, namely pre-requisite testing and pre-testing. The first kind of test aims to
determine whether the students have already had the basic knowledge of the topic.
Meanwhile, the second aims to find which objectives the students have already
mastered (Kemp, 1997, p. 51).
f.
Selecting Teaching-Learning Activities and Instructional Resources
According to Kemp (1977) in this step “the designer selects the teaching
learning activities and instructional resources that treat the subject content so that
the students could accomplish the objectives” (p. 55). The designer could adjust
the materials and methods to support the creation of an effective and efficient
teaching-learning process (Kemp, 1997, p. 55).
g.
Coordinating Support Services
According to Kemp (1977), in this step “the designer coordinates support
services such as budget, facilities, personnel, equipment, and schedules to carry
out the instructional plan” (p. 84). The support services should be well prepared to
prevent any possible constraints in designing the plan (Kemp, 1997, p. 84).
h. Conducting Evaluation
According to Kemp (1977), in this step “the designer evaluates the
learner’s learning in terms of their accomplishment of objectives in order to revise
and re-evaluate any phases of the plan that need improvement” (p. 91). The
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evaluation is conducted to check whether the materials are successfully
implemented for the students (Kemp, 1997, p. 91).
Kemp (1977) explained that “the process of designing and developing the
materials can be started with whichever element the designer is ready to start with
and can be moved back and forth to the other steps” (p. 92). The figure of Kemp’s
model is presented in Figure 2.1.
Goal, topics,
and general
purposes
Learners’
characteristics
Evaluation
Support
service
Teaching-learning
activities and
resources
Revise
Learning
Objectives
Subject
content
Preassessment
Figure 2.1: Kemp’s Instructional Design Model (Kemp, 1977, p. 9)
Kemp’s instructional design model emphasizes the formulating objectives
and the achievements of the instruction. Therefore, in designing the materials, the
adaptation of Kemp’s instructional design model is adapted.
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2.
Ignatian Pedagogy
According to Kolvenbach (1993), “pedagogy is the way in which teachers
accompany learners in their development” (p. 10). He explained that it must
include a world view and a vision of the ideal human person to be educated. These
provide a 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 (p. 10).
Kolvenbach (1993) stated that “Ignatian Pedagogy which is 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” (p. 7). He also added that it is actually “inspired by the
experiences of St. Ignatius recorded in the Spiritual Excercises, in Part IV of the
Constitutions of the Society of Jesus, and in the Jesuit Ration Studiorum” (p. 7).
According to Kolvenbach (1993, p. 3), Ignatian Pedagogy is inspired by
faith. However, 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 universal. This pedagogy from its beginnings
has been eclectic in selection of methods for teaching and learning.
Kolvenbach (1993) stated that “Ignatian pedagogy assumes that world
view and moves one step beyond suggesting more explicit ways in which Ignatian
values can be incarnated in the teaching learning process (p. 20). Besides, he also
stated that “an Ignatian paradigm suggests a host of ways in which teachers might
accompany their students, in order to facilitate learning and growth through
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encounters with truth and explorations of human meaning” (p. 20). Moreover he
explained that “it is a paradigm with inherent potential for going beyond mere
theory to become practical tool and effective instrument for making a difference
in the way we teach and in the way our students learn” (p. 21). According to him
(1993), the model of experience, reflection, and action is not solely an interesting
idea worthy of considerable discussion, nor it is simply an intriguing proposal
calling for lengthy debate (p. 21). The figure of Ignatian paradigm is presented in
Figure 2.2.
Reflection
Experience
Action
Figure 2.2: Ignatian Paradigm (Kolvenbach, 1993, p. 19)
According to Kolvenbach (1993), “a critically important note of the
Ignatian paradigm is the introduction of reflection as an essential dynamic” (p.
20). He explained “for centuries 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
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was communicated has, indeed, been successfully absorbed” (p. 20). Research
over the past two decades has proven time and again, that effective learning
occurs through the interaction of the learner with experience (Kolvenbach, 1993,
p. 21). As a teaching model, learning 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 (Kolvenbach, 1993, p.
21).
2. 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, p. 21).
According to Kolvenbach (1993), “a comprehensive Ignatian Pedagogical
Paradigm must consider the context of learning as well as the more explicitly
pedagogical process (p. 21). In addition, it should point to ways to encourage
openness to growth even after the student has completed any individual learning
cycle (Kolvenbach, 1993, p. 21).
According to Kolvenbach (1993, p. 21) There are five steps are involved in
Ignatian Pedagogy: context; experience; reflection; action; evaluation.
a.
Context of Learning
According to Kolvenbach (1993) “personal care and concern for the
individual, which is the hallmark of Jesuit education, requires that the life
experience, always the starting point in an Ignatian Pedagogy” (p. 20). He
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explained that “we must know as much as we can about the actual context within
which teaching and learning take places” (p. 21). Therefore, he suggested that as
teachers, “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 students” (p. 21). It explains that the actual
context of the students is really important in teaching-learning process.
Therefore, according to Kolvenbach, (1993) “teachers as well as other
members of the school community should take account of” (p. 23):
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. (Kolvenbach, 1993, p. 23).
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 (Kolvenbach, 1993, p. 23).
3) The institutional environment of the school or learning center,
e.i., the complex and often subtle network of norms, expectations
and especially relationships create the atmosphere of school life
(Kolvenbach, 1993, p. 24).
4) What previously acquired concepts students bring with them to
the start of the learning process. Their point of view and insights
that they may have acquired (Kolvenbach, 1993, p. 25).
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b. Experience
Kolvenbach (1993) stated that “in the first place this calls for knowing
facts, concepts, and principles” (p. 25). He explained that “this requires one to
probe the connotation and overtones of words and events, to analyze and evaluate
ideas, to reason” (p. 26). According to him “Ignatius urges that the whole personmind, heart and will-should enter the learning experience” (p. 26). He stated that
“Ignatius encourages use of the imagination and the feelings as well as the mind
in experience” (p. 27).
According to Kolvenvbach (1993, p. 27), we use the term experience to
describe any activity in which in addition to a cognitive grasp of the matter being
considered, some sensation of an affective nature is registered by the student. He
explained that in any experience, “data are perceived by the student cognitively
through questioning, investigating its elements and relationships (p. 27).
Acoording to Kolvenbach (1993, p. 27), human experience may be either
direct or vicarious. He explained that “direct experience is a cognitive knowing,
however, can leave the reader distant and aloof to the human dimensions of the
storm” (p. 27). It occurs in interpersonal experiences such as conversations or
discussions, laboratory investigations, field trips, service projects, participation in
sports, and the like (Kolvenbach, 1993, p. 27).
Kolvenbach (1993, p. 28) noted that in studies direct experience is not
always possible. Learning is often achieved through vicarious experience in
reading, or listening to a teacher. In order to involve student in the learning
experience more fully at a human level, teachers are challenged to stimulate
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students’ imagination and use of the senses precisely so that students can enter the
reality studied more fully. The teacher can use simulations, role playing, use of
audio visual materials and the like that can be helpful (Kolvenbach, 1993, p. 28).
In conclusion, the important thing is not about whether the experience is
direct or vicarious. Kolvenbach (1993) explained that the important thing is
“learners need to be attentive and active in achieving comprehension and
understanding of the human reality that confronts them” (p. 28).
c.
Reflection
According to Kolvenbach (1993), “at this level the memory, the
understanding, imagination and the feelings are used to capture the meaning and
the value of what is being studied” (p. 28). This reflection is a formative and
liberating process. It forms the conscience of the learners in such a manner that
they are led to move beyond knowing, to undertake action (Kolvenbach, 1993, p.
29).
Kolvenbach (1993) noted that “we use the term reflection to mean a
thoughtful consideration of some subject matter, experience, idea, purpose or
spontaneous reaction, in order to grasp its significance more fully” (p. 29).
Kolvenbach (1993, p. 30) stated that a major challenge to a teacher at this stage of
the learning paradigm is to formulate questions that will broaden students’
awareness and impel them to consider view-points of others.
Kolvenbach (1993, p. 31) explained that we know that experience and
reflection are not separable phenomena. It is not possible to have experience
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without some amount of reflection, and all reflection carries with it some
intellectual or affective experiences.
d. Action
According to Kolvenbach (1993), “reflection develops and matures when
it fosters decisions and commitment” (p. 32). The term action refers to internal
human growth based upon experience that has been reflected upon as well as its
manifestation externally (Kolvenbach, 1993, p. 33). It involves two steps:
1) Interiorized Choice
A choice occurs when a person decides that truth is to be his or her
personal point of reference, attitude or predisposition which will affect any
number of decisions (Kolvenbach, 1993, p. 33).
2) Choices Externally Manifested
Kolvenbach (1993), noted that “in time, these meanings, attitudes, values
which have been interiorized, made part of the person, impel the student to act, to
do something consistent with this new conviction” (p. 34). If the meaning was
positive, then the student will likely seek to enhance those conditions in which the
original experience took place. However, if the meaning was negative, then the
student will likely seek to adjust, change, diminish or avoid the conditions and
circumstances in which the original experience took place (Kolvenbach, 1993, p.
34).
e.
Evaluation
All teachers know that from time to time it is important to evaluate a
students’ progress in academic achievement. Daily quizzes, weekly or monthly
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tests and semester examinations are familiar evaluation instrument to assess the
degree of mastery of knowledge and skills achieved.
Kolvenbach (1993, p. 34) stated Ignatian pedagogy, however, aims at
formation which includes but goes beyond academic mastery. Here we are
concerned about students’ well-rounded growth as persons for others. Thus,
periodic evaluation of the student’s growth in attitudes, priorities and actions
consistent with being a person for others is essential.
According to Kolvenbach (1993, p. 35), useful pedagogical approaches
include mentoring, review of student journals, student self-evaluation in light of
personal growth profiles, as well as review of leisure time activities and voluntary
service to others. This can be a privileged moment for a teacher both to
congratulate and encourage the student for progress made.
Kolvenbach (1993) explained that “this model of proceeding can thus
become an effective ongoing pattern for learning as well as a stimulus to remain,
open to growth throughout a lifetime” (p. 36).
3.
Teaching Reading
Theories of teaching reading that will be explained consist of the nature of
reading, reading skills, and reading techniques.
a.
The nature of reading
Reading is an activity that people usually do. People read something while
they are walking, driving, sitting and doing many activities in their daily life.
Reading, as suggested by Grabe and Stoller (2002) was “the ability to draw
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meaning from the principal page and interpret this information appropriately” (p.
9). Nunan (1989) stated that “reading is an interactive process between what a
reader already knows about a given topic or subject and what writers write” (p.
33). He highlighted a relationship between reader’s background knowledge and
the text. Background knowledge of the learners determines the success of
comprehending a text. Moreover, Nunan discovered that “background knowledge
is more important factor in reading than grammatical complexity” (p. 33).
Another definition from Johnston (1983), “reading is a complex behavior
which involves conscious and unconscious use of various of strategies, including
problem-solving strategies, to build a model of the meaning which the writer is
assumed to have intended”( as cited in Mikulecky, Beatrice, 1990, p. 17).
Therefore, it can be concluded that reading is an interactive process of interpreting
message from a text which involves readers’ background knowledge and the
context of reading situation.
b. Reading Skill
According to Hughes (1989, p. 47) there are two sub-skills of reading
comprehension. They are macro skill and micro skill. The term “macro skill”
refers to understanding the general ideas in the text (e.g., information, gist,
argument) while “micro skill” refers to recognizing and interpreting the linguistic
features of the text (e.g., referents, word meanings, discourse indicators). In this
research, the researcher uses micro skill to design the materials (Hughes, 1989, p.
47).
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According to Pearson and Fielding’s generative learning quoted by
Urquhart and Weir (1988), there are three phases that are used in teaching reading.
They are “pre-reading activities, whilst reading activities, and post reading
activities” (p. 183). Each phase will be further explained as follows.
1) Pre-reading Activities
This phase is to activate students’ knowledge about the text and motivate
students so that they will have interest in reading. The basic principles for prereading activities are:
a.
Teaching vocabulary
New vocabulary is attending to facilitate comprehension. Sometimes
students abandon reading assignments because they have difficulties in
understanding some vocabulary. Students need to know new vocabulary related to
the topic in order to help them understand the text. According to Anderson (