Teaching English As A Foreign Language Competency-Based Language Teaching

TEACHING ENGLISH AS A FOREIGN LANGUAGE
COMPETENCY-BASED LANGUAGE TEACHING
Preparedd By:
GROUP 4 (XE)
1. Lailatus Sholihah ( 201712500482 )

2. Muspilia Safriyanti ( 201712500473 )
3. Nita Ayundari ( 201712500427 )
Lecture:
Romiana Magdalena, M.Pd
INDRAPRASTA PGRI UNIVERSITY

Jl. Nangka No. 38 58 C (TB Simatupang)
Tanjung Barat, Jagakarsa
South Jakarta-12530
PREFACE
Praise the presence of almighty god who provided his grace and his life so that we could
accomplish this paper of “Competency-Based Language Teaching” in time. As for the purpose of
this paper was to fulfill an assignment on English education, the Teaching English As A Foreign
Language. Additionally, the paper was also designed to give insights into a paper topic for readers
as well as for writers. We thank to Mrs.Romiana Magdalena, M.Pd, for giving us this assignment so
that it can add insight and knowledge to our field of study. We also want to thank all those who
have divided some of their knowledge so that we can complete this paper. And we realized that this
paper that we wrote is far from perfect. Therefore, constructive criticism and Suggestions we will
look forward to this paper's perfection.
March 10, 2020
Author
CHAPTER I
INTRODUCTION
A. Background
For many years, English students were taught about the language in self, but not taught how to
use the language in neighborhood properly. Even at the present day, the products of education still
make disappointments; in the way of the students use English. Most of the students are capable in
preserving their memories about the learning materials given by the teacher, but they don’t really
understand how to use it. They still have difficulties to use English. Whereas they need it related with
environment and society for they will be work and live with.
The 21st century is the era of Knowledge Economy where sciences are modals that create
competitive advantage, innovative capabilities and effective solutions. Because of the globalization
era and the increase of industrial world, English speaker workers are more demanded. But nowadays,
the output from educational world is still having no competencies.
“A qualification or a job can be described as a collection of units of competency, each of

which is composed on a number of elements of competency. A unit of competency might be a task, a
role, a function, or a learning module. These will change over time, and will vary from context to
context. An element of competency can be defined as any attribute of an individual that contributes to
the successful performance of a task, job, function, or activity in an academic setting and/or work
setting. This includes specific knowledge, thinking processes, attitudes, and perceptual and physical
skills. Nothing is excluded that can be shown to contribute to performance. An element of
competency has meaning independent of context and time. It is the building block for competency
specifications for education, training, assessment, qualifications, tasks, and jobs.” Because of that, we
need a suitable method for English Language Teaching to relate both of the worlds mentioned above,
that is Competency-Based Language Teaching.
B. Problems
From the background above, we would like to discuss the question about :
a. What is meant by CBLT?
C. Purposes
From the problems above, we would like to answer the question about:
.
CHAPTER II
DISCUSSION
A. Competency-Based Language Teaching

CBLT is an approach used for language teaching in adults. CBLT is an approach that emerged in
America in the 1970s. Actually this approach has existed in America since the 1960s under a different
name, namely Competency-Based Education (CBE).
CBLT is not much different from CBE because CBLT is an application of CBE. Where in using
this approach, students can master a language correctly with rocks and teacher guides. The teacher
has an obligation to be aware of the needs of students, because the approach is required to focus on
output. This is because the word Competecy in this approach is the basic ability possessed by
students, the teacher is tasked with developing it according to student needs. This ability can be used
by students in their social life even for their job applications.
B. Practical Benefits of Competency-Based Education:
 Efficient and potentially lower-cost degree/credential options for students
 Greater understanding of learning outcomes throughout the academic institution
 Courses, learning resources, and assessments aligned to well-defined goals
 Motivated and engaged students
 Increased student retention and completion rates, particularly when prior learning can be
applied to degree progress
 Learners’ improved ability to recognize, manage, and continuously build upon their own
competencies and evidence of learning
 Employers’ improved ability to understand graduates’ competencies and learning

achievements
 Outcomes-based frameworks for continuous improvement at course, program, and

institutional levels
Competency-based learning can be valuable for all of the stakeholders in our learning
communities: learners have more opportunities to take ownership of their learning and expand their
lifelong learning pathways; faculty grow professionally as they articulate the learning outcomes in
their areas of expertise and embed them in rich learning experiences; academic leaders provide
engaging curricula that advance knowledge and produce graduates who can demonstrate what they’ve
learned; and institutional leaders focus on new ways of identifying barriers to success and achieving
improved outcomes.
The key characteristics of learner-centric, outcomes-based, and differentiated help us visualize what
competency-based learning means to these stakeholders.
Key Characteristic: Learner-Centric
First and foremost, competency-based learning focuses on the learner as an individual. It provides
opportunities for each individual to develop skills at their own pace, collaborate with others, collect
evidence of learning, and become successful lifelong learners. Competency-based learning empowers
learners to:
 Understand the competencies they need to master to achieve their goals
 Progress through learning processes without time constraints
 Explore diverse learning opportunities
 Collaborate in learning activities with communities of peers and mentors
 Create learning artifacts that represent their competencies
 Reflect on their own learning achievements
 See what they’ve mastered, what they still need to accomplish, and where to improve
 Develop an online academic identity, including the ability to manage competencies and
portable evidence of learning from multiple sources
Key Characteristic: Outcomes-Based
Competency-based learning starts with well-defined learning outcomes. The structure for
competency-based learning comes from creating, managing, and aligning sets of competencies to
learning resources, assessments, and rubrics, with analytics to track performance. Focusing on
outcomes empowers faculty and academic leaders to:
 Develop robust sets of learning outcomes and competencies
 Reorient curricular design to start with learning outcomes rather than starting with time/term
structures
 Build high-quality sharable resources, assessments, and rubrics designed to support learning
outcomes
 Foster authentic assessment that includes demonstrated mastery of competencies
 Effectively identify risk in students’ progress toward learning achievements and provide
appropriate interventions
 Support transparent analysis of learning outcomes at every level of the institution
 Achieve short-term and long-term academic performance improvements focused on outcomes

rather than inputs
Key Characteristic: Differentiated
Differentiation refers to competency-based learning practices that recognize and adjust to meet the
needs of individual learners. Differentiation is multi-faceted and applies to learner support,
communications and interventions, as well as learning processes.
 Prescriptive/Diagnostic: providing different learning materials or assessments to learners

based on what they’ve already mastered.
 Affiliation: learners receive different materials or delivery based on their relationship to the
curriculum or program in cohorts or groups.
 Adaptive: content that is designed with learning alternatives and branching closely tied to the
learner’s specific interactions with the content.
 Choice: learners select from among different learning resources and pathways based on their
own choices and preferences.
 Personalized messages & notifications: relevant, timely communications tailored to

learners’ individual activities and needs.
 Appropriate interventions: feedback, guidance, activities, or tasks designed to help

individuals progress along their learning paths.

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TEACHING ENGLISH AS A FOREIGN LANGUAGE

COMPETENCY-BASED LANGUAGE TEACHING

1. Lailatus Sholihah ( 201712500482 )

INDRAPRASTA PGRI UNIVERSITY

March 10, 2020

“A qualification or a job can be described as a collection of units of competency, each of

A. Competency-Based Language Teaching

B. Practical Benefits of Competency-Based Education:

 Efficient and potentially lower-cost degree/credential options for students

 Greater understanding of learning outcomes throughout the academic institution

 Courses, learning resources, and assessments aligned to well-defined goals

 Motivated and engaged students

 Employers’ improved ability to understand graduates’ competencies and learning

 Outcomes-based frameworks for continuous improvement at course, program, and

Key Characteristic: Learner-Centric

 Understand the competencies they need to master to achieve their goals

 Progress through learning processes without time constraints

 Explore diverse learning opportunities

 Collaborate in learning activities with communities of peers and mentors

 Create learning artifacts that represent their competencies

 Reflect on their own learning achievements

Key Characteristic: Outcomes-Based

 Foster authentic assessment that includes demonstrated mastery of competencies

 Support transparent analysis of learning outcomes at every level of the institution

 Achieve short-term and long-term academic performance improvements focused on outcomes

Key Characteristic: Differentiated

 Prescriptive/Diagnostic: providing different learning materials or assessments to learners

 Personalized messages & notifications: relevant, timely communications tailored to

 Appropriate interventions: feedback, guidance, activities, or tasks designed to help

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