the communicative approach

“THE COMMUNICATIVE APPROACH”
Lecture : Aprilia Riyana Putri, M. Pd,.
By: Rosyana Nur Afifah (141320000072)
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
FAKULTAS TARBIYAH
UNIVERSITAS ISLAM NAHD
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Approaches and Methods in TESOL
“THE COMMUNICATIVE APPROACH”
Lecture : Aprilia Riyana Putri, M. Pd,.
By: Rosyana Nur Afifah (141320000072)
Laila Firiyatun Nikmah (141320000100)
Firnanda Septi Pertiwi (141320000103)
Jamiati (141320000102)
Nurul Azizah Fitriana (141320000075)
Muhammad Adib Fawa I (141320000085)
FAKULTAS TARBIYAH DAN ILMU KEGURUAN
UNIVERSITAS ISLAM NAHDLATUL ULAMA’(UNISNU) JEPARA
2016/2017
Muhammad Adib Fawa I (141320000085)
DAN ILMU KEGURUAN
NISNU) JEPARA

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PREFACE
Assalamualaikum Wr. Wb.
Thank to Allah SWT who has given his bless to the writer for finishing the
Approaches and Methods in TESOL paper assignment entitled “THE
COMMUNICATIVE APPROACH”. Then would like to say thanks for Aprilia
Riyana Putri, M. Pd, as our lecture that always teach us and give much
knowledge.
The writer also wish to express his deep and sincere gratitude for those
who have guided in completing this paper. Then, this assignment is one of task
English material. I realized for our assignment not perfect. But Ihope it can be
useful for us.
Hopefully, this paper can help the readers to expand their knowledge about
Research Methods In ELT.
Wassalamualaikum Wr. Wb
Jepara, 8 th
November 2016
Writer
Ana and friend

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TABLE OF CONTENT
PREFACE....................................................................................................... 2
TABLE OF CONTENT................................................................................. 3
CHAPTER
Communicative Language Teaching (CLT) .................................................... 4
Task-Based Language Teaching (TBLT)......................................................... 11
Cooperative Language Learning (Coop. LL)................................................... 17
Competency-Based Language Teaching (CBLT)............................................ 22
Content-Based Instruction (CBI) ..................................................................... 27
Genre-Based Approach.................................................................................... 32

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Communicative Language Teaching (CLT)
Name : Rosyana Nur Afifah
Nim : 141320000072

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Communicative language teaching
Communicative language teaching (CLT), or the communicative approach,
is an approach to language teaching that emphasizes interaction as both the means
and the ultimate goal of study.Societal influence of Communicative language
teaching rose to prominence in the 1970s and early 1980s as a result of many
disparate developments in both Europe and the United States.[1] First, there was
an increased demand for language learning, particularly in Europe.
Classroom activities used in communicative language teaching include the
following:
1. Role-play
2. Interviews
3. information gap
4. Games
5. Language exchanges
6. Surveys
7. Pair-work
8. Learning by teaching
However, not all courses that utilize the Communicative Language
approach will restrict their activities solely to these. Some courses will have the
students take occasional grammar quizzes, or prepare at home using non-
communicative drills, for instance. William Glasser's "control theory" exemplifies
his attempts to empower students and give them voice by focusing on their basic,
human needs: Unless students are given power, they may exert what little power
they have to thwart learning and achievement through inappropriate behavior and
mediocrity. Thus, it is important for teachers to give students voice, especially in
the current educational climate, which is dominated by standardization and
testing.

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A. Introduction
As a teacher trainer working with international groups, I am
frequently asked to include an overview of communicative language
teaching (CLT), and discuss ways of adapting materials to make lessons
more communicative or interactive.
Most groups are enthusiastic about the lesson opportunities which
CLT offers. However, some also indicated they felt constrained by the
system under which they operated, especially those teaching in settings
which are particularly exam-focused. In addition, they queried the
relevance of CLT to their situation, where many of the students never used
English outside the classroom. In contrast, I had shifted across a spectrum
of learners, enthusiastically taking CLT along with me as universally
appropriate.
Taking my colleagues' concerns on board, I began to question the
appropriateness of CLT for some of these diverse learner groups. This was
supported by current reading on the topic; the titles of some articles (see
the Reference list) made me think I should give up the support for CLT
then and there. However, the more I read on the topic, the more I defended
the continued suitability of CLT. It really does benefit the students in a
variety of ways.
B. Elements of CLT
Communication – According to Ability
Whether CLT should be considered an approach or a
methodology is a more abstract debate and here I want to deal with its
more practical aspects. In fact, it is those very elements, and the name
itself, which have been used to challenge the future relevance of CLT.
Firstly, the label implies a focus on communication and some might argue
that this method can't be employed genuinely with low levels as there is no

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authentic communication, due to a limited vocabulary and restricted range
of functions. Initially, many of a learner's utterances are very formulaic. As
an aside, consider just what percentage of our own English expressions are
unique, and how often we rely on a set phrase; just because it is delivered
unselfconsciously and with natural intonation does not make it original.
The aim is that the length and complexity of exchanges, and confident
delivery, will grow with the student's language ability.
With the emphasis on communication, there is also the
implication that spoken exchanges should be authentic and meaningful;
detractors claim that the artificial nature of classroom–based (i.e. teacher -
created) interactions makes CLT an oxymoron. Nevertheless, a proficient
teacher will provide a context so that class interactions are realistic and
meaningful but with the support needed to assist students to generate the
target language. We need to consider that producing language is a skill and
when we learn a skill we practise in improvised settings. For example,
before a nurse gives a real injection, they have punctured many a piece of
fruit to hone their technique.
Accuracy as Well as Fluency
It might also be argued that the extent of some of the structures or
functions may never be used in real life. One example is adjective order; I
have given students an exercise where they have to produce a phrase with
a string of adjectives, such as "a strong, orange, Norwegian, canvas tent."
This is very unnatural, as most times we only combine two or three
adjectives. The other example is directions – we have students follow a
map and negotiate exhaustive directions which suggest maze-like
complexity. In reality, most of us probably are only involved in a three-
phase set of directions. In fact, what we are doing with these exercises is
exposing students to patterns which they can later activate.

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This focus on accuracy versus fluency is one of the issues not
often considered in a discussion of CLT. The teacher decides to pay
attention to one or other end of this band, depending on the type of lesson,
or the stage of a particular lesson, and accuracy is their choice if they want
to deal with students getting things right, take an opportunity for
correction, or gauge the success of their teaching, for example. Freer
speaking involves more choice, therefore more ambiguity, and less teacher
intervention. While CLT implies the lessons are more student-centred, this
does not mean they are un-structured. The teacher does have a very
important role in the process, and that is setting up activities so that
communication actually happens. There is a lot of preparation; accuracy
practice is the bridge to a fluency activity. By implication, CLT involves
equipping students with vocabulary, structures and functions, as well as
strategies, to enable them to interact successfully.
The reference to strategies introduces the matter of grammatical
versus communicative competence. If we view the two as mutually
exclusive, then we are likely to champion one over the other, in terms of
approach, curriculum or whatever else determines and defines our
classroom teaching. In fact, Canale and Swain's model of communicative
competence, referred to by Guangwei Hu, includes four sub-categories,
namely grammatical, sociolinguistic discourse and strategic. They consider
someone competent in English should demonstrate both rules of grammar
and use.
Promoting Learning
This returns us to the consideration of who we are teaching, and
why. Are our students aiming to learn or acquire English? Do they need to
know lexical items and linguistic rules as a means of passing an exam, or
do they want to be able to interact in English? For those inclined to
maintain the dichotomy between learning and acquisition, and who argue

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that our primary focus is learners, CLT still has relevance. It is timely to
review an early definition of CLT. According to Richards and Rodgers, in
Guangwei Hu, CLT is basically about promoting learning.
Then again, Mark Lowe suggests that we follow Halliday's lead
and drop the distinction between learning and acquisition, and refer to
language mastery instead. After all, if the students master the language,
they will certainly be able to perform better in exams, if that is their goal.
In addition, those who do see a purpose beyond classroom-related English
will be better equipped for using the language socially.
Motivation
One of the constant discussions in all my teacher training groups
was how to motivate students. This suggests that the focus on passing the
exam was not always enough. Motivation relates to engaging students but
also includes confidence building. If there is a climate of trust and support
in the classroom, then students are more likely to contribute. One way of
developing this is to allow pair-checking of answers before open-class
checking occurs. Another way is to include an opportunity for students to
discuss a topic in small groups before there is any expectation that they
speak in front of the whole class. Evelyn Doman suggests that "The need
for ongoing negotiation during interaction increases the learners' overt
participation..." It is this involvement we need to harness and build on.
Sometimes the participation is hardly what we would define as
'negotiation', but merely a contribution. For a few students, just uttering a
word or a phrase can be an achievement. Indeed, some of the teachers in
the training sessions said this was the goal they set for their more reticent
pupils. And I have had students who, after writing their first note or e-mail
in English, expressed their pride at being able to do so.
If teachers consider an activity to be irrelevant or not engaging
enough, there are many other tasks which may be more appropriate, such

10
as surveys, using a stimulus picture and prompt questions (Who... Where...
When...What...), or a series of pictures which need to be sequenced before
a story is discussed. In this respect, CLT addresses another area which
constantly challenges teachers, the mixed-ability class. When the lesson
progresses to a freer-speaking activity, students can contribute according
to their ability and confidence, although I acknowledge both need to be
stretched. So there is a challenge for the more capable students, while
those with an average ability still feel their effort is valid. This compares
with the less creative opportunities offered by some textbooks, where
students read a dialogue, perhaps doing a substitution activity, for
example.
A basic responsibility is considering and responding to the needs
of our students, so if the course book is inadequate we need to employ the
following steps: select, adapt, reject and supplement. Moreover, because
each class we teach has its own characteristics and needs, CLT will vary
each time we employ it.

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Task-Based Language Teaching (TBLT)
Name: Laila Fitriyatun Nikmah
Nim: 141320000100

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TASK BASED LANGUAGE TEACHING METHOD
1. Definition of Task Based Language Teaching ( TBLT )
Task-based language teaching (TBLT), also known as task-based
instruction (TBI), focuses on the use of authentic language and on asking
students to do meaningful tasks using the target language. Such tasks can
include visiting a doctor, conducting an interview, or calling customer service
for help.
Assessment is primarily based on task outcome (in other words the
appropriate completion of real world tasks) rather than on accuracy of
prescribed language forms. This makes TBLT especially popular for
developing target language fluency and student confidence. As such TBLT
can be considered a branch of communicative language teaching (CLT).
TBLT was popularized by N. Prabhu while working in Bangalore,
India.[1] Prabhu noticed that his students could learn language just as easily
with a non-linguistic problem as when they were concentrating on linguistic
questions. Major scholars who have done research in this area include Teresa
P. Pica, Martin East and Michael Long.
2. Background
Task-based language learning has its origins in communicative
language teaching, and is a subcategory of it. Educators adopted task-based
language learning for a variety of reasons. Some moved to task-based
syllabus in an attempt to make language in the classroom truly
communicative, rather than the pseudo-communication that results from
classroom activities with no direct connection to real-life situations. Others,
like Prabhu in the Bangalore Project, thought that tasks were a way of tapping
into learners' natural mechanisms for second-language acquisition, and
weren't concerned with real-life communication

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3. Task
According to Rod Ellis, a task has four main characteristics :
1) A task involves a primary focus on (pragmatic) meaning.
2) A task has some kind of ‘gap’ (Prabhu identified the three main types as
information gap, reasoning gap, and opinion gap).
3) The participants choose the linguistic resources needed to complete the
task.
4) A task has a clearly defined, non-linguistic outcome.
4. Classroom Procedure
The core of the lesson is in TBLT the task. All parts of the language
used are deemphasized during the activity itself in order to get students to
focus on the task.
Here is a rather comprehensive one suggested by Jane Willis ( 1999 ).
In this model, the tradition PPP ( presentasion, practive, production ) lesson is
reversed. The students start with the task. When they have completed it, the
teacher draws attention to the language used, making corrections and
adjustments to the students performace.
In a framework for Task-Based Learning, Jane Willis presents a three
stage phase:
1. The pre-task ( introduction to the topic and task ).
2. The task cycle ( task, planning and report )
3. The language focus ( analysis and practive ).
1) The Pre-Task phase
In the pre-task, the teacher explores the topic with the class,
presenting what will be expeted of the students in the task phase.

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The teacher may also present a model of the task by either doing it
themselves or by presenting picture, audio, video or part of an authentic
text demonstrating the task as a model.
2) The ask Cycle: Task, Planning, Report
The task cycle can be broken down into three stages: task in, which
the learners do the task planning.
During the task, the students perform the task, typically in small
groups, depending on the type of activity and the teacher monitors and
encourages all attemps at communicasion without correcting.
Having completed the task, the students enter the planning stage in
which they prepare either a written or oral report to prosentto the class.
The phase ends with the report stage. The students present their
task to the rest of the class. At this stage, the focus is on both fluency and
anccuracy.
3) Language Focus: Analysis and Practive
The language focus consists of analysis and practice. In the
analysis, the teacher reviews what happened in the task, with regards to
language.
5. Syllabus Design And Classroom Activities.
The literaturemainly contains descriptions of examples of task-
based activities such as Wllis (1999), Nunan (2001), and Ellis (2003). The
goals in TBLT should be determined by the the specific needs of the
learners.
A TBLT syllabus, therefore, specifies the tasks that should be
carried out by learners within a program. Nunan (2004: 6-9) suggests that
all syllabus might specify two types of tasks : real - world tasks and
pedagogical tasks.

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Target tasks which refer to a communicative act we achieve
through language in the world outside the classroom. Examples of target
tasks include :
 Taking part in a job interview.
 Completing a credit card ap;ication.
 Finding one’s way from a hotel to a subway station.
 Checking into a hotel.
Pedagogical tasks which reter to a piece of classroom work which
involves learners in comprehending, manipulating, producing or
interacting in the language. Pedagogical tasks have a non-linguistic, and
can be divided into two types: Rehearsal Tasks and Activation Tasks.
Rehearsal task refers to a piece of classroom work in which learners
rehearse in class, a communicative act they will carry out outside of the
class.
Examples of pedagogical task rehearsal are :
 Write your resume.
 Now, imagine you’re applying for one of these jobs.
 Your partner is applying for the other. (students have two job
advertisements).
 Compare your partnet with other applications for the job. Who is
the best candidate?
Activation task is a piece of classroom work involving
communicative interaction, but not one in which learners will be
rehearsing for some out-of-class communicative.
Examples pedagagiocal tasks activation are: List three things you
are thinking about doing activities this week. In a group work,tell your
partners what you are thinking about doing activities.

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6. The Advantages And The Limitations of Task Based Language
Learning ( TBLT )
a. The advantages :
Make class more active.
Make the process of learning is more interesting.
Make student get the more knowledge.
b. The limitations :
The student will be confused to used the native language.
Sometimes the source or rhe sumber is not relevant with the
teacher’s instruction.

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Cooperative Language Learning (Coop. LL)
Name: Firnanda Septi Pertiwi
Nim: 141320000103

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Cooperative language learning
Cooperative language learning is an educational approach
which aims to organize classroom activities into academic and social
learning experiences. There is much more to cooperative learning than
merely arranging students into groups, and it has been described as
"structuring positive interdependence”. Students must work in groups
to complete tasks collectively toward academic goals. Unlike
individual learning, which can be competitive in nature, students
learning cooperatively can capitalize on one another's resources and
skills (asking one another for information, evaluating one another's
ideas, monitoring one another's work, etc.). Ross and Smyth (1995)
describe successful cooperative learning tasks as intellectually
demanding, creative, open-ended, and involve higher order thinking
tasks.
History of Cooperative language learning
Prior to World War II, social theorists such as Allport, Watson,
Shaw, and Mead began establishing cooperative learning theory after
finding that group work was more effective and efficient in quantity,
quality, and overall productivity when compared to working alone.
However, it wasn't until 1937 when researchers May and Doob found
that people who cooperate and work together to achieve shared goals,
were more successful in attaining outcomes, than those who strived
independently to complete the same goals. Furthermore, they found
that independent achievers had a greater likelihood of displaying
competitive behaviours.
Philosophers and psychologists in the 1930s and 1940s such as
John Dewey, Kurt Lewin, and Morton Deutsh also influenced the
cooperative learning theory practiced today. Dewey believed it was

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important that students develop knowledge and social skills that could
be used outside of the classroom, and in the democratic society. This
theory portrayed students as active recipients of knowledge by
discussing information and answers in groups, engaging in the
learning process together rather than being passive receivers of
information (e.g., teacher talking, students listening).
Lewin's contributions to cooperative learning were based on the
ideas of establishing relationships between group members in order to
successfully carry out and achieve the learning
goal. Deutsh's contribution to cooperative learning was positive
social interdependence, the idea that the student is responsible for
contributing to group knowledge.
Since then, David and Roger Johnson have been actively
contributing to the cooperative learning theory. In 1975, they
identified that cooperative learning promoted mutual liking, better
communication, high acceptance and support, as well as demonstrated
an increase in a variety of thinking strategies among individuals in the
group.Students who showed to be more competitive lacked in their
interaction and trust with others, as well as in their emotional
involvement with other students.
In 1994 Johnson and Johnson published the 5 elements (positive
interdependence, individual accountability, face-to-face interaction,
social skills, and processing) essential for effective group learning,
achievement, and higher-order social, personal and cognitive skills
(e.g., problem solving, reasoning, decision-making, planning
organizing, and reflecting).

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Types of Cooperative language learning
Formal cooperative learning is structured, facilitated, and monitored
by the educator over time and is used to achieve group goals in task work
(e.g. completing a unit). Any course material or assignment can be
adapted to this type of learning, and groups can vary from 2-6 people
with discussions lasting from a few minutes up to an entire period. Types
of formal cooperative learning strategies include:
1. The jigsaw technique
2. Assignments that involve group problem-solving and decision
making
3. Laboratory or experiment assignments
4. Peer review work (e.g. editing writing assignments).
Techniques of Cooperative language learning
There are a great number of cooperative learning techniques
available. Some cooperative learning techniques utilize student pairing,
while others utilize small groups of four or five students. Hundreds of
techniques have been created into structures to use in any content area.
Among the easy to implement structures are think-pair-share, think-pair-
write, variations of Round Robin, and the reciprocal teaching technique.
A well known cooperative learning technique is the Jigsaw
Introduction of Cooperative language learning
Team game tournament is an effective technique of cooperative
learning wherein groups are created that function in the class for a period
of time. In this technique the groups revise a portion of material before
writing a written test. This motivates those students that have the fear of
writing the test and to learn and reinforce what has been already learnt.
This method is one of the learning strategies designed by Robert Slavin

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for the purpose of review and mastery in the learning. This method was
basically to increase student's skills, increase interaction and self-esteem
between students. In this technique the students study in the class. The
material is supplied and are taught in groups or individually through
different activities. The students after receiving the material review it and
then bring 2-6 points from their study into their assigned groups. Since
the tournament is based on a material there is a specific answer.

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Competency-Based Language Teaching
Name: Jamiati
Nim: 141320000102

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Competency Based Language Teaching (CBLT)
A. Background
Competency based language teaching (CBLT) in an application of the
principles of Competency Based Education (CBE) to language teaching. CBE
which emerged in the United States in the 1970’s educational movement which
advocates defining educational goals interns of precise measurable description
of knowledge, skills, and behaviors students should posses at the end of the
course of study. In 1970’s become popular in the U.S it is use in vocational
training program. In 1986 CBLT began to be applied in language teaching
program for refugee in the United States. The programs were based on a
performance outline of language tasks that lead to a language mastery
associated with specific skills that unnecessary for individuals to function in
society in which they live. By 1990’s CBLT has also been adopted as “the state
of the art approach” to adult English as a second language by national policy
makers curriculum development in Australia.
B. Underlying Principles
1. Theory of Education : CBLT is designed based on CBC (Competency
Based Curriculum), that is, “a set of standardized educational program that
lead learners to be competent in various life skills in which each consists
of a set of competences and learning outcomes”. (Tedjasukmana, 2003:27)
Competences consist of a description of the essential skills, knowledge,
attitudes, and behaviors required for effective performance of a real world
activity. Competences also mean mastery of assignments, skills, attitudes,
and appreciations needed to support success or achievements. CBC is a
curricular concept that gives an emphasis on the development of learner
abilities to carry out assignments based on particular standard of
performances. The philosophy underpins CBC is progressivism. The
progressive approach takes a holistic view of the teaching and learning
process with the aim of fostering the develop learner as a whole person.

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Consequently learner is so longer considered to be a passive subject who is
called upon to function in a predetermined way. On the contrary, learner is
regarded as a self-actualizing individual who cognitive, emotional, and
educational needs are to respected and promoted.
2. Theory of language : Competence based language teaching based on
theory that language has function as a medium of interaction and
communication between people to achieve specific goals. CBLT is
relevant with ESP (English for Specific Purposes). In ESP courses,
learners and their attitude to learning are very critical learners are seen to
have different needs and interests and this will influence their motivation
and effectiveness of learning. CBLT is also build around the nation of
communicative competence and seek to develop functional
communication skills in learner.
C. Teacher and students role play
Role of the teacher : The teacher give the instruction to the students and
make sure that every students understand what the instruction. Teacher has to
choose the learning activities and design the syllabus according to the
competency the students are going to occur.
Role of students : Is to decide whether the competences are useful are
relevant for him or her. The students have to stay in actual program until they
improve the main goal of the learner. In CBLT is to be able to adopt and
transfer knowledge for one to another.
D. Activities Materials and syllabus
Although teacher are free to develop the strategies in given an educational
setting, the design of CBLT syllabus is different from traditional classes.
CBLT courses are developed around competences and the skills necessary for
mastery. Each day and each unit focus on the skills necessary to move student
along the path toward mastery. Syllabi must include performance activities that
allow the student to practice the requisite skills.

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In traditional classes, lesson are likely to be organize by topics such as
present tense, past tense, future tense, and so on. While these topic will still be
taught, they will not drive the lesson nor will they be the focus.
Class material must to be oriented to doing rather than knowing. There
should be view exercises that require students to fill in the blank, circle the
right answer, or specifically test only grammar. Rather, each task should be
developed around a real world situation requiring the use of some or all the
components of the specified competency.
The activities in the CBLT classroom must be oriented toward the ability to
successfully complete a real world task. The most effective materials will be
authentic sample texts related to a specific competency. The materials how
provide students with the essential skills, knowledge, attitudes and behavior
required to meet the competency standard.
E. The advantages and Disadvantages
The advantages of CBLT : The competences have to do with learners’
needs and interest. The learners can consider whether the competences could
be relevant and useful. They also have the opportunity to know what they
really need to learn. What they have already learnt and what still remind to be
learnt. The competences are specific and practical.
The disadvantages of CBLT : The process learning activity will be passive
behaviorism if teacher does not motivate the student. CBLT only focuses on
behavior and performance rather than on the development of thinking skills.

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Content-Based Instruction (CBI)
Name: Nurul Azizah Fitriana
Nim: 141320000075

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CONTENT-BASED INSTRUCTION (CBI)
A. Definition of Content-Based Learning
Content-Based Instruction is an approach to language teaching that
focuses not on the language itself, but rather on what is being taught
through the language, that is, the language becomes the medium through
which something new is learned. The focus of a CBI lesson is on the topic
or subject matter. During the lesson students are focused on learning about
something.
This could be anything that interests them from a serious science
subject to their favourite pop star or even a topical news story or film.
They learn about this subject using the language they are trying to learn,
rather than their native language, as a tool for developing knowledge and
so they develop their linguistic ability in the target language. This is
thought to be a more natural way of developing language ability and one
that corresponds more to the way we originally learn our first language.
B. History of Content-Based Instruction (CBI)
Content-Based Instruction 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.

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C. Preparation of Content-Based Learning (CBI)
1. Choose a subject of interest to students.
2. Find three or four suitable sources that deal with different aspects of
the subject. These could be websites, reference books, audio or video
of lectures or even real people.
3. During the lesson
4. Divide the class into small groups and assign each group a small
research task and a source of information to use to help them fulfil the
task.
5. Then once they have done their research they form new groups with
students that used other information sources and share and compare
their information.
6. There should then be some product as the end result of this sharing of
information which could take the form of a group report or
presentation of some kind.
D. The Advantages Of Content-Based Instruction
It can make learning a language more interesting and motivating.
Students can use the language to fulfil a real purpose, which can make
students both more independent and confident. Students can also develop a
much wider knowledge of the world through CBI which can feedback into
improving and supporting their general educational needs.
CBI is very popular among EAP (English for Academic Purposes)
teachers as it helps students to develop valuable study skills such as note
taking, summarising and extracting key information from texts.Taking
information from different sources, re-evaluating and restructuring that
information can help students to develop very valuable thinking skills that
can then be transferred to other subjects.
The inclusion of a group work element within the framework given
above can also help students to develop their collaborative skills, which
can have great social value

30
E. The Potential Problems
Because CBI isn't explicitly focused on language learning, some
students may feel confused or may even feel that they aren't improving
their language skills. Deal with this by including some form of language
focused follow-up exercises to help draw attention to linguistic features
within the materials and consolidate any difficult vocabulary or grammar
points. Particularly in monolingual classes, the overuse of the students
native language during parts of the lesson can be a problem. Because the
lesson isn't explicitly focused on language practice students find it much
easier and quicker to use their mother tongue. Try sharing your rationale
with students and explain the benefits of using the target language rather
than their mother tongue.
It can be hard to find information sources and texts that lower levels
can understand. Also the sharing of information in the target language may
cause great difficulties. A possible way around this at lower levels is either
to use texts in the students' native language and then get them to use the
target language for the sharing of information and end product, or to have
texts in the target language, but allow the students to present the end
product in their native language. These options should reduce the level of
challenge. Some students may copy directly from the source texts they use
to get their information. Avoid this by designing tasks that demand
students evaluate the information in some way, to draw conclusions or
actually to put it to some practical use. Having information sources that
have conflicting information can also be helpful as students have to decide
which information they agree with or most believe.

32
Genre-Based Approach
Name: Muhammad Adib Fawa I
Nim : 141320000085

33
Genre Based Approach ( GBA )
Genre based approach, where teaching and learning focuses on the
understanding and production of selected genre of text, have been identified by
rodgers (2001) as a major trend of English language teaching. In the new
millenium. GBA is teaching language based on the result of genre analysis, the
study of how language is used within a particular setting and concered with the
form of language use in relation to meaning (Bhathia 1993).
Teaching and learning around text or genre has become increasingly
influential in mainstream in ELT a number of situation,
including,”primary,secondary and professional and community teaching context (
involving).
In Indonesia, GBA has been adopted for English education since the
enactment of the 2004 English Curriculum for Secondary Education. GBA was
initially popularized as technique in teachng writing in second language. As one
of four skills. It has always occupied a place in most English language course
since more and more people need to learn to write in english language for
occupational ar academic purpose.
In term of class room implementation, GBA is smilar to a process
approach to teaching writing. However, the genre based approach also resembles
to product approach in that a model text is analyzed on the basis of gramatical and
features. This is followed by guided writing in ajoint construction stage before a
final free writing stage. ( badger & white, 2000) for example, purposed “a wheel
model of a teaching learning cycle having three phase: modeling, joint negotiation
of text learner and teacher, and independent contructional of text by learners.
Modeling is the time when the target genre that learners should construct is
introduced dicussion focuses on the social funtion of the genre and on the text
structure and language. Joint negotiation of the text refers to the stage when
learners carry out exercieses on relevant the teacher and students. The

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independent construction of texts is the stage learners produce actual texts trough
activities asuch as choosing a topic, researching, and writing.

the communicative approach

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the communicative approach