Figure 5. Bloom Digital Taxonomy Churches, 2008.
In blended learning to achieve the top rank in the pyramid students must create a digital product. In both participants‟ classes, it is a video. Students planed,
constructed their ideas, filmed and then broadcasted it in LMS. What they apply in their classes is in accordance with digital bloom taxonomy. He aims at the
highest level of thinking in digital context. In a project-based learning environment, students are challenged to either
work independently or collaborate in order to solve a real world problem independent from the teacher Hsieh, 2013. Not only that, they need to be
creative to solve the real world problem. To survive in the digital 21
st
century world students cannot rely on their ability to memorize. What makes students
successful is their ceaseless capacity to innovate, to create Burleson, 2005. In addition, with the inclusion of digital technology, students can now creatively
produce original solutions in the form of a digital media product. The opportunity to produce creative products can be considered as the result of the project blended
learning benefit.
c. Self actualization
Mr. Dedo expressed that when his students can create video and speak English better in it, they self-actualize themselves. However, he was not sure
whether it is also included in his learning objective. One thing for sure, it is found in his class. For Mr. Chelto, self actualization is when his students perform well in
the test or create something innovative. Both participant reveal self actualization after they tol
d their students‟ creativity in class. Abraham Maslow 1954 formulates hierarchy of human motivational
needs. On the top rank of it is self actualization see figure 5 on the following page.. It has been addressed by educators as their transcendental purposes of their
teacher. Furthermore, researchers are also referring to this hierarchy in conducting their research. They are aware of the significant effect of self-actualization toward
the psychology effect of the students. Although it is already an old theory, there is no development unlike Bloom
taxonomy. However, criticism is available. I use Heylighen 1992 as the major theory as the complementary one to Maslow‟s.
Figure 5. Hierarchy of Needs Maslow, 1954
Heylighen 1992 argues that self actualization is a condition identified by achievement of ones full potential through creativity, independence, privacy,
spontaneity, and a grasp of and the acceptance to one‟s real world. However, self- actualization is not a fixed state, but a process of development which does not end
Heylighen, 1992. In other words we can say to self-actualize is to become actualized in what one is potentially. This tendency might be understood as the
desire to become more and more what one is, to become everything that one is capable of becoming. It is a continual process as long as one can still show the
characteristics of it. With the help of digital technology in form of blended learning
environment and the PBL approach in Mr. Dedo‟s class, he has given opportunity for students to be self-actualized students by gaining the highest level of thinking
in Bloom digital taxonomy. Creativity to think about the project, how to develop and accomplish it are included in the characteristics of a self-actualized student.
Being independent, autonomous learners which is a characteristic of a self- actualized student is found in blended learning Heylighen, 1992.
Creativity and independence have been identified in his class. Students can differ their selves form others and they can be independent learners in blended
learning environment. Although not all characteristics are found in his class, I believe that students‟ self actualization has been accommodated. Moreover, it is
not a fix state but a condition that occurs more and more. Self actualization is not an empirical matter in his teaching but, more than that, it is a transcendental one
that relates the humane aspect of learning. Self-actualization should be the main goal of education in higher
education, because the main reason for learning is to be able to think creatively and express one‟s self in ones environment Burleson, 2005. To reach the goal,
students need to be given tools. It is the teacher‟s responsibility to give it. It can
be inferred from the narrati ve data that according to Mr. Chelto‟s belief, blended
learning is a tool not only for students but also teacher to actualize their selves. In blended learning environment, some requirements to define a self-
actualized student are met. In it students are independent learners. They are autonomous to learn material. The online component of blended learning allows
them to learn when and where they want. Thus, it offers students the complete flexibility to choose the time they study with no constraints of fixe
d “classroom” hours Marsh, 2012. In Mr. Chelto‟s class, material for the whole semester has
already been uploaded considering students have different progress interest and type of learners. They can choose the material they want to learn and they must be
well prepared to come to the classroom for discussion. Another requirement for being called a self-actualized student is the
presence of creativity Heylighen, 1992. It is the benefit of the technology usage in blended learning. As previously mentioned, creativity emerges in the final
assignment in form of making a project. Students are required to accomplish their project, in form of video making, as creative as possible. A student can be
differentiated from another by his creative work. Surprising creative works will probably come up. Creativity is truly beneficial for students so that they are
accustomed to think creatively Burleson, 2005. They will experience the benefit in the future after the will have become teacher. They will not have difficulty to
solve problem creatively. Although not all the characteristics of self actualization are found in Mr.
Chelto‟s class, I strongly believe that he has provided his students with the opportunity to actualize their selves using technology. Furthermore, it is also a
means for teacher to actualize himself. A teacher who implements blended learning can express what they intend, believe, and experience. On the other hand,
a student who joins a blended learning class must have a different expectation and experience. They are different from those who do not join a blended learning
class.
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CHAPTER V CONCLUSIONS, IMPLICATION AND SUGGESTIONS
The last chapter of this thesis comprises 1 conclusion of the description and the interpretation of the English teachers‟ lived experience in implementing
blended learning, 2 implication and 3 suggestion for further research. Presented in the conclusion is the summary of the teache
rs‟ lived experience. Then, presented in the suggestion is the suggestion for further research and the
research result application.
A. CONCLUSION
Teachers‟ lived experience in implementing blended learning is the focus of this research. The only one research
question in this research is “What is the English teachers‟ lived experience in implementing blended learning?” To answer
the question, the researcher used interview and class observation. The nature of data is in form of narrative. To analyze it, referring to literature review was done.
The research question addressed in this research has already been answered by describing the participants personal and shared lived experience and
interpret them. The description and interpretation were based on the five issues, namely 1 benefit; 2 constraint; 3 teaching methodology; 4 teacher function;
5 feeling, 6 project-based learning; 7 creativity; 8 self-actualization. The summary of the personal lived experience is below.
The prefigured themes in this research were all found during the data gathering. In addition to it, there were three emerging themes, namely project-
