The Implementation of Text-Based Approach within the Competency-Based Curriculum in Senior High School
DOI:
https://doi.org/10.55583/jkip.v5i1.938Keywords:
Text-Based Approach, Competency-Based Curriculum (CBC), Senior High SchoolAbstract
This article discusses the integration of the text-based approach within the curriculum 2004, The Competency-Based Curriculum (CBC), also known as the CBC, in senior high schools. The text-based approach, which emphasizes the use of authentic texts and The Competency-Based Curriculum (CBC) operates through a systematic cycle that includes building knowledge, modeling, joint construction, and independent construction, all of which are essential for language learning and skill development. It promotes genuine language learning, critical thinking, learner autonomy, collaboration, and the integration of content knowledge, aligning with the curriculum's goal of fostering competent communicators. Effective strategies under this approach include activating prior knowledge, guided text exploration, collaborative construction, scaffolded writing, peer and self-assessment, multimedia integration, text-based instruction, and project-based learning. Research highlights improvements in students' reading comprehension, writing proficiency, listening and speaking abilities, language awareness, and critical thinking. Additionally, it enhances learner autonomy, motivation, engagement, and content knowledge. The alignment between the text-based approach and the Competency-Based Curriculum (CBC) framework not only enhances language proficiency but also supports the overall goal of producing well-rounded, competent individuals capable of effective communication and critical thinking. This ensures that students are well-prepared for future academic and professional challenges.
References
Benson, P. (2013). Teaching and researching: Autonomy in language learning. Routledge.
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). Pearson Education.
Brown, H. D., & Abeywickrama, P. (2018). Language assessment: Principles and classroom practices (3rd ed.). Pearson Education.
Buckingham, D. (2015). Defining digital literacy: What do young people need to know about digital media? Nordic Journal of Digital Literacy, 10(Jubileumsnummer), 21-35.
Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Council of Europe.
Celce-Murcia, M. (2007). Rethinking the role of communicative competence in language teaching. In E. A. Soler & M. P. S. Jordà (Eds.), Intercultural language use and language learning (pp. 41-57). Springer.
Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100(S1), 64-80.
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Pearson Education.
Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 205-242). International Reading Association.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Ellis, R. (2015). Understanding second language acquisition (2nd ed.). Oxford University Press.
Emilia, E. (2005). A critical text-based approach to teaching academic writing in a tertiary EFL context in Indonesia (Doctoral dissertation, University of Melbourne, Melbourne, Australia). Retrieved from https://minerva access.unimelb.edu.au/handle/11343/39548
Emilia, E. (2011). Pendekatan text-based dalam pengajaran bahasa Inggris: Petunjuk untuk guru. Bandung, Indonesia: Rizqi Press.
Feez, S., & Joyce, H. (1998). Text-based syllabus design. Sydney, Australia: National Centre for English Language Teaching and Research, Macquarie University.
Gómez Rodríguez, L. F. (2015). The cultural content in EFL textbooks and what teachers need to do about it. Profile Issues in Teachers Professional Development, 17(2), 167-187.
Grabe, W., & Stoller, F. L. (2019). Teaching and researching reading (3rd ed.). Routledge.
Grabe, W., & Zhang, C. (2013). Reading and writing together: A critical component of English for academic purposes teaching and learning. TESOL Journal, 4(1), 9-24.
Halliday, M. A. K., & Matthiessen, C. M. (2014). Halliday's introduction to functional grammar (4th ed.). Routledge.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford University Press.
Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40(1), 109-131.
Hyland, K. (2006). English for academic purposes: An advanced resource book. Routledge.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164.
Kearney, E. (2010). Cultural immersion in the foreign language classroom: Some narrative possibilities. The Modern Language Journal, 94(2), 332-336.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press.
Martin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. Equinox.
Mikulecky, B. S., & Jeffries, L. (2007). Advanced reading power: Extensive reading, vocabulary building, comprehension skills, reading faster. Longman.
Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. Routledge.
Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Nuttall, C. (2005). Teaching reading skills in a foreign language (3rd ed.). Macmillan Education.
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge, UK: Cambridge University Press.
Rothery, J. (1996). Making changes: Developing an educational linguistics. In R. Hasan & G. Williams (Eds.), Literacy in society (pp. 86-123). London, UK: Longman.
Savignon, S. J. (2018). Communicative competence. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-7). John Wiley & Sons.
Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. Lawrence Erlbaum Associates.
Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363.
Tomlinson, B. (2013). Developing materials for language teaching (2nd ed.). Bloomsbury Academic.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wallace, C. (2003). Critical reading in language education. Palgrave Macmillan.
Wineburg, S., McGrew, S., Breakstone, J., & Ortega, T. (2016). Evaluating information: The cornerstone of civic online reasoning. Stanford Digital Repository.
Yang, Y. T. C., & Gamble, J. (2013). Effective and practical critical thinking-enhanced EFL instruction. ELT Journal, 67(4), 398-412.
Zhanahri, F. (2015). The text-based integrated approach and the communicative approach: A comparative study in the teaching of writing. Journal of Language Teaching and Research, 6(2), 292-299. https://doi.org/10.17507/jltr.0602.07
Zhang, Z. (2009). Developing an integrated skills curriculum in EAP: A genre-informed approach. Foreign Language Teaching and Research, 41(3), 179-187.
