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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
Since self-actualization learning is not separated from the current CLT- based approaches to language learning, the learner role is expected to be a
joint negotiator. This has been the role that many communicative language learning designers adopt. The success and failure of communication should
be a joint responsibility Richards and Rodgers, 2001, p. 166. This is in line with the collaboration principle in which the learner should step by step
be able to acquire communicative skills by working together and communicating with other learners. The learner roles that are stated in
other teaching approaches associated with CLT, such as group participants, risk-takers, directors of their own learning, and information sharers terms
taken from Richards and Rodgers can also be adapted. The main criterion
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in deciding the learner roles is that they should promote the self- actualization principles, such as empowerment, collaboration, equity,
tolerance, and freedom of expression. In other words, the learner is able to self-actualize with those relatively new roles.
F. Teacher Roles
The major role of the teacher in class is a facilitator, a word that now becomes a catchphrase. As a facilitator the teacher may have other
functions emerging from that major role. Heshe may become a participant, needs analyst, counselor, group process manager Richards
and Rodgers, 2001, pp. 167-168, and some other roles compatible with the self-actualization learning principles, such as motivator and
collaborator. Two very important suggestions here are that the teacher should not dominate the class talk and that heshe should consider hisher
students as communication partners. The learner’s communicative
competence and hisher self-actualization goals should always be in the learning designer’s awareness when a lesson is planned.
III. OPERATIONAL STAGE
The following is an example of a lesson plan which may be considered as a representation of self-actualization learning in a document. The lesson
plan is based on the core and basic competences found in Kurikulum 2013 for grade 10 of Senior High School Silabus Kurikulum 2013 SMA, 2013.
Note that although the lesson plan is based on the new curriculum, this is not an example that shows how a lesson plan is written according to some
educational and learning principles of Curriculum 2013. Self-actualization learning is the spirit that is shown here. After the presentation of the
model, some justifications to account for it are given.
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A. Lesson Plan
