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and self-actualization learning objectives and principles support and complement each other conceptually.
The third part of Bridging Stage emphasizes the fact that learning activities are flexible so that self-actualization learning principles can be applied here whenever the
designer wishes to do so. Activities and techniques can be adapted from Task-Based Language Teaching, Cooperative Language Learning, or Constructivist education.
Littlewood’s functional and social interaction activities may also be used as a framework of learning activities. In most activities self-actualization nuances should be
added; hence, the designer ’sthe teacher’s awareness of self-actualization learning
principles is crucial. The other elements of Bridging Stage are assessment, learner roles, and teacher
roles. Following what happens in constructivist classrooms, the writer suggests that assessment be integrated into the teaching-learning process, not separated from it: while
teaching, the teacher is assessing the students; while learning, the students are being assessed and assessing one another. It is expected that by doing so, the self-
actualization principles are catered for. The attitude component in the overall assessment result is suggested to be separated from the knowledge and skill
components.
3. Operational Stage
At this stage, an example of a lesson plan is given to show the reader how big concepts of self-actualization learning are put into practice. It is a modified lesson plan
based on the core and basic competences of the government’s curriculum K.2013. It is
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designed as a flexible lesson plan so that the designer can include indicators, activities, material, and assessment types that are in line with self-actualization learning goals and
principles, but is still inside the national curriculum. It is important that while planning, the designerthe teacher be aware of utilizing major self-actualization learning
principles outlined in Conceptual Stage. ELESP students are recommended to follow systematic steps when they are
designing a learning product. Eight steps adapted from procedures written by different learning design specialists are recommended for the students: 1 find essential
principles of a learning design model; 2 decide an educational-cultural, language, and language learning viewpoints; 3 define English language learning in the local context;
4 write self-actualization learning objectives; 5 design self-actualization lesson units and syllabus; 6 design and conduct formative evaluation of learning materials; 7
revise the model; and 8 disseminate the revised model.
A conclusion ends the guidelines. It states that flexibility is needed to design
self-actualization language learning, and yet that there must be certain educational principles which are followed and which are in line with the national curriculum. The
principles suggested are the self-actualization language learning principles which reflect post-modern education. Educational principles related to learner-centeredness,
creativity, tolerance, and locality are assumed to be in agreement with the government’s curriculum at the conceptual level. It will then be easier for the designerthe teacher to
apply the learning principles at the operational level after the basic concepts and their place in the national curriculum have been identified. Hopefully, this will give the spirit
of the age to education in Indonesia.
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CHAPTER V CONCLUSION
In this chapter conclusions are drawn and recommendations are made. The conclusions summarize the answers to the two research questions in the problem
formulation of the first chapter. Recommendations are intended for language learning designers and future researchers to develop further and make use of the potentials of the
study.
A. CONCLUSIONS
This study aimed to design a model of self-actualization English language learning that can be applied to the design product of the RD undergraduate thesis. As
stated in the problem formulation, the study was intended to answer two research questions: “What does the theoretical model of self-actualization language learning for
the design product of RD undergraduate thesis look like ?” and “What does the actual
model of self-actualization language learning for the design product of RD undergraduate thesis look like
?” To answer the first question the writer developed a four-stage framework called
the 4-D Model from Thiagarajan, et al. as quoted by Barus: defining, designing, developing
, and disseminating. This framework becomes a theoretical model that aims
to produce an actual model. In the framework self-actualization and communicative goals are stated, more detailed objectives are formulated, and language learning
