Group 7 includes AsnidewitA, Hudya Nelfia, and Widya Febrina. The document discusses two approaches to language instruction: text-based instruction and competency-based instruction. Text-based instruction focuses on teaching different text types and their structures. It involves building context, modeling texts, and having students jointly and independently construct texts. Competency-based instruction emphasizes teaching life skills and measures outcomes through demonstrated mastery of objectives. Both approaches aim to prepare students for real-world language use but can oversimplify skills and become repetitive.

1. GROUP 7
 ASNIDEWITA
 HUDYA NELFIA
 WIDYA FEBRINA

2. 1. Text-Based Instruction
It is also known as a genre-based approach
It involves the mastery of different types of
texts
Text that is used refers to structured
sequences of language that are used in
specific contexts in specific ways.

3. According to Feez and Joyce (1998), TBI is
thus based on an approach to teaching
language which involves:
 Teaching explicitly about the structures and
grammatical features of spoken and written
texts
 Linking spoken and written texts to the
cultural context of their use
 Designing units of work which focus on
developing skills in relation to whole texts
 Providing students with guided practice

4. Contents of a Text-Based Syllabus
the core units of planning in TBI are text types.
The text types are identified through needs
analysis and through the analysis of language
as it is used in different settings

5. • The following text types are included in the
Certificates in Spoken and Written
English, which are widely taught language
qualifications in Australia:
• Exchanges
• Forms
• Procedures
• Information texts
• Story texts
• Persuasive texts

6. The text types in the syllabus in Singapore are:
• Procedures e.g., procedures used in carrying out a task
• Explanations e.g., explaining how and why things happen
• Expositions e.g., reviews, arguments, debates
• Factual recounts e.g., magazine articles
• Personal recounts e.g., anecdotes, diary/journal entries,
• biographies, autobiographies
• Information reports e.g., fact sheets
• Narratives e.g., stories, fables
• Conversations and short functional texts
e.g., dialogs, formal/informal letters, postcards,

7. Implementing a Text-Based Approach
Feez and Joyce (1998, 28–31) give the following
description of how a text based approach is
implemented:
Phase 1: Building the Context
 In this stage, students:
• Are introduced to the social context of an
authentic model of the text type being studied
• Explore features of the general cultural context in
which the text
• type is used and the social purposes the text type
achieves

8. • Explore the immediate context of situation by
investigating the register of a model text . An
exploration of register involves:
1. Building knowledge of the topic of the model
text and knowledge of the social activity in
which the text is used,
2. Understanding the roles and relationships of
the people using the text and how these are
established and maintained.
3. Understanding the channel of communication
being used.

9. • Context-building activities include:
1. Presenting the context through
pictures, audiovisual
materials, realia, excursions, field-trips, guest
speakers, etc.
2. Establishing the social purpose through
discussions or surveys, etc.
3. Cross-cultural activities, such as comparing
differences in the use of the text in two
cultures
4. Comparing the model text with other texts of
the same or a contrasting type.

10. Phase 2: Modeling and Deconstructing the Text
 In this stage, students:
• Investigate the structural pattern and
language features of the model
• Compare the model with other examples of
the same text type.

11. Phase 3: Joint Construction of the Text
 In this stage:
• Students begin to contribute to the
construction of whole examples of the text
type.
• The teacher gradually reduces the
contribution to text construction.

12. • Joint-construction activities include:
1. Teacher questioning, discussing and editing
whole class construction, then scribing onto
board or overhead transparency
2. Skeleton texts
3. Jigsaw and information-gap activities
4. Small-group construction of tests
5. Dictogloss
6. Self-assessment and peer-assessment
activities

13. Phase 4: Independent Construction of the Text
 In this stage:
• Students work independently with the text.
• Learner performances are used for achievement
assessment.
• Independent construction activities include:
1. Listening tasks
2. Listening and speaking tasks
3. Speaking tasks
4. Reading tasks
5. Writing tasks which demand that students draft
and present whole texts

14. Phase 5: Linking to Related Texts
 In this stage, students investigate how what
they have learned in this teaching/learning
cycle can be related to:
• Other texts in the same or similar context
• Future or past cycles of teaching and learning

15. • Activities which link the text type to related
texts include:
1. Comparing the use of the text type across
different fields
2. Researching other text types used in the same
field
3. Role-playing what happens if the same text type
is used by people with different roles and
relationships
4. Comparing spoken and written modes of the
same text type
5. Researching how a key language feature used in
this text type is used in other text types.

16. Problems with Implementing a Text-Based
Approach
• It focuses on the products of learning rather
than the processes involved.
• It makes a danger that the approach becomes
repetitive and boring over time since the five-
phase cycle described above is applied to the
teaching of all four skills.

17. 2. Competency-Based Instruction
• Teach students the basic skill that they need in
order to prepare them to the situations every
day life.
• It emphasize on the outcome of learning

18. 8 feature of implementation of CBLT
(Auerbach, 1986):
1. A focus on successful functioning in society
2. a focus o life skills
3. Task or performance-oriented instruction
4. Modularized instruction
5. Outcomes are made explicit
6. Continuous and ongoing assessment
7. Demonstrated mastery of performance
objectives
8. Individualized, student-centered instruction

19. Implementing a competency-based
approach
• CBLT often used because learner need to learn
specific language needs with specific context
• The competencies needed for succesful task
performance are identified and used as the
basic of the course

20. Problem in Implementing CBLT:
• Analyzing situations into task and underlying
competencies are not always possible
• Reductionist approach