Children Language Acquisition
Competence-based Language Teaching
Lecturer: Th. Laksmi Widyarini, S.Pd, MHum
Name:
1. Maya Wijayanti
(11002026)
2. Happy Susilowati
(11002084)
3. Diah Agustiana Sari
(11002103)
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
SARJANAWIYATA TAMANSISWA UNIVERSITY
YOGYAKARTA
2014
A. Approach: Theory of Language and Learning
CBLT was design based on the Competency-Based Education (CBE) which
concerns with the development of what the learners should be able to do with the
language after the learning that is their competence. Focuses on what learners are
expected to do with the language. CBLT is based on a functional and interactional
perspective on the nature of language. Language is seen as “a medium of interaction
and communication between people”. Applies to situations in which the learner has to
fulfill a particular role with language skills which can be predicted or determined for
the relevant context . Shares the behaviorist view of learning that “certain life
encounters call for certain kinds of language”.. CBLT is also built around the notion
of communicative competence and seeks to develop functional communication skills
in learners. These skills are generally described in only the most general terms,
however, rather than being linked to the performance of specific real-world tasks.
CBLT thus shares some features with Communicative Lamguage Teaching.
CBLT for English Learners means that the teacher can make tye goal/ output
of the students on the end of the class. The on of the class the students can know more
about the material that the teacher taught. It means that the students must active in the
class.
B. Design: Objectives, syllabus, learning activities, role of teachers, learners, and
materials
I.
Objectives
Objectives may also be specified, but these usually have little role in
the teaching or assessing of the subject. The objectives to be reached in such a
way that students knowledge, skills, and behaviors can be easily measured.
Besides, student can also develop the ability to use their knowledge in real life
situation. CBLT which follows the ideology of CBE is perceived as a
powerful agent which can positive impact on teaching, since through the
implementation of the standard both teachers and students can have a clear
direction an what is expected to be achieved at the end of course. CBLT most
effective if we use in speaking skill and listening skill for young learners
(spoken cycle) because, the students will active in the class.
II.
Syllabus
The focus of CBLT syllabus is on how the students can use the
language instead of their knowledge about the language. The focus moves
from what stusents know about langauge to what they can do with it.
The teacher provides a list of competencies which the course is going to deal
with, and these are typically required of students in life role situations. CBLT
is an outcome-based approach also influences the syllabus, especially the kind
of assessment which is used.
III.
Learning Activities
Competencies consist of a description of the essential skills,
knowledge, attitudes, and behaviours required for effective performance of a
real-world task or activity. These activities may be related to any domain of
life, though have typically been linked to the field of work and to social
survival in a new environment.
1. Systematically designed activities (simple- complex- simple)
2. Real-world task: daily activity, can mention the sequence of their habit.
3. The students can mention about their personality.
IV.
Role of Teachers
a. To provide positive and constructive feedback
b. To be aware of the learners’ needs
c. To make everybody feels welcome in class
d. To give clear orders and explanations
e. To make sure that every student understands the task
f. Not to push the students because the instructions are not time-based
g. To select learning activities
h. To design a syllabus according to the competency the students are going to
acquire.
V.
Role of Learners
a. To perform the skills taught (speaking).
b. To know the use of the competencies Appropriately & Purposely
c. To stay in the actual program until they improve
d. To be moved into a more proficient group of students.
e. To be able to adapt and transfer knowledge from one setting to another.
VI.
Materials
The materials that the teacher chooses are mainly “sample texts and
assessment tasks that provide examples of texts and assessment tasks that
relate to the competency” (Richards & Rodgers, 2001, p.147). The
competencies tested “consist of a description of the essential skills,
knowledge, attitudes, and behaviors required for effective performance of a
real-daily activities”.
C. Features
There are eight key features which are essential for Competency-Based
Language Teaching:
a.
A focus on successful functioning in society. The goal is to enable students to
became autonomous individuals capable of coping with demands of the class.
b.
A focus on life skills to determine that language. Rather than teaching language
in isolation, CBLT teaches language as a function of communication about concrete
tasks.
c.
Task- or performance-centered orientation. The emphasis is on overt behaviours
rather than on knowledge or the ability to talk about language and skills. The students
can know the answer of simple questions.
For example:
What is your name? ----- my name is...
What is your hobby? ------ my hobby are....
d.
Modularized instruction. Objectives are broken into narrowly focused sub
objectives so that both teachers and students can get a clear sense of progress.
e.
Outcomes that are made explicit a priori. Outcomes are public knowledge.
Known and agreed upon by both learner and teacher.
f.
Demonstrated mastery of performance objectives. Rather than the traditional
paper and pencil tests, assessment is based on the ability to demonstrate prespecified
behaviors.( practice their personality)
D. The advantages of CBLT
There are several advantages of a competencies approach from the learner’s point of
view:
1. The students will know about the review. Can remember well about the
material
2. The students will active in the class.
E. The Target of Learner
Basically, CBLT can be used in all levels of students. In Indonesia, there are
academic competencies that must be achieved by students, known as Standar
Kompetensi. Stated in Peraturan Menteri No. 23/2006, “Standar Kompetensi adalah
ukuran kompetensi minimal yang harus dicapai peserta didik setelah mengikuti suatu
proses pembelajaran pada satuan pendidikan tertentu.”But CBLT is used best for the
learners who want to work and live in English-used atmosphere, for example working
in English speaking Company.
F. CONCLUSION
CBLT is a method teaching about language as the subject to enable student to become
autonomous individuals capable of coping with the demands of the Teacher. In
addition, teachning typically focuses on behavior and performance rather than on the
development of thinking skills. CBLT appears to be gaining strength internationally.
Sources:
Richards, J. C., & Rodgers, T. S. (2001).Approaches and Methods in Language Teaching
(Second Edition). Cambridge: CUP
Gozali imam.Modul Tefl.2013
http://mrskoes.blogspot.com/2012/04/competency-based-language-teaching-cblt.html