DESIGNING A SET OF INSTRUCTIONAL ESP MATERIALS

USING IGNATIAN PEDAGOGY PARADIGM

FOR INFORMATIC ENGINEERING STUDENTS
AT STIKOM YOS SUDARSO PURWOKERTO

THESIS PROPOSAL

In Partial Fulfilment of the Requirements

For Master Degree in Linguistics

Maria Dimitrij Angie Pavita

13020319410006

FACULTY OF HUMANITIES
DIPONEGORO UNIVERSITY
SEMARANG
2020

1
 A THESIS PROPOSAL APPROVAL

DESIGNING A SET OF INSTRUCTIONAL ESP MATERIALS

USING IGNATIAN PEDAGOGY PARADIGM
FOR INFORMATIC ENGINEERING STUDENTS
AT STIKOM YOS SUDARSO PURWOKERTO

Submitted by

Maria Dimitrij Angie Pavita

13020319410006

Approved on ---

Advisor,

Dr. Deli Nirmala, M. Hum.

2
 NIP. 196111091987032001

TABLE OF CONTENTS

Title Page …………………………………………………………………… 1

Approval Page ………………………………………………………………….. 2
Table of Contents .……………………………………………………………… 3

A. Background of the Study …………………………………………………… 4

B. Research Questions ……………………………………………………. 5
C. Purposes of the Study ……………………………………………………. 5
D. Scope of the Study ……………………………………………………. 6
E. Benefits of the Study ……………………………………………………. 6
F. Previous Studies ……………………………………………………. 6
G. Theoretical Review ……………………………………………………. 9
a. Instructional Materials Design ……………………………………………. 10
b. Ignatian Pedagogy Paradigm ……………………………………………. 12
c. English For Specific Purpose ……………………….……………………… 12
d. Cognitive Linguistic on English Teaching ……………………………. 13
H. Research Method ……………………………………………………………. 14
a. Method of Collecting Data ………………………………………………… 16
b. Method of Analyzing Data ………………………………………………… 18
I. Research Schedule ……………………………………………………………. 18
J. References ……………………………………………………………………. 20

3
A. Background of the Study
The conventional teaching-learning process at school between teachers and
students, in some schools less happen optimally. The teacher pays less attention to the
context and background of each student. Sometimes, the holistic approach haven’t
implement yet between teacher or lecture and the students. Students do not know the
benefits of every teaching material in daily life. Students learn only to get grades, not
to live (non scholae sed vitae discimus). Teachers less to integrate well the human
values in every teaching material during the learning process. The learning process
that should happen in school is how to integrate human values in each teaching
materials so that students do not only develop their competence, but also cultivate
their conscience and his compassion for others. This is emphasized in the Ignatian
Pedagogic Paradigm learning (Dominuco, 1993: 74).
STIKOM Yos Sudarso Purwokerto, is one of the universities which located in
Purwokerto, Central Java. They have four study programs, namely Information
Engineering, Information System, Accounting Computerization, the last is Visual and
Design Communication. The teaching - learning process on STIKOM Yos Sudarso,
uses conventional teaching and it seems to be less optimal. Students feel that they did
not integrate the teaching-learning materials in human values during the learning
process. After all in the teaching-learning process, the teachers should give more
attention to the background and characteristics of each student in the learning process.
According to Dick and Carey (2009: 80) student characteristics are known conditions
owned by the target audience or target group when students participate in
learning..The teacher's role is only as a facilitator, in every learning process in the
classroom (Witfelt, 2000; Richard, 1998).
In this research, the researcher interested to make a set of English for Specific
Purpose materials’ for Informatics Engineering study program based on Ignatian
Pedagogy Paradigm.

4
 The reasons why the researcher using Ignatian pedagogy paradigm, First is
STIKOM Yos Sudarso is one of Jesuit Institution which is they should implement the
approach there so the research wants to make an Instructional Materials Design to be
implement on there. Second, for the sake of they are an Informatics Engineering
students, many written subject materials are related to English.
B. Research Questions

Based on the above background explanation, there are some questions that are
going to be discussed in this study. The research questions are as follows.

1. What principles should be used to design ESP instructional materials based on

Ignatian Pedagogy paradigm?
2. What suitable materials should be used in the teaching and learning process?
3. How to deliver the instructional material designed based on Ignatian
Pedagogy Paradigm?
C. Purposes of the Study
Based on the research questions, the purposes of the study are presented below.

1. Produce a set of instructional design on Ignatian Pedagogy Paradigm

2. Find out the materials design on the class based on Ignatian Pedagogy
Paradigm
3. Find out the teaching principle to deliver the teaching method based on
Ignatian Pedagogy Paradigm
D. Scope of the Study
This research is limited to design a set of instructional English for Spesific
Purposes materials based on Ignatian Pedagogy Paradigm to improve students
competence especially in ESP materials. As stated at the research problem, There are
two reasons, why the researcher Design a set of Instructional materials using Ignatian
Pedagogy Paradigm. First because although STIKOM Yos Sudarso is one of Jesuit
school in Indonesia, STIKOM Yos Sudarso haven’t implement the Ignatian Pedagogy

5
Paradigm in their teaching – learning process so there are no available materials using
Ignatian Pedagogy Paradigm. Second, because the participants are come Informatic
Engineering students, so that they must deal with the subject materials which is using
English as the main language.
E. Benefits of the Study
The researcher hopes that this research will contribute some benefits for the
STIKOM Yos Sudarso students’ especially for Informatics Engineering students,
English Lecturers in STIKOM Yos Sudarso, Linguistic Students of Diponegoro
University and instructional designers.
The researcher expected the material design can help the students to improve
their competence in English through Ignatian Pedagogy Paradigm. The students will
experience the new method in learning English in a fun way. Other than that, the
lecturers in STIKOM Yos Sudarso Purwokerto, can use the material design as the
main book to improve their techniques and strategy in teaching English for ESP.
For the Linguistic students at Diponegoro University, the researcher hope the
materials design serve as one of the references to improve the techniques and
strategies from not only lecturer but also students in Linguistic program since they are
dealing with teaching – and learning process itself. The last but not the least, this
material design, help the other designer as one of the references and for the future
researcher they can be more creative and innovative to make an Instructional
Materials Design for ESP students.
F. Previous Studies
Maureen McAvoy in 2013 write an article about a teaching process using Ignatian
Pedagogy..This study seeks to provide others who teach at Jesuit Colleges and
Universities a rationale for using the IPP both as pedagogy, a curriculum guide along
with specific instructional practices, and learning activities..A study conducted by
Vicki Aruan in 2014. She researched about describes the application of the elements
of the Ignatian Pedagogy Paradigm (IPP) to the reimagined curriculum in the
graduate special education programs at Regis University. She research about Methods

6
and Strategies in Special Education graduate level course, and also described
addressing the practical application of the elements of Ignatian Pedagogy Paradigm to
more fully develop educators in service to others. The next research using Ignatian
Pedagogy is from Joan Van Hise & Dawn W. Massey in 2010. They stated that
Ignatian Pedagogy is an 450-year-old approach to education, can serve as a
framework for a modern principles-based ethics course in accounting. They doing
their research by describing how they used the The Ignatian Pedagogy Paradigm as a
framework to create a graduate-level accounting ethics course.
Karen Pennington from Regis University in 2013 implement the Ignatian
Pedagogy in nursing institution. She stated that nursing education must continue the
commitment to the provision of holistic care, supported by critical reflection. In their
research they provides explanation and application of Ignatian Pedagogy Model in
addition to descriptive survey results pertaining to use of this strategy.
In Indonesia, the newly research in 2020, by Brigitta Erlita. She do a research, to
investigating how much the lecturers are informed about Ignatian Pedagogy, and how
the lecturers implement Ignatian Pedagogy in the learning, as well as the effects after
implementing Ignatian Pedagogy. In 2018 Myeres and Pousson research about The
Design of Ignatian pedagogy to be a guiding instructors for the students in the
collage, to facilitate the Generation Z’s experience with digital technology and
illustrates how the Ignatian pedagogical in higher education curriculum.
Hayes in 2006, Investigate the implementation of Ignatian Pedagogy in Australia.
He evaluate the principles and orientation of the Ignatian Pedagogy for giving the
values in the daily interactions between teachers and students in the classroom. The
results of the research is The Ignatian pedagogy can gives the students can share more
about their critical thinking.
In the process of gaining the students perception about the implementation of
Ignatian Pedagogy, Wahana in 2016 conduct a research from the philosophy students’
about their perception used reflective contextual teaching and learning model based
on Ignatian Pedagogy. The results of the study is, the Ignatian Pedagogy can increase

7
the students’ comprehension on the core material of the lecture being given to
students, and, relating to their activities, knowledge and scientific knowledge.
In 2015 Mauri and Rashford gaining a research about contribute to the literature
by describing how an Ignatian Pedagogy approach has been applied successfully in
three strategic, which is the management courses at Saint Joseph University. The
application of Ignatian Pedagogy can give the teaching strategy through the interplay
of experience, reflection and action.
In this research, the researcher has an interest to do a research in Non-English
Students especially at Accounting Computerization students, which is learn English
in ESP subject, because usually non-English students have lack of motivation in
learning English. Allemi and Pazoki in 2019 conduct a research in ESP.  They
investigated needs from the perspective of ESP learners’ motivation. Their research
aimed to identify factors that affect engineering students’ motivation for learning
technical English in ESP courses. The research using a mixed method design. The
results of the research is Engineering students had negative attitudes towards
elements of ESP learning experience, so that it become the reasons the students’ have
low motivation in learning English
Houbad in 2016 investigates the aspect of motivation in political sciences
students at Tlemcen University towards ESP learning. The main purpose of this study
is to identify the motivation in ESP learning. The results of this study obtained the
research tools to show that political sciences students are instrumentally motivated to
learn the English language, and the factors that may affect their level of motivation.
Ardeo in 2016 also conduct a researcher motivation and strategies in English for
Specific Purposes (ESP) are the basis of a study in which types of English Learning
Motivation (ELM), in the intrinsic and extrinsic (integrative and instrumental)
(Brown, 2000), and types of English Learning Strategies (ELSs), i.e. memory,
cognitive, compensation, metacognitive, affective and social strategies (Oxford,
1990), are analysed. As expected, Instrumental ELM and Cognitive and
Metacognitive ELSs are the most widely used by these learners.

8
 Based on the previous studies, this study has some novelties. First, Instructional
Design Materials using Ignatian Pedagogy is designed to the language learning
especially English for Specific Purpose Students. Second, in this research the
researcher not only design a materials but also conduct a content validity to make a
better version of the instructional design materials itself.

G. Theoretical Review
a. Instructional Materials Design
According to Borg and Gall 1983, “Instructional design is a method of
effectively implementing instructional teaching- learning process, so that the
objectives will be achieved”. He explained it is very important to be consider in
designing instructional materials as it function to give guideline in designing
materials. It a simple way, instructional materials Design is a printed materials
such as handouts, textbook, and etc which are made by teacher to design their
teaching materials. In this research, instructional design material is a set of
materials which is syllabus, lesson plans, and the design materials itself, for the
sake of teaching English in the class.
In this research, the researcher will make a set of Instructional Materials
Design using Ignatian Pedagogy Paradigm as an approach. In the process of
making the Instructional Materials Design, the research gain an information to get
the need analysis from the lecturer. The results of need analysis allow the
researcher to predict what the lecturer wants his language learners to do after the
teaching-learning process. Richard (2001) stated that the ability to formulate goals
enables language teachers to consider in the process of making the instructional
design materials to be attained after the completion of the teaching-learning
process.
When making the Instructional Materials Design, the research making the
lesson plan based on the syllabus that the lecturer give. Therefore after making

9
 the lesson plan, the researcher designing the materials using Ignatian Pedagogy
Paradigm as an approach.

Teori Desingining materials for esp class

b. Ignatian Pedagogy Paradigm
In designing the Instructional Design Materials, the writer uses Ignatian Pedagogy
Paradigm as a Practical approach as the ground of the theory. Kolvenbach (1993)
stated that “Ignatian Pedagody Paradigm is derived from Saint Ignatius Loyola and
the purpose is not only for Jesuit school, but also it can be helpful form of educational
series”. Ignatius make a big decision to choose apostolate of education as one of the
effective means for the development of human beings who excel in faith and
character. Puerilis institution est renovation mundi (education for young people is a
way to change the world).

The main dynamics of this Ignatian Pedagogy Paradigm is the continuous

interaction of the three main elements, namely experience, reflection and action. The
central element in this Ignatian Pedagogy Paradigm is reflection. This reflection is
defined as "listening back attentively to certain study materials or teaching materials,
experiences, ideas, proposals, or spontaneous reactions in order to grasp its deeper
meaning ”. Or in other words that reflection is efforts to bring out the deepest
meaning of each teaching material in human experience. The Ignatian pedagogic
paradigm has been widely used in various schools because Ignatian Pedagogy It is a
paradigm with inherent potential for gaining not only theory to become a practical
tool but also can be an effective instrument for making a difference in the way of
teaching and learning process.

Moreover Ignatian Pedagogy Paradigm has a way to the teacher to accompany the
students, in order to facilitate learning and growth through exploration not only the
cognitive competence but also the human meaning. It is means that with Ignatian
Pedagogy Paradigm can become a practical tool and effective instrument for making

10
a differences way of teaching and learning process. The figure of Ignatian Pedagogy
Paradigm present below 

Context: Who are the students and what is the thing which can expect them to bring
to the course? Do the students have study skills or experience in research methods?

Experience: As faculty, In the teaching and learning process, the teacher have all
experienced the challenge of how one class can consist of many backgrounds of the
students. What personal experiences do students have that the researcher can draw on
in designing course content? What kind of content presentation will be most effective
for their level of experience or background?

Reflection: The key to Ignatian reflection is that students can add meaning and
understanding to who they are becoming and what actions they will take as a result of
what they are learning. What kind of guideline will be best for getting students to
reflect on not just what they have learned, but what that content means to them, how
it changes their view of themselves and the world, and how it calls them to action on
what they have learned?

11
Action: Certainly the main objective of Jesuit education, action might be small
changes the student makes in his or her behaviors or more global action that directs
students toward becoming a “man or woman for [and with] others.” In this step, the
students have to implement doing their action about what they have learn in their
school/university to implement it in their society.

Evaluation: Evaluation of the students can have an opportunity to reflect on the

process of action and what they have learned from their experience

c. English For Specific Purpose

According to Academic Guideline Book of Informatics Engineering at STIKOM
Yos Sudarso has English of one of “Mata Kuliah Berkarya” . Mata Kuliah Berkarya
is involves a significant degree of skills that are required by the students during
learning process at STIKOM Yos Sudarso. English subject on there namely, ESP or
English for Specific Purposes. Hutchinson and Waters defined ESP as an approach of
language teaching in which all decisions as to content and method are based on the
learners’ reasons for learning (Hutchinson and Waters, 1987). The vastly demand of
English made ESP more common than the others, but the principles are the same.
Furthermore, he stated that a definition of ESP needed to distinguish between four
absolute and two variable characteristics. The four absolute characteristics are ESP
consists of English language teaching, which are: design to meet specified needs of
the learner, related to content (i.e. in its themes and topics) to particular disciplines,
occupations, and activities.
The course provides skills and strategies required by the students of
Informatics Engineering, and has a purpose to prepare the students face English tasks
required during their course of study. It also gives study four skill in English such as,
Reading, Writing, Speaking and Listening.
d. Cognitive Lingusitic on English Teaching
Dicari topik di yg relevan dengan pembelajaran Bahasa

12
 Pengajaran dengan emboded experience untuk in learning esp / English
pengembangan Bahasa
jacksey Richard AMT
paradigm? Dasar atau landasan berpikir
epistimogis nya pengajaran Bahasa itu ?
paradigm fungsional / struktural
prinsip dr ignasian yg blm dimiliki oleh teori lain apa?
Ignatian, need analysis, teori pembelajaran yg sesuai

Paradigm dlm pendidikan Bahasa apa aja?

Cognition is part of mental process, which is ability of human being perceive and
acquire knowledge. Cognitive linguistics can be one of important interdisciplinary
branch of cognitive language, and it related to cognitive psychology and especially in
linguistics. Hence, cognitive linguistics is an approach that is “based on our
experience of the world and the way we perceive and conceptualize it” (Ungerer and
Schmid, 2001, p. F36),
Cognitive Linguistic can gives an impact or influence the teaching and learning
process in second and foreign language learning and teaching. In this research, the
researcher wants to know the use of Ignatian Pedagogy Paradigm to improve students
learning ability and motivation if its linked to the cognitive linguistic because in this
research, the researcher conduct a research in teaching language learning.

H. Research Method
This research conduct to gain the relevant data needed in order to reach the
objective. The writer uses Research and Development (R&D) cycles by Borg and
Gall (1983). According to Borg and Gall, Educational Research and Development
(RnD) “is a process to develop and validate educational product”. There are ten steps

13
cycle of R&D, those are: (1) research and information collecting, (2) planning, (3)
develop of preliminary form of product, (4) preliminary field testing, (5) main
product revision, (6) main field testing, (7) operational product revisions, (8)
operational field testing, (9) final product revisions, (10) dissemination and
implementation. Because the limitation of the time, the researcher decide to
implement five steps from the cycle itself.

Borg and Gall (1983) said that, “this part included review of literature, classroom,
observation, and preparation of report state of art”, so its means the researcher will
conduct some related literature and gain the data after that. The writer reads some of
previous studies and related theories based on the particular topic in this study.

1. Research and Information Collecting

In the first step, which is research and information collecting, the researcher
conduct an interview with the English lecturer, to gain a need analysis of the students.
Borg and Gall (1983) explained that in this part, the researcher can formulated the
instructional problem and gathered information, about the students’ needs, lacks, and
expectation. It was the important things because it can provide relevant information
and knowledge about designing the material. In this research, the lecturer said that the
students only learn only about material, they didn’t know how to apply the material in
their daily life to make them have a humanistic mastery. So, the researcher obtain the
data on learners need’s, and the teacher expectation so that the researcher can
continue to the next step in making the design of the materials.
2. Planning
The second stage is planning. In the planning stage, the researcher looks for the
designing of the learning materials. The information that the researcher to gain in this
step, to define and specify the objective to the material, then the data will process to
construct the syllabus and lesson plan.
3. Developing Preliminary Form of Product

14
 The researcher will conduct the preliminary form of the Instructional Materials
Design after complementing the steps before this which is planning. The researcher
will make an Instructional Materials Design after get the information about selecting
teaching learning
4. Preliminary Field Testing
The researcher will evaluate the instructional design material after developing
the preliminary form of the materials. The researcher will conduct to get the feedback
from the lecturer about the instructional design material to be revise. The instrument
to do the preliminary field testing by giving the questionnaire to the English lecturer
indicates the appropriateness of the instructional design material
5. Main Product Revision
In main product revision, the researcher will revise the Instructional Materials
Design. The new and old version of instructional design material will be compare to
know which part need to be improve and revise again. The researcher will make a
better a set of Instructional Materials Design after the writer revise the Instructional
Materials Design based on the lecturer suggestion. The writer will gives the last
version of the final product to give it to the lecturer.

a. Method of Collecting Data

1. Questionnaire
Brown and Rodgers (2002) stated, “questionnaire is a list of question asking
about people’s opinion”. Questionnaire is a printed form of collecting the data for
some statements or question to respond. There is two types of questionnaire, those
are close ended and open ended questionnaire.
The researcher will distribute two kinds of questionnaire. The first
questionnaire will distribute to fifth semester students of Informatics Engineering
study program. It conduct the pre-design section to gain the students need, and

15
expectation viewed from the students’ perspective. The second questionnaire will
distribute to three English lecturers of STIKOM Yos Sudarso, to obtain the feedback
and suggestion to get the validity and improve the design materials.
In this research, the researcher use close-ended questionnaire to have a validity
from the lecturer about the material design. The writer use closes-ended questionnaire
because in the open – ended questionnaire is to get specific information toward the
material design, but in the other hand close-ended questionnaire is a suggestion and
detail information about the material was made. The examples of questionnaires can
be seen as follows.
1) Students Questionnaire

NO QUESTIONS ANSWER

1 Do you like English Subject?

2 What kind of activities that you often do in

learning English?

3 Do you always have assignment or

homework from your lecturer?

4 Is there any some of difficulties when you

learn English?

5 Do you have any expectation teaching –

learning models towards English subject to
improve your competence

6 Do you interested learning English in a

group?

7 What kind of materials in English that you

like the most?

16
 8 Do you ever use the materials that you get
from the teacher in your real life situation?

9 Have you ever done reflection after the

teaching-learning process is done?

10 Do you feel the teaching-learning process

can improve your motivates in earning
English?

Ditambahkan muridnya perlu belajar apa dan bgaimana?

Suka nya bljr apa cara delivernya sukanya gmn?
Ditambahkan di table diatas

2. Interview

The information about the topic in the ESP class at Informatic Enginnering
students, as the basic materials to design the instructional designs materials. The
learning process, and the students’ level of understanding from the English lecturer
can be reached through personal interview.

The list of interview’s questions is presented below.

No Questions
1 What are the goals of learning ESP in your class?
2 What are the roles of the teacher and students in the learning process?
3 What are the characteristics of your students during the lesson?
4 What kind of teaching media that can makes your students enjoy the learning process?
5 How you deliver the material to your students?

3. Face Validity

17
To evaluate the instructional design, the researcher conduct face validity to get the
feedback from the lecturers
Put a checklist (√) to the number points of agreement column which represent your
agreement to the statement provided.
|Table 1.1 Lecturer’s Questionnaire on Face Validity
No Statements SD D N A SA
1 2 3 4 5
1 The Instructional Materials Design selection is appropriate
for the students.
2 The design materials make the students happy
3 The used of words in each materials are understandable.
4 The use of picture in each materials can make the students
more understandable to the materials
5 The design materials can make the lecturer easily to explain
the materials
Notes: SD= Strongly Disagree, D=Disagree, N=Neutral, A=Agree, and SA= Strongly Agree

Please write your responses through some questions related to the instructional designed
materials.

1. What are the strengths of the designed materials?

2. What are the weaknesses of the designed materials?
3. What are your suggestions on the designed materials?

b. Method of Analyzing Data

In this research, the researcher will analyze the data after gathering the data from
questionnaire in the research and information collecting step. The data from
questionnaire will calculate to gaining the percentage of participants’ option and
for the need analysis.

The formula to calculate the data in this research is:

n
____________ 100%
∑n

18
 Note :
n : the number of the participant who choose certain statement
∑n : the total number of participant

The second questionnaire were conduct in preliminary field-testing. The

questionnaire will distribute to three English lecturers at STIKOM Yos Sudarso.
Brown and Roger (2002) stated that there are two types of questionnaire namely
open-ended, and close-ended questionnaire.
1. Strongly disagree
2. Disagree
3. Neither agree and disagree
4. Agree
5. Strongly agree

There are three major measurement of central tendency, those are mean, median,
and mode. In this research the researcher will find out the mean of the data
gathering. Mean is the average of all point in distribution. The formula is

∑X
x
N

Note :
x : mean
∑ : sum
X : score
N : number of participant

I. Research Schedule

19
For the sake in conduct the research, the researcher needs to make a structured
schedule. It is to make sure the research prepared and goes well. The research
schedule is presented below.

Table 7 the research schedule

No Activities Date Place

1 Conducting the interview 22th January 2021 STIKOM Yos

Sudarso
2 Make a list, what the need 23th January 2021 Researcher’s Home
analysis of the school, and what
aspect should be included in the
learning material.
3 Make a pre-test 15th February 2021 STIKOM Yos
Sudarso
4 Make the Instructional Materials 16th February 2021 Researcher’s Home
Design
5 Giving the Instructional 1st March 2021 STIKOM Yos
Materials Design to the lecturer Sudarso
to validated it
6 Work on revising the 8rd March 2021 Researcher’s Home
Instructional Materials Design,
7 Give it back the Instructional 22th March 2021 STIKOM Yos
Materials Design to the lecturer Sudarso

20
A. References

Ary, D., Jacobs, L. C., Sorensen, C., &Razafieh, A. (2010). Introduction to

research in education (8thed.). Belmont: Wadsworth Cengage Learning.
Borg, W. R., Gall, J. P., & Gall, M. D. (1983). Educational Research: An
Introduction. New York: Long Man.
Bravo, J.C., Intriago, E.A., Holguin, J.V., Garzon, G.M. & Arcia, L.O. (2017).
Motivation and autonomy in learning English as foreign language: A cases study of
Ecuadorian college students. Canadian Center of Science and Education, 10 (2), 100-
114.
Brown, D. (2004). Language Assessment: Principles and Classroom Practices. New
York: Pearson Education.
Galishnikova, E.M. (2014). Language learning motivation: A look at the additional
program. Procedia- Social and Behavioral Sciences, 152, 1137-1142.
Gardner, R. C. (1985). Social Psychology and Second Language Learning: The role
of Attitudes and Motivation. London: Edward Arnold.
Gardner, R.C., & Lambert, W.E. (1972). Attitudes and Motivation in Second
Language Learning. Rowley, MA: Newbury House.
Harmer, J. (1991). The Practice of English Language Teaching. London: Longman.
Hidding, Gezinus J., Carol L. Scheidenhelm, and Shannon M. Milligan. “A
Generalized Rubric for Reflective Assignments with the Ignatian Pedagogy
Paradigm.” Journal of Jesuit Business Education 5 (2014): 89-104.
Hillier, Janet, and Linda M. Dunn-Jensen. “Groups Meet . . . Teams Improve:
Building Teams That Learn.” Journal of Management Education 37.5 (2013): 704-33.
International Commission on the Apostolate of Jesuit Education -ICAJE. “Ignatian
Pedagogy: A Practical Approach.” 1993.
Johansson, Johny K. Global Marketing. 5th ed. New York: McGraw-Hill, 2008.
Kachra, Ariff, and Karen Schnietz. “The Capstone Strategy Course: What Might Real
Integration Look Like?” Journal of Management Education 32.4 (2008): 476-508.

21
Kloppenborg, Timothy J., Edward P. Hahnenberg, and Leslie Ann Prosak-Beres.
“Helping Our Students Better Understand Themselves and Serve Others.” Journal of
Jesuit Business Education 3.1 (2012): 1-12. Kolb, Alice Y., and David A. Kolb.
“Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher
Education.” Academy of Management Learning & Education 4.2 (2005): 193-212
Kazantseva, E.A., Valiakhmetova, E.K. & Minisheva, L.V (2016). A survey-based
study of motivation and attitude to learning a second language at ufa state university
of economics and service. Global Media Journal, (8), 1-5.
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel
Psychology, (28), 563-575.
McKenna, P. (2019). Multiple choice questions: Answering correctly and knowing
the answer. Interactive Technology and Smart Education, 16 (1), 59-73.
Nailufar, Y. (2018). Analysis to motivation to study English and Arabic. English
Education Journal (EEJ), 9 (2), 328-345.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic
definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
Taherdost, H. (2016). Validity and reliability of the research Instrument; How to test
the validation of a questionnaire/survey in a research. International Journal of
Academic Research in Management, 5(3), 28-36.
Tambunan, A.R.S.,, & Siregar, T.M.S. (2016). Students’ motivation in learning
English language (A case study of electrical engineering departments students.
Journal of English Language Studies, 1(2), 63-70.
Tansakul, P., Kijpoonphol,W., Linh, N.D., & Kimura, L.N. (2017). Using bloom’s
revised taxonomy to analyze reading comprehension questions in team up in English
1-3 and grade 9 English o-net tests. International Journal of Research
Granthaalayah, (5) 7, 31-41.
Tetteh, G. A., & Sarpong, F. A.-A. (2015). Influence of type of assessment and atress
on the learning outcome”. Journal of International Education in Business, 8 (2), 125-
144.
Verdonik, D. (2010). Between understanding and misunderstanding. Journal of
Pragmatics, 42(5) ,1364–1379.
Yang, T. C., Hwang, G. J., Yang, S. J. H., & Hwang, G. H. (2015). A two-tier test-
based approach to improving students’ computer programming skills in a web-based
learning environment. Educational Technology & Society, 18 (1),198–210.

22