The Implementation of Text-Based Approach within the Competency-

Based Curriculum in Junior High School

Rizka Nanda

The Faculty of Education and Teacher Training

State Islamic University of Sultan Syarif Kasim Riau
12110421008@students.uin-suska.ac.id

Abstract

This essay explores the integration of the Text-Based Approach (TBA) within a competency-
based curriculum (CBC) for junior high school language learning. It delves into the
theoretical underpinnings of language acquisition, specifically focusing on Communicative
Language Teaching (CLT) and its alignment with communicative competences. Subsequently,
the essay examines the TBA as a practical framework encompassing various types of texts to
develop these competences. The discussion highlights the advantages of TBA within the CBC
framework, emphasizing its ability to foster meaningful engagement with language and
prepare students for real-world communication.

Keywords: Text-Based Approach (TBA), Competency-Based Curriculum (CBC), Junior High

School, Language Learning, Communicative Language Teaching (CLT), Communicative
Competences, Language Acquisition, Meaningful Engagement, Real-World Communication
A. Language Learning Theories

Understanding how language is learned is crucial for effective teaching

methodologies. This section explores two prominent language learning theories that
inform the TBA within the CBC:

1. Constructivism: This theory, rooted in the works of Piaget and Vygotsky,

emphasizes the active role learners play in constructing their knowledge. Learners
build upon existing knowledge and experiences to make sense of new information.
The TBA aligns with constructivism by utilizing texts as springboards for students to
interact with language, analyze features, and actively construct their understanding of
the language system. Constructivism is particularly relevant to the TBA within the
CBC because it aligns with the idea of using texts as springboards for students to
interact with language, analyze features, and actively construct their understanding of
the language system.Constructivism is based on the idea that learners are not passive
recipients of information but rather active participants in the learning process. This
theory is founded on the principles of constructivist learning theory, which suggests
that learners construct their own knowledge and understanding through experiences
and interactions with the environment. This approach is in line with the principles of
the CBC, which emphasizes student-centered learning and the development of
competencies through active engagement with the learning process.The constructivist
approach in language learning is also closely related to the concept of learner
autonomy. This concept emphasizes the importance of learners taking ownership of
their learning process and making choices about what and how they learn. The TBA
within the CBC supports this concept by providing students with opportunities to
engage with texts and construct their own understanding of the language system,
thereby fostering learner autonomy and agency in the learning process

2. Social Interaction Theory: This theory, championed by scholars like Long and
Swain, posits that language acquisition is fostered through meaningful interaction in
social contexts. The TBA promotes interaction by encouraging students to discuss
texts, collaborate on tasks, and negotiate meaning. This collaborative learning
environment mirrors real-world communication, enhancing language acquisition
through social interaction. This theory is closely related to the implementation of the
Text-Based Approach (TBA) in language teaching, which encourages students to
 engage in discussions about texts, collaborate on tasks, and negotiate meaning. This
collaborative learning environment mirrors real-world communication, enhancing
language acquisition through social interaction.The TBA, by its very nature, fosters
social interaction among students. When students discuss texts, they are not only
analyzing the language used but also engaging in a social activity that involves
communication, negotiation, and mutual understanding. This type of interaction is
crucial for language acquisition because it provides students with opportunities to
practice using language in a context that is similar to how they would use it in
everyday life.The TBA's emphasis on collaboration and negotiation of meaning also
aligns with the principles of the Social Interaction Theory. By working together on
tasks and discussing texts, students are able to develop their language skills through
meaningful interactions. These interactions are not limited to the classroom but can
extend to other social contexts, such as peer groups or online communities, where
students can continue to practice and refine their language skills

B. Communicative Language Teaching (CLT) and Communicative Competences

CLT is a widely adopted language teaching approach that emphasizes

developing learners' communicative competence – the ability to use language
effectively in real-world situations. Communicative Language Teaching (CLT) is a
widely adopted language teaching approach that focuses on developing learners'
communicative competence, which is the ability to use language effectively in real-
world situations. This approach emphasizes the importance of practical language
skills over mere knowledge of grammar rules and vocabulary. CLT is based on the
idea that language learning should be centered around the ability to communicate
effectively in real-life situations, rather than solely focusing on the rules of
language.Communicative competence encompasses four key elements:

 Grammatical Competence: Knowledge of grammatical structures and rules.

Grammatical competence refers to the knowledge of grammatical structures and rules
that govern the use of language. This includes understanding the rules of sentence
structure, verb tenses, and other grammatical elements that are necessary for effective
communication. Grammatical competence is the foundation upon which other aspects
of communicative competence are built.
 Discourse Competence: Ability to organize language into coherent and cohesive
text. Discourse competence is the ability to organize language into coherent and
cohesive text. This involves understanding how to structure a text, how to use
transitions and linking words, and how to maintain a clear and logical flow of ideas.
Discourse competence is critical for effective communication as it enables learners to
convey their thoughts and ideas in a clear and organized manner.
 Sociolinguistic Competence: Understanding of how language use varies based on
social context. Sociolinguistic competence is the understanding of how language use
varies based on social context. This includes recognizing how language is used
differently in different social situations, such as in formal or informal settings, and
how language use can be influenced by cultural background, social status, and other
factors. Sociolinguistic competence is essential for effective communication as it
enables learners to adapt their language use to suit different social contexts.
 Pragmatic Competence: Ability to use language for specific purposes and achieve
communicative goals. Pragmatic competence is the ability to use language for specific
purposes and achieve communicative goals. This involves understanding how to use
language to achieve a particular purpose, such as to persuade, to inform, or to
entertain. Pragmatic competence is critical for effective communication as it enables
learners to use language in a way that is effective and appropriate for the situation.

The TBA aligns perfectly with the principles of CLT by placing texts at the center of
language learning. Through text analysis, discussions, and task-based activities,
students develop all four aspects of communicative competence.

 Grammatical Competence: By analyzing texts, students identify

grammatical structures and understand how they function in context.
 Discourse Competence: Text-based activities encourage students to pay
attention to text organization, coherence, and cohesion, fostering their ability to
organize their own language effectively.
 Sociolinguistic Competence: Different types of texts (e.g., emails, news
articles) expose students to how language use varies in different social contexts.
 Pragmatic Competence: Text-based tasks require students to use language
for specific purposes, such as summarizing information, expressing opinions, or
giving instructions.
C. Implementation of the Text-Based Approach within the CBC

The CBC focuses on developing students' competencies – the knowledge,

skills, and attitudes needed to perform specific tasks effectively. The TBA aligns well
with this framework by providing a structured approach to develop language
competencies outlined in the curriculum. The implementation of the Text-Based
Approach (TBA) within the Competency-Based Curriculum (CBC) is a structured
approach that aligns with the framework of the CBC in developing students' language
competencies. The CBC focuses on developing students' competencies, which include
the knowledge, skills, and attitudes necessary to perform specific tasks effectively.
The TBA is designed to support this goal by providing a structured approach to
develop language competencies outlined in the curriculum. Here's how TBA can be
implemented within the CBC:

1. Selecting Appropriate Texts: The first step in implementing the TBA within
the CBC is to select texts that are age-appropriate, culturally relevant, and aligned
with the targeted competencies. This could include a variety of texts such as news
articles, short stories, poems, advertisements, blogs, or social media posts. The
selection of texts is crucial in ensuring that students are engaged with materials that
are relevant to their lives and interests, which enhances their motivation and learning
outcomes.
2. Pre-reading Activities: Before engaging with the text, pre-reading activities
are essential to activate students' prior knowledge. These activities can include
discussions, brainstorming, or vocabulary building exercises that help students
connect the text to their existing knowledge and experiences. This step is critical in
setting the stage for effective reading comprehension and ensuring that students are
able to make meaningful connections with the text.
3. During Reading Activities: During the reading process, students are
encouraged to engage with the text actively by asking questions, making connections,
and analyzing the text. This stage is crucial in developing students' reading skills,
including comprehension, vocabulary, and critical thinking. The teacher's role is to
facilitate the reading process by providing guidance, asking questions, and
encouraging students to think critically about the text
4. Post-reading Activities: After reading the text, post-reading activities are
designed to help students reflect on their understanding and apply what they have
learned. These activities can include writing assignments, discussions, or
presentations that require students to demonstrate their understanding of the text and
its relevance to their lives. This stage is critical in reinforcing students' learning and
ensuring that they are able to apply the skills and knowledge they have gained.

Conclusion:

This material discusses the integration of the Text-Based Approach (TBA) within a
competency-based curriculum (CBC) for junior high school language learning. The
TBA is a structured approach that aligns with the CBC framework in developing
students' language competencies. The approach emphasizes the use of texts as
springboards for students to interact with language, analyze features, and construct
their understanding of the language system. This approach is grounded in two
prominent language learning theories: constructivism and social interaction theory.
Constructivism emphasizes the active role learners play in constructing their
knowledge, while social interaction theory posits that language acquisition is fostered
through meaningful interaction in social contexts.

The TBA is implemented within the CBC by selecting appropriate texts, engaging
students in pre-reading activities, facilitating the reading process during reading
activities, and encouraging reflection through post-reading activities. This approach
fosters learner autonomy and agency in the learning process, as students are given
opportunities to engage with texts and construct their own understanding of the
language system. The TBA also aligns with the principles of Communicative
Language Teaching (CLT), which emphasizes developing learners' communicative
competence – the ability to use language effectively in real-world situations. The
approach helps students develop all four aspects of communicative competence:
grammatical competence, discourse competence, sociolinguistic competence, and
pragmatic competence.
References:

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 Long, M. H. (1981). Input, interaction, and language acquisition: A review of
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 Swain, M. (1985. Communicative competence: Theoretical perspectives.
London: Heinemann Educational Books.
 Canale, M. (1983). From communicative competence to communicative
language pedagogy. In J. C. Richards & R. Schmidt (Eds.), Language teaching:
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