28
The underlined sentences and phrases in the lesson plan are added in order to show how to apply self-actualization language learning to the
everyday teaching-learning process. The statements are associated with or directly related to self-actualization goals.
B. Justification for the Lesson Plan Model
This is a lesson plan which may be considered as one of the realizations of a model of self-actualization language learning at the
operational stage. It is adapted to the need of implementing self- actualization education principles in a real, everyday teaching-learning
plan. The government’s curriculum gives emphasis on the development of three domains: attitude, skill, and knowledge. In fact, much of the
attitude domain is in line with self-actualization education principles. In the
curriculum the attitude domain is explicitly stated in the core and basic competences. While high school teachers are not supposed to change
them, there is enough space to make changes and adaptations in learning indicators, material, activities, and assessment so that the lesson plan has
self-actualization character. In short, self-actualization principles of education can be applied in a modified lesson plan based on the core and
basic com petences of the government’s curriculum.
The lesson plan is supposed to use a scientific approach as reflected in
the activities with the five steps: observing, questioning, exploring, associating, and communicating.
Seen from the ‘communicative language teaching’ views, this is basically an “evolutionary” rather than
“revolutionary” procedure. The self-identity expressions are introduced with
dialogs, followed by some functional and structural analyses, some controlled practice, and freer communication practice. These steps also
reflect traditional CLT as found in Littlewood’s sequence of activities: pre- communication structural and quasi-communicative and communication
activities functional and social interaction Richards Rodgers, 2001, p. 166. Communication activities are the stage on which freer activities done
in groups can be carried out.
29
Seen from ‘self-actualization’ views, discussing the social function of the dialog and relating it to the students’ personal experiences reflect the
concept that the learner’s points of view are valued. This is one of the
principal views of the constructivistself-actualization learning approach. Working in groups to compose dialogs and practice them orally will also
address the social needs in the classroom. Having fixed members of a group is not recommended for these short group activities because one of
the purposes of the activities is to enhance tolerance among various members. Informal cooperative learning groups or ad-hoc groups Richards
Rodgers, 2001, p. 196 are expected to be used. Besides the ad-hoc groups, at the beginning of the semester the
teacher can assign students to work in more formal groups that may last several weeks. The students in these formal groups recommended in
Cooperative Language Learning compose several dialogs dealing with the topic. The purpose is to enable students to work together and make use of
local, contextual material. This can be considered as an example of learners’ empowerment. The dialogs will be presented in front of the whole
class at the next meetings. The
indicators and activities in the lesson plan show clearly 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 as we can read in the lesson plan are taken from the national curriculum. These values are realized in the
activities and written in the indicators, both of which can also contain self- actualization learning goals, such as cooperation, freedom of expression,
and locality. The lesson plan above and other lesson plans should be flexible so that the teacher can include
indicators, activities, material, and assessment types that are adapted to self-actualization goals and
principles, but still “inside” the national curriculum.
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
30
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 the guidelines is that if the activities and material are constructivist, a self-actualization learning
nuances are potentially there. In planning the evaluation part of a lesson, using the traditional test
types that emphasize knowledge reproduction and that have one answer to each item is discouraged. Since the learning process is considered as
important as the learning outcome as suggested in constructivist pedagogy, the use of portfolios is recommended. This is also in line with
the assessment suggested in the new curriculum Kurikulum 2013, which uses test and non-
test types for the evaluation of each learner’s progress. What is new, then, in the practice of the self-actualization language
learning model then? As stated in the conceptual stage previously part I.C the most important point is that the teacherdesigner can still use familiar
communicative and perhaps traditional techniques and activities, but, while planning, heshe is
aware of utilizing the major self-actualization principles outlined in part I.B and the self-actualization objectives in part II
A of these guidelines. The teacherdesigner can try to apply them either directly or indirectly. In conclusion, in the practice of the self-actualization
learning, being aware of making use of these principles and objectives may be considered as
“new”.
C. Procedure for Writing a Self-Actualization Learning Design Product
