Competency-Based Language Teaching (CBLT)

Competency-Based Language Teaching (CBLT0

History CBLT

According to Richards & Rodgers (2001, p.141) “Competency-Based Language Teaching (CBLT) is an application of the principles of Competency-Based Education to language teaching”. In Competency-Based Education (CBE) the focus is on the “outcomes or outputs of learning”. By the end of the 1970s Competency-Based Language Teaching was mostly used in “work-related and survival-oriented language teaching programs for adults” (Richards & Rodgers, 2001, p.141). Since the 1990s, CBLT has been seen as “the state-of-the-art approach to adult ESL” (Auerbach, 1986, p.411) so that any refugee in the United States who wished to receive federal assistance had to attend a competency-based program (Auerbach, 1986, p.412) in which they learned a set of language skills “that are necessary for individuals to function proficiently in the society in which they live” (Grognet & Crandall, 1982, p.3).

Learning Activities

The learning activities used in CBLT can be described as systematically designed activities to achieve a certain competence. These activities are real-world tasks which “may be related to any domain of life” (Richards & Rodgers, 2001, p.144) but especially to survival-oriented and work-related situations in a new environment (Richards & Rodgers, 2001, p.144). Typical areas, for which such competency-based activities have been developed, are for example Job Application, Job Interview, or Work Schedules (Mrowicki, 1986). All these areas “can be described as a collection of units of competencies” which consist of “specific knowledge, thinking processes, attitudes, and perceptual and physical skills”

Role of Teacher

The role of the teacher in a competency-based framework is not defined by specific terms. The teacher has to provide positive and constructive feedback in order to help the students to improve their skills. She/he needs to be aware of the learners’ needs so that everybody feels welcome in class (Richards & Rodgers, 2001, p.146). The different competencies dealt with in class require specific instructions for the various learning activities. Thus the teacher has to give clear orders and explanations to make sure that every student understands the task they are going to deal with. But the teacher does not push the students because the instructions are not time-based; instead the student’s progress is most important (Richards & Rodgers, 2001, p.146). Another task of the teacher in CBLT is to select learning activities and to design a syllabus according to the competency the students are going to acquire.

Role of Learner

The role of the learner in a competency-based framework is to decide whether the competencies are useful and relevant for him/her (Richards & Rodgers, 2001, p.146). This shows that the learner has an active role in the classroom which is underlined by the fact that the students are expected to perform the skills learned (Richards & Rodgers, 2001, p.146). The competencies the students will learn are clearly defined and present in the public so that “the learner knows exactly what needs to be learned” and for which purpose he/she has to use the competencies (Richards & Rodgers, 2001, p.147). In this regard it is vital that every competency is mastered one at a time because this makes sure that the learners know what they have already learned and what the next steps will look like (Richards & Rodgers, 2001, p.147). Moreover, the students have to stay in the actual program until they improve. After they mastered their skills, they move into a more proficient group of students. The main goal of the learner in Competency-Based Language Teaching is to be able to adapt and transfer knowledge from one setting to another.

Materials

The materials 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). These materials are used to provide the students with “the essential skills, knowledge, attitudes, and behaviors required for effective performance of a real-world task or activity” (Richards & Rodgers, 2001, p.144). A great variety of competencies should be improved by these tasks. On the one hand, knowledge and learning competencies as well as oral competencies are dealt with. On the other hand, the materials include tasks to improve the reading and writing competencies (Richards & Rodgers, 2001, p.147).

project based learning

THE DIFFERENCE BETWEEN  PBL AND TRADITIONAL CLASS

1. curriculum

Class of PBL

v   Interdisciplinary

v   investigation and research

v   understanding the process, critical thinking.

Traditional class

v  Based of curriculum

v  Material which includes general.

v  Memorizing the material without     thinking the fact

TRADITIONAL CLASS

v  Teaching is done by placing student on a neat seating and rigid

v  Individually strive to achiever the target

3. TEACHER

 PBL class

v  The teacher as facilitator and provide the material

TRADITIONAL CLASS

v  Teacher as speakers or resource person.

4. STUDENT

 PBL CLASS

v  Student responsible to themselves.

INTERNATIONAL CLASS

v  Student depend on the teacher in finishing instruction.

Advantage and disadvantage PROJECT-BASED LEARNING

Advantage.

1 To improve motivation.

2. To improve ability to slope the problem.

3. To improve collaboration.

Disadvantage PBL

1.  Require a lot of time.

2. It costs quite a lot.

3.  Number equipment must be provided.

4. Many instructors who are comfortable with the class traditional.

  Implementasi pbl

1. Make a specific theme.
2. Make context studies.
3. Make a planning activities.
4. Activities process.

content-Based Instruction

content-Based Instruction

content-Based Instruction (CBI) is a significant approach in language education (Brinton, Snow, & Wesche, 1989). CBI is designed to provide second-language learners instruction in content and language.

Historically, the word content has changed its meaning in language teaching. Content used to refer to the methods of grammar-translation, audio-lingual methodology and vocabulary or sound patterns in dialog form. Recently, content is interpreted as the use of subject matter as a vehicle for second or foreign language teaching/learning.

Benefits of content based instruction

1.      Learners are exposed to a considerable amount of language through stimulating content. Learners explore interesting content & are engaged in appropriate language-dependant activities. Learning language becomes automatic.

2.      CBI supports contextualized learning; learners are taught useful language that is embedded within relevant discourse contexts rather than as isolated language fragments. Hence students make greater connections with the language & what they already know.

3.      Complex information is delivered through real life context for the students to grasp well & leads to intrinsic motivation.

4.      In CBI information is reiterated by strategically delivering information at right time & situation compelling the students to learn out of passion.

5.      Greater flexibility & adaptability in the curriculum can be deployed as per the students interest.

Motivating students

Keeping students motivated and interested are two important factors underlying content-based instruction. Motivation and interest are crucial in supporting student success with challenging, informative activities that support success and which help the student learn complex skills (Grabe & Stoller, 1997). When students are motivated and interested in the material they are learning, they make greater connections between topics, elaborations with learning material and can recall information better (Alexander, Kulikowich, & Jetton, 1994: Krapp, Hidi, & Renninger, 1992). In short, when a student is intrinsically motivated the student achieves more. This in turn leads to a perception of success, of gaining positive attributes which will continue a circular learning pattern of success and interest. Krapp, Hidi and Renninger (1992) state that, "situational interest, triggered by environmental factors, may evoke or contribute to the development of long-lasting individual interests" (p. 18). Because CBI is student centered, one of its goals is to keep students interested and motivation high by generating stimulating content instruction and materials.

Instruksi konten Berbasis
Instruksi konten Berbasis (CBI) adalah pendekatan yang signifikan dalam pendidikan bahasa (Brinton, Salju, & Wesche, 1989). CBI dirancang untuk memberikan pelajar bahasa kedua instruksi dalam isi dan bahasa.
Secara historis, isi kata telah berubah maknanya dalam pengajaran bahasa. Konten yang digunakan untuk merujuk pada metode tata bahasa-terjemahan, metodologi audio bahasa dan kosakata atau pola suara dalam bentuk dialog. Baru-baru ini, konten diartikan sebagai penggunaan materi pelajaran sebagai kendaraan untuk kedua atau asing pengajaran / pembelajaran bahasa.

Manfaat instruksi berbasis konten

1. Peserta didik yang terkena cukup banyak bahasa melalui konten merangsang. Peserta didik mengeksplorasi konten yang menarik & terlibat dalam kegiatan yang tergantung pada bahasa yang sesuai. Belajar bahasa menjadi otomatis.

2. CBI mendukung dikontekstualisasikan pembelajaran, peserta didik diajarkan bahasa yang berguna yang tertanam dalam konteks wacana yang relevan dan bukan sebagai fragmen bahasa terisolasi. Oleh karena itu siswa membuat hubungan yang lebih besar dengan bahasa & apa yang mereka sudah tahu.
3. Informasi yang kompleks disampaikan melalui konteks kehidupan nyata bagi siswa untuk memahami dengan baik & menyebabkan motivasi intrinsik.

4. Dalam informasi CBI diulang dengan strategis penyampaian informasi pada waktu yang tepat & situasi memaksa siswa untuk belajar dari gairah.

5. Fleksibilitas yang lebih besar & kemampuan beradaptasi dalam kurikulum dapat digunakan sesuai minat siswa.

Memotivasi siswaMenjaga siswa termotivasi dan tertarik adalah dua faktor penting yang mendasari instruksi berbasis konten. Motivasi dan minat sangat penting dalam mendukung keberhasilan siswa dengan menantang, kegiatan informatif bahwa keberhasilan dukungan dan yang membantu siswa belajar keterampilan kompleks (Grabe & Stoller, 1997). Ketika siswa termotivasi dan tertarik pada materi yang mereka pelajari, mereka membuat hubungan yang lebih baik antara topik, elaborasi dengan materi pembelajaran dan dapat mengingat informasi yang lebih baik (Alexander, Kulikowich, & Jetton, 1994: Krapp, Hidi, & Renninger, 1992). Singkatnya, ketika seorang siswa dimotivasi secara intrinsik siswa mencapai lebih. Hal ini pada gilirannya menyebabkan persepsi keberhasilan, untuk mendapatkan atribut positif yang akan terus pola belajar melingkar keberhasilan dan bunga. Krapp, Hidi dan Renninger (1992) menyatakan bahwa, "minat situasional, dipicu oleh faktor lingkungan, bisa menimbulkan atau berkontribusi pada pengembangan kepentingan individu tahan lama" (hal. 18). Karena CBI adalah student centered, salah satu tujuannya adalah untuk membuat siswa tertarik dan motivasi yang tinggi dengan menghasilkan instruksi konten merangsang dan bahan

problem-based learning

problem-based learning

What is Problem-Based Learning? 

Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with an ill-structured situation that simulates the kind of problems they are likely to face as future managers in complex organizations.

Problem-based learning is student-centered. PBL makes a fundamental shift--from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach:

• Learning takes place within the contexts of authentic tasks, issues, and problems--that are aligned with real-world concerns.
• In a PBL course, students and the instructor become colearners, coplanners, coproducers, and coevaluators as they design, implement, and continually refine their curricula.
• The PBL approach is grounded in solid academic research on learning and on the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on.
• PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for life-long learning.

Problem-based learning begins with the introduction of an ill-structured problem on which all learning is centered. The problem is one that MBA students are likely to face as future professionals. Expertise is developed by engaging in progressive problem solving. Thus, problems drive the organization and dynamics of the course. MBA students, individually and collectively, assume major responsibility for their own learning and instruction. Most of the learning occurs in small groups rather than in lectures. As teacher, my role changes from "sage on stage" to a "guide by the side." My role is more like that of a facilitator and coach of student learning, acting at times as a resource person, rather than as knowledge-holder and disseminator. Similarly, your role, as a student, is more active, as you are engaged as a problem-solver, decision-maker, and meaning-maker, rather than being merely a passive listener and note-taker.

As you work with each problem you can:

1. Develop your diagnostic reasoning and analytical problem-solving skills.
2. Determine what knowledge you need to acquire to understand the problem, and others like it.
3. Discover the best resources for acquiring that information.
4. Carry out your own personalized study using a wide range of resources.
5. Apply the information you have learned back to the problem.
6. Integrate this newly acquired knowledge with your existing understanding.

In short, you will be learning in a highly relevant and exciting manner to problem-solve and to develop self-directed study skills that build toward the skills and knowledge that you will need as a practicing manager.