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process , and learning content are later used at the implementation level of the system
approach: operation “doing”, which can be interpreted as the practice of the ELESP
students in writing and making learning design products based on self-actualization language learning goals. In this theoretical framework operation is under the
disseminating
stage Doing a formative evaluation, which is emphasized in Dick, Carey, Carey
2005, is needed to revise what has been done in the previous steps. In this study, obtaining experts’ feedback can function as formative evaluation in order to revise what
has been previously done. Revision is part of developing in this framework.
3. Developing
At this stage still at the design level or ‘planning’ of the systematic-systemic
approach the design model is revised after receiving input from several learning design practitioners andor experts. This is what Borg and Gall call main product revision.
Then the revised product is expected to be field tested to obtain a more reliable product. The final product as a result of further operational field testing may later be obtained,
but because of time constraint this ideal process and its result may not be done and obtained. Therefore, having main product revision after obtaining verification from
learning design practitioners or experts can be considered sufficient.
4. Disseminating
This is the operation phase where the design product that has been designed and developed is disseminated. The target users are ELESP students who are developing
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their own learning design products to complement their RD undergraduate theses. The model of self-actualization English learning is a model that may not give a
breakthrough but that can offer undergraduate students of the ELESP a different orientation in designing their learning material.
The conclusion that can be drawn here is that the theoretical model of self- actualization language learning is presented in the form of theoretical arguments from
the first stage defining to the last stage disseminating. This can be considered the logical answer to the first research question ‘What does the theoretical model of self-
actualization language learning for the design product of the RD undergraduate thesis look like?’. Chapter Four will contain the contextualization and actualization of the
theoretical model and the validation of the actual model of self-actualization language learning. The actual product of the model will be presented at the end of Chapter Four.
Meanwhile, in the next chapter Chapter Three the methodology of the study is presented to ensure the validity of the actual model of self-actualization language
learning.
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Figure 1:
Theoretical Model of Self-Actualization Learning for the Design Product of the RD Undergraduate Thesis
b. English Language Education
Finding relevant theoriesprinciples of
English language education
c. Post-modern Education Finding relevant
theoriesprinciples of post- modernism on education
Developing a model of self-actualization English language learning at the design level
- Adopting self-actualization and communicative competence goals as the major goals
- Developing self-actualization language learning process including enabling goals, learning
strategy assessment by adapting post-method era principles compatible with post-modern
education as the major process
- Developing a set of guidelines a. Design Models
Finding essential theoriesprinciples of
a learning design model
Defining self-actualization post-modern goals, process, content of English language education at the
concept level: - Defining self-actualization, communicative comp.,
learner autonomy as major goals -
Defining learners’ participation in English language education as process
- Adopting English as an international lingua franca as content
Doing Content
Analysis of recent
ELESP learning
design products
Obtaining experts’
feedback Revising the model at
the design level
1. Defining Concept level
