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constructivist, learner-centeredness characteristics dominate the teaching-learning process. The process also involves the teachers and administrative personnel needed to
manage it. Third, the content “Which” is what is learned and experienced by the
learners, that is, English as an international language or lingua franca that promotes self-actualization, especially for the learners and the teachers. English in post-modern
ELT concept may refer to a local, regional variant, not necessarily to British English or American English.
From the theories used at the defining stage it is expected that contextualization
and localization should be implemented. Therefore, analyzing a sample of design products produced by ELESP students is considered necessary so that the theoretical
model developed here will be more relevant, practical, and operational. The findings of
the content analysis will be used as input to the designing stage.
2. Designing The designing stage can be seen as the design
“planning” level of the systematic-systemic approach. First, the goals of English language education above are
made more specific and operational, and are derived from the goals of post-modern
education and English language education at the concept level defining stage.
Concluded from Theoretical Reviews, the following are the goals that are meant to realize the post-modern goals found at the concept level. They are more specific and
contextualized goals derived from the eight enabling goals above with the numbers corresponding to those eight. Although the following goals may overlap one another, it
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is better to have them stated explicitly. Self-actualization English language education enables the learners, among other things, to:
1. a. Express their ideas and opinions freely in various interaction settings;
b. Develop their own language learning styles and strategies 2.
a. Express themselves spontaneously in oral communication for various purposes;
b. Express themselves in written communication for various purposes; 3.
Make use of their local cultures; 4.
Work together as equitable partners in language learning group and class work;
5. a. Work together in various linguistic, cultural groups and backgrounds;
b. Tolerate different linguistic, cultural backgrounds and levels of English proficiency;
6. Consider everybody in the class as important communication participants;
7. Express their feelings in various spoken and written media.
Second, a learning process is needed in achieving those goals above. At this stage, a number of language learning principles which are in line with the goals need to
be elaborated. Learning activities and techniques compatible with the learning principles of the post-methods era should be selected. Third, the learning content, as
supports for the learning process in order to achieve the design goals, takes the form of a set of guidelines for ELESP students who are interested in developing an English
learning design product of the RD undergraduate thesis. All of these goals, learning
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process , and learning content are later used at the implementation level of the system
approach: operation “doing”, which can be interpreted as the practice of the ELESP
students in writing and making learning design products based on self-actualization language learning goals. In this theoretical framework operation is under the
disseminating
stage Doing a formative evaluation, which is emphasized in Dick, Carey, Carey
2005, is needed to revise what has been done in the previous steps. In this study, obtaining experts’ feedback can function as formative evaluation in order to revise what
has been previously done. Revision is part of developing in this framework.
3. Developing
