Method in English Language Teaching

Midtest

Competency-based language teaching

Les Tia Hanifa (20228110034)

A. INTRODUCTION

Integrating language learning into subject teaching has become increasingly recognized as a
powerful educational strategy to enhance students' language skills and subject comprehension
simultaneously (García, 2009). Competency-Based Language Teaching (CBLT) is a pedagogical
approach that emphasizes the use of authentic content from academic disciplines to teach language
skills (Snow, 2002).

Writer focuses on the integration of language learning in Class X Fashion Design at SMK PP
Assyyafiiyah Kendal, as observed through video analysis from Widiyanto’s channel. We examine
teaching methods employed by the teacher, emphasizing the use of instruments like projectors and
paper, and interactive teaching techniques to engage students in language learning within a CBLT
framework.

This article aims to assess the initiation of the learning process, the implementation of teaching
approaches, the advantages of the learning process, and strategies to enhance English learning
within the context of CBLT by observation method. By exploring these aspects, writer aim to
underscore the significance of integrating language learning into subject teaching and provide
practical recommendations for educators within a CBLT framework.

This article contributes to the existing literature on language education by offering insights into
effective teaching practices that promote language acquisition and subject comprehension within
a CBLT context. Additionally, it provides valuable guidance for educators and policymakers
seeking to optimize language learning outcomes through CBLT in diverse educational settings.

The following questions will be addressed in this article based on the description above.
1. How was the process of learning initiated?
2. What is the approach/method/strategy/technique implemented by the English teacher
3. What advantageous does the process of learning provide?
4. In what ways can the English learning process be further enhanced?

B. METHOD
1. Procedure Description and Time Frame
The research method used in creating this report is a systematic observation method. The
author begins by identifying relevant sources, then proceeds with selection to choose the most
pertinent ones. Subsequently, the author repeatedly observes these sources to ensure a deep
understanding, followed by analysis of text and visuals. The results of observation and analysis
are systematically recorded in a rating table for comparison and evaluation facilitation. The
 final step involves verifying the analysis results to ensure data accuracy and reliability in the
report. With this structured approach, the author can produce a comprehensive and informative
report in line with the research objectives.

2. Instrumentation:
The author employs an assessment table as an instrumentation tool to measure and evaluate
various relevant aspects in the conducted research or study. This assessment table is utilized as
a means to organize the required data and information, as well as to facilitate the analysis of the
obtained results. By using the assessment table, the author can present data systematically and
comprehensively, thereby making it easier for readers to understand the findings or results
disclosed in the research.

3. Description of Activities

The writer's activity begins with using a laptop to access YouTube with the aim of finding
educational content for learning English. After conducting a search, the writer finds a teaching
video on the Widiyanto channel. In the video, a teacher is seen delivering a lesson on descriptive
texts to tenth-grade students. Intrigued by the teaching methodology, the writer conducts a
comprehensive assessment to determine whether the instructor employs the Competency-Based
Language Teaching (CBLT) approach. Following that, the writer utilizes an instrument to
evaluate the teaching video.

C. RESULTS

Competency-Based Language Teaching (CBLT)

No Activities Yes No Notes
1 Activities emphasizes The teacher only explains the descriptive text in
integrating language general, which should provide examples to
learning into subjects ✓ describe a designer like Ivan Gunawan, not a
like science, history, or comedian. Then the school is not an
mathematics, providing International School so only use Indonesian
immediate relevance for language for all subjects except English.
students.
2 Activities centered on The teacher is able to choose relevant material,
developing student employ interactive teaching methods, and
competencies. ✓ evaluate the learning activities provided to the
students.

3 Activities focus is on The teacher uses English during the lesson,

achieving specific providing listening practice for the students.
competencies in Additionally, the teacher instructs the students to
✓
speaking, listening, repeat after him to practice speaking. At the end
reading, and writing. of the session, the teacher gives a piece of paper
as an assignment to write a descriptive text.
No Activities Yes No Notes
4 Learners typically achieve This material is highly relevant to their
specific language vocational training as it prepares them to
competencies related to real- explain somethings or someone to others
✓
life situations and their in their future workplaces.
communicative needs.

5 Learners to use the target The students are able to answer,

language effectively in understand the questions given by the
various communicative teacher and interact effectively.
✓
contexts.

1. Initiation of the Learning Process

The observation revealed that the learning process was initiated through the utilization of
instructional aids and interactive teaching methods by the teacher. The use of a projector and
paper facilitated the delivery of instructional content, while activities such as listening and
speaking practice engaged students in the learning process.

2. Implementation of Teaching Approach

The teacher implemented a teaching approach that focused on explaining descriptive text.
Although the examples provided were generally oriented, the teacher effectively utilized
English during the lesson to provide listening and speaking practice opportunities for the
students.

3. Advantages of the Learning Process

The observed learning process provided several advantages for the students. Firstly, it
enabled them to develop their English language skills, particularly in speaking and listening.
Secondly, it enhanced their ability to comprehend and produce descriptive text, which is a
valuable skill in both academic and vocational contexts. Lastly, the integration of language
learning into subject teaching provided immediate relevance for the students, enhancing their
engagement and understanding of the material.

4. Enhancement of English Learning Process:

To enhance the English learning process, it is recommended to incorporate more specific
and relevant examples into the instructional content. For instance, providing examples related
to the field of fashion design, such as describing prominent designers or fashion trends, could
increase the relevance and interest of the material for the students. Additionally, creating
opportunities for more interactive speaking activities, such as group discussions or role-plays,
could further improve students' speaking skills and confidence in using English.

The findings of the observation highlight the importance of integrating language learning
into subject teaching to provide immediate relevance and enhance students' language skills.
By implementing interactive teaching methods and incorporating relevant examples, teachers
 can create a more engaging and effective learning environment. These findings are consistent
with previous literature emphasizing the benefits of integrating language learning into subject
teaching and the importance of providing contextually relevant language learning experiences
for students.

D. CONCLUSION

The learning process provided advantages including language proficiency development

and vocational relevance. To enhance the English learning process within a CBLT framework,
incorporating authentic content and interactive speaking activities is suggested.

In summary, integrating language learning into subject teaching within a CBLT framework
promotes language acquisition, subject comprehension, and real-world applicability. By
leveraging effective teaching methods and authentic content, educators can create engaging
learning experiences that empower students academically and professionally.

References

García, O. (2009). Integrating language learning into subject teaching: A framework for
collaborative planning. TESOL Quarterly, 43(2), 335-339.
Snow, M. A. (2002). Content-based language teaching and its wide applications. In J. C. Richards
& W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice
(pp. 200-207). Cambridge University Press.
Widiyanto. (2018, November 14). https://www.youtube.com/watch?v=i8R_Mj0Ttn4 .