COMPETENCY

BASED LANGUAGE TEACHING

WRTTEN BY

NAME : SURYANI

NIM : 141100855

SUBJECT : METHOD OF TEACHING

DIFFERENCES

Approach

Method Technique

Approach Assumption

Method Plan

Technique Trick

COMPETENCY

Nature talent and practical skill

State or quality

Ability

Potency

BACKGROUND of CBLT:

America (USA)

1970’s

Application of CBE

THEORIES of CBLT:o Functional and interactional

perspective.

oRelation to the social context.

oBehaviorist views of learning.

oMosaic approach to language learning.

oCommunicative competence.

PRINCIPLESSystematically

Focus on the outcomes or output

Spell out exactly

Help student learn one thing well

SYLLABUS Consists of functional topics

which have subparts

On norm reverenced-assessment but criterion reverenced-assessment

Assessment is done through student demonstration

LEARNING ACTIVITIES

Systematically design activities

Real-work task-activities linked to the field of work and to social survival

Work schedules Job application Job interview

KEY FEATURES

Successful functioning in society

Life skills

Task- or performance-centered orientation

Modularized instruction

(Continues of key features)

Continues and ongoing assessment

Outcome that are made explicit a priori

Demonstrated mastery of performance objectives

Individualized, student-centered instruction

TEACHER’S RULES

Correct the student immediately

Give positive feedback

Aware of learners needs

Adjust the syllabus and the activities according to learners needs

STUDENT’S RULES

Judge the relevancy and usefulness the activities

Should demonstrated the learnt behavior

MATERIALS

Sample texts related to competency

PROCEDURES

Initial assessment (placement)

Completion of subpart with the assessment and moving on to the next unit

CRITICISMNo valid procedures to develop competency lists

Many areas are impossible to operationalize

Dividing activities into subparts is a reductionist approach

Makes refugees to be passive citizens

Thank you for attention