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communicative activity the focus is on the mess age. The learner’s affective sides such
as being cooperative, being tolerant, and having high enthusiasm can be drawn out of the learner. The learner practices using English communicatively and at the same time
mobilizing all the “soft skills” needed to carry out communication with other learners. Note that the first type of learning activity belongs to Littlewood’s ‘pre-communicative
activities’, especially structural activities, and its focus is language form – structure, vocabulary, and pronunciation.
The results of the Content Analysis were then used as input to the next stage of the study: designing. This
input influenced the writer’s assumption about how to write self-actualization-oriented activities. There is no need to develop completely new
activities that have not been found in English lesson textbooks and other materials. What is needed here is the designer’s awareness of self-actualization learning goals
and principles in order to make use of existing activity types and improve them
according to self-actualization principles . With the designer’s experience and creativity,
for example, heshe can add a learning self-actualization goal e.g., appreciating differences to the general goal of a simple game like a communication between a buyer
and a seller.
2. Designing
At this stage the writer aimed to design a self-actualization language learning model that can be used by ELESP students to develop their design products. The model
took the form of guidelines that would be used to help ELESP students write a design product. In writing the guidelines the writer first stated three self-actualization learning-
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oriented viewpoints that would be used as an orientation of the guidelines. The first is the language viewpoint. Here, the viewpoint is taken from CLT, in which theory of
language as communication becomes central. A consequence of this is that communicative competence
is the goal of language learning. The second is language learning viewpoint, in which learner-centered language learning as a consequence of
constructivist learning is emphasized. The third is the educational-cultural viewpoint, in which post-modern education is adopted. Post-modern educational principles become
the umbrella of the language learning principles developed in this study. Related to language learning, in this study the goal of post-
modern education is the learner’s self- actualization
, hence the term ‘self-actualization language learning’. This major goal is acc
ompanied by the second major goal, that is, the attainment of the learner’s communicative competence.
The writer then wrote the guidelines, which consist of three parts: conceptual, bridging, and operational stages. In the first part Conceptual Stage the writer listed
major principles of self-actualization education, on which the language learning goals
above are based. The following are the topics of major principles included in the guidelines: constructivism, creativity, learner-centeredness, equity, empowerment,
diversity, tolerance, locality, freedom of expression, emotional development , and
assessment . Note that the list does not include all topics, but only the ones that are
considered relevant to the study. In the second part of the guidelines Bridging Stage, the writer formulated self-
actualization language learning objectives that become a guide for ELESP students in writing their self-actualization design products. The objectives are divided into major
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objectives and enabling objectives. The major objectives are the following: the learner
is able to self-actualize individually and socially , and the learner is able to acquire
communicative competence . In order to attain the major objectives above, language
learning learners are expected to be able to, among other things, express their ideas and opinions freely in various interaction settings, develop their own learning styles and
strategies, express themselves spontaneously in oral communication for various purposes, express themselves in written communication, make use of their own local
cultures, have equitable positions in group and class work, work together in various groups and cultural backgrounds, tolerate different cultural backgrounds and levels of
English proficiency, consider everybody in the class important, and express their
feelings in various media. These objectives are called enabling objectives, which
learners should aim at. If needed, some other objectives can be added to the list. At the bridging stage of the guidelines, the writer also includes the discussion of
activities, assessment, learner role and teacher role that are characteristic of self-
actualization learning. Language learning activities that enable English learners to
achieve the goals and enabling objectives are taken from what has been developed in CLT and from those that are compatible with constructivist education, such as task-
based activities and collaboration-based activities. The designer’s duty in developing
and adapting current language learning activities and techniques is that heshe should observe that self-actualization objectives and principles of education are catered for in
the learning activities. With regard to assessment, the designer should try to develop
assessment that is integrated to the teaching learning process, not separated from it. Using suggestions from Brooks and Brooks, the designer can include assessment with
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this simple principle: while teaching, the teacher is assessing the students; while learning, the students are being assessed and assessing one another. This can promote
learner-centeredness, empowerment, equity, and creativity. The designer then makes sure that self-actualization principles are also catered for in the assessment process.
In regard to the learner and teacher roles, both should be directly related to the
promotion of the self-actualization principles. The teacher should try to enable learners to self-actualize individually and socially, and learners help one another to achieve the
common goal. In general, the learner role is expected to be a joint negotiator, and the teacher role a facilitator. Both roles and their derivatives that are compatible with self-
actualization learning goals and principles e.g., risk-taker, participant, collaborator, and motivator may be familiar to many teachers, but it is time that they were applied in a
more systematic way by integrating them into learning indicators, activities, and assessment.
In the third part of the guidelines Operational Stage, the writer gave an example of a lesson plan and its conceptual justification. The lesson plan follows the
format suggested in the new curriculum “Kurikulum 2013” K.2013. It is therefore based on the core and basic competences stated in the curriculum. The example uses the
ones formulated for grade 10 of the senior high school although it was NOT designed as an example that shows how a lesson plan is written according to K.2013 principles. The
lesson plan can be considered as one of the realizations of a model of self-actualization language learning at the operational stage. It is an example of how self-actualization
language learning principles can be implemented in a real, everyday plan. The principles can be applied in a modified lesson plan by making changes and adaptations
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in the following aspects of a lesson plan: learning indicators, material, activities, and assessment, while keeping the core and basic competences from K.2013 intact. A lesson
plan should be flexible, but it is still “inside” the national curriculum. The assumption
taken here is that the core and basic competences in K.2013 are in line with self- actualization educational principles. The lesson plan in the guidelines shows how self-
actualization goals can be realized in the framework of the government’s curriculum without causing conceptual problems. Values such as honesty, self-confidence, and
responsibility in the lesson plan are taken from the national curriculum. These values are then realized in the activities and written in the indicators, both of which should also
contain self-actualization learning goals, such as cooperation, freedom of expression, and locality.
The learning principles which are compatible with the self-actualization language learning model should be considered in planning a lesson. To put into practice
a constructivist learning principle e.g., the principle that is related to seeking and valuing
the learners’ points of view, the teacher provides an activity that helps value the students’ points of view e.g., asking the students to work in groups to
discusscompare their own texts and that of the teacher. The assumption taken in this study is that if the activities and material are constructivist, a self-actualization learning
nuances are potentially there. The lesson plan, in fact, does not develop the assessment part thoroughly. This
part is actually a big topic that requires a serious study and planning. In the lesson plan the writer recommends the use of portfolios because the learning process is considered
as important as the learning outcome as suggested in constructivist pedagogy. He also
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discourages the designerteacher from using the traditional test types that emphasize knowledge reproduction and that have one answer only to each item. This is also in line
with the assessment suggested in the new curriculum K.2013, which uses test and non-test types for the evaluation of each l
earner’s progress. There are some big assessment problems that have to be solved, such as how to integrate the attitude
components into the whole evaluation system, but this is not addressed in the study.
3. Developing
