19
realized in learning activities, material, and assessment types. It is assumed that both the core and basic competences in the national
curriculum are in line with the self-actualization principles of education. For example, in the core competence it is stated that students fully appreciate
and put into practice an attitude such as care, which includes cooperating, tolerance, and
peace Core Competence 2. This is basically in line with the self-actualization principles of learner-centeredness, equity and tolerance.
Besides, the core and basic competences in the curriculum and the self- actualization principles can also complement each other. For example, Core
Competence 2 emphasizes honesty as a virtue. This virtue is not explicitly stated in the self-actualization principles at least in these guidelines, but it
is implicitly found in the principles of equity and empowerment. However, in order not to make the practicing teachers and learning
designers confused, modifying the formulation of the core and basic competences or adding another set of competences to the list of basic
competences in the syllabus of the new curriculum should be avoided. There is still space for self-actualization principles and objectives in the
national curriculum. The columns of learning indicator, learning activity, learning material, and assessment types in the syllabus and in a lesson
plan, are then the places where self-actualization goals can be re- formulated and elaborated. In short, the syllabus is based on the core and
basic competences found in the national curriculum and it contains concrete indicators, learning activities, and learning material and also
assessment types with communicative and self-actualizing nuances. It is assumed, then, that both basic competences in the national curriculum and
self-actualization objectives and principles of education support and complement each other conceptually.
C. Learning Activities
In general, all activities that promote learner-centeredness, creativity,
equity, empowerment, tolerance, diversity and cooperation can be used. In fact, the range of activities that are developed in CLT and compatible with
20
constructivist education is almost unlimited. Task-based activities from
Task-Based Language Teaching, such as jigsaw, information-gap, problem- solving, and opinion-exchange tasks Pica, et al. in Richards and Rodgers,
2001, p. 234, can be used. Similarly, collaboration-based activities from
Cooperative Language Learning, which are expected “to foster cooperation
rather than competition, to develop critical thinking skills, and to develop communicative competence through socially structured interaction
activities ,” Richards and Rodgers, 2001, p. 195 can also be used in self-
actualization language learning. The learning designer ’s duty in developing
and adapting current language learning activities and techniques is that heshe should see whether the self-actualization objectives and principles
of education are catered for in the learning activities. The designer can also use a framework suggested by Littlewood as
found in Richards and Rodgers, 2001, p. 165 that communication activities can be divided into
functional communication and social interaction activities. The former may include communication gap activities, such as
comparing sets of pictures to note similarities and differences, discovering missing features in a map, and following directions. The latter may include
role-plays, simulations, improvisations, and debates. These social interaction activities in fact can be given self-actualization learning nuances
by adding self-actualization objectives and implementing self-actualization principles of education.
D. Assessment
In general, traditional testing is less likely to be used. If possible, the designer should develop assessment that is integrated into the teaching-
learning process, not separated from it. This is recommended in constructivist classrooms Brooks and Brooks, 1993, p. 85 and it can be
adopted in the guidelines. While teaching, the teacher is assessing the students; while learning, the students are being assessed and assessing
one another. This can promote empowerment, creativity, equity, and learner-centeredness. The self-actualization principles are, therefore,
21
expected to be catered for in the assessment process. The following are assessment principles that are largely derived from the constructivist and
learner-centered perspectives: 1. In assessment of spoken skills, it is possible that students are assigned
a task using activities that are related to Learner-Centered Instruction, Task-Based Learning, Project-Based Learning, and Cooperative
Learning. For example, the designer adopts and adapts jigsaw tasks, information-gap tasks, problem-solving tasks, or roundtable. The use of
these techniques assumes that assessment cannot be separated from learning activities process.
2. In assessing
reading and
listening comprehension,
the designerteacher may have students give or choose one correct
answer, such as in completion or multiple-choice items. However, these are not the only assessment techniques. If possible, students are
encouraged to produce and create sentences and texts. Giving further explanation or elaboration should become their habit.
3. The students’ knowledge of grammar and vocabulary can be assessed
by using items of production types, such as completion, error analysis, and dialog production, while the use of of recognition types i.e.,
multiple choice items should be limited. 4. To e
ncourage students’ initiative and creativity in general, non- judgmental feedback should be given. This kind of feedback values a
learner’s idea and comment. As a result, students will be willing to take risks, and they will have courage to express themselves in a speaking
test. Brooks Brooks p. 95 give some examples of non-judgmental feedback, such as the following responses: “I can see that this is
important to you,” or “Your idea makes sense to me, what do your classmates think of it?”
5. To encourage students’ use of prior knowledge to new situations,
authentic assessment meaningful, context-bound assessment should be given. For example, the teacher asks students about their ideals,
22
their families, cultural backgrounds, or their likes and dislikes related to current issues.
6. In general, it is important for the students to be able to explain and elaborate their answers and ask each other questions. They also have
to be able to analyze and make prediction. These skills should be developed and tested in order to develop their creativity and
productivity needed in speaking and writing. In the national curriculum Kurikulum 2013, assessment is done by
using several techniques, such as testing the students to assess their
performances e.g., doing a role play in expressing self-introduction in front of the class,
observing the students doing their learning activities to see their efforts, motivation and seriousness in the learning process and to give
them feedback, and using portfolios, by which the teacher can assess the
students’ learning processes and results happening at a certain period. The teacher is not supposed to be the sole evaluator; the students should also
do self-evaluation and obtain peer evaluation. Those assessment techniques are in line with the principle that assessment is integrated into
the teaching-learning process.
E. Learner Roles
