TEXT-BASED

ENGLISH
TEACHING
presented by

EKA PURNAMA, SPd

Mata Pelajaran Bahasa Inggris di SMA/MA

bertujuan agar peserta didik memiliki kemampuan
sebagai berikut.
Mengembangkan kompetensi berkomunikasi
dalam bentuk lisan dan tulis untuk mencapai tingkat
literasi informational
Memiliki kesadaran tentang hakikat dan
pentingnya bahasa Inggris untuk meningkatkan
daya saing bangsa dalam masyarakat global
Mengembangkan pemahaman peserta didik
tentang keterkaitan antara bahasa dengan budaya.
(Standar Isi)

Communicative
Competence
Celce-Murcia et al. (1995:10)

Socio-cultural
Competence

Discourse
Competence

Linguistic Competence

Actional
Competence

Strategic Competence

What is the

BASIC METHODOLOGY
in ELT

GENRE/LITERACY
APROACH ?

GENRE/LITERACY APPROACH

INDEPENDENT
CONSTRUCTION
OF TEXT

JOINT
CONSTRUCTION
OF TEXT

BUILDING
KNOWLEDGE
OF THE FIELD
(TEXT)

MODELLING OF TEXT

 GENRE
LITERACY
TEXT-BASED

APPROACH

 STANDAR ISI (SI)

STANDAR KOMPETENSI
LULUSAN (SKL)

Text-based
Syllabus
It incorporates an
increasing
understanding of how language is
structured and how language is used
in social contexts
Syllabus type:

A type of mixed syllabus

All the elements of various other
syllabus types can constitute a
repertoire
from which a textbased syllabus can be designed

VIEW OF LANGUAGE:
Language occurs as whole texts
which are embedded in the
social contexts in which they are
used

VIEW OF LANGUAGE LEARNING:

People learn language

through working with
whole texts

Methodology:
is based on a model of teaching
and learning in which the learner
gradually gains increasing
control of text-types

Text-based Syllabus
is primarily concerned with
what learners do with language.
i.e. what they do with whole
texts in context

A text-based syllabus
is concerned with
units of discourse called tex

Text-based Syllabus design draws on the

systemic functional model of language.

The main concepts:

Language is a resource for making meaning
The resource of language consists of a set
of interrelated system
Language users draw on this resource each
time they use language
Language users create texts to make
meaning
Texts are shaped by the social context in
which they are used
The social context is shaped by people using
the language

The most effective methodology

for implementing a text-based
syllabus is the

GENRE/LITERACY APPROACH
2 (two) cycles, oral and
written
Each cycle consists of 4
(four) stages:

1. Building Knowledge of Field

2. Modeling of Text
3. Joint Construction of Text
4. Independent Construction of Text

GENRE/LITERACY
APPROACH
INDEPENDENT
CONSTRUCTION
OF TEXT

JOINT
CONSTRUCTION
OF TEXT

BUILDING
KNOWLEDGE
OF THE FIELD
(TEXT)

MODELLING OF TEXT

1. BUILDING KNOWLEDGE OF THE FIELD

Students

are introduced to the social

context of the text
explore the cultural context and
social purpose of the text-type
are exposed to the relevant
vocabulary and grammatical
patterns
are exposed to the generic
features of the text

2. modeling of
Students
text

investigate the structural patterns and

language features of the model

compare the model with other examples of

the text-type

3. OINT

CONSTRUCTION
OF THE TEXT

Students begin to
contribute to the
construction of the whole
examples of the text-type
Students work in
collaboration (in pairs or
small group-work)

4. Independent

Construction of Text
Students work
independently with
the text

Kur94 /
KBK
To develop
the students
COMMUNICATIVE COMPETENCE:

COMMUNICATIVE
APPROACH
GENRE APPROACH

Grammatical Competence
Socio-linguistic Competence
Discourse Competence
Strategic Competence
( Canale and Swain, 1980 )
Discourse Competence
Actional Competence
Linguistic Competence
Socio-cultural Competence
Strategic Competence
(Celce-Murcia, et al, 1995)

COMMUNICATIVE
APPROACH

An approach to foreign or
second language teaching
which emphasizes that the goal
of language learning is

COMMUNICATIVE
COMPETENCE

Richards, J.C. et al. 1992. Longman Dictionary of Language

Teaching and Applied Linguistics. UK:Longman

THE PRINCIPLES of
COMMUNICATIVE METHODOLOGY
1. KNOW WHAT YOU ARE DOING
2. THE WHOLE IS MORE THAN THE SUM OF THE
PART
3. THE PROCESSES ARE AS IMPORTANT AS THE
FORM:
A. INFORMATION GAP
B. CHOICE
C. FEEDBACK

4. TO LEARN IT, TO DO IT
5. MISTAKES ARE NOT ALWAYS MISTAKES

Ways of Achieving the Objectives:

1. Use natural English (the

teacher and the students)
2. Use language functions in
appropriate situations
3. Focus on meaning rather than
form
4. Teacher as facilitator
5. Student-oriented activities

Thank you
Its good to be
important, but its
important to be
good.