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Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and
cohesive devices.
Independent user
B2 Can understand the main ideas of complex text on both concrete and
abstract topics, includi ng technical discussions in hisher field of
specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without
strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the
advantages and disadvantages of various options.
B1 Can understand the main points of clear standard input on familiar
matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the
language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events,
dreams, hopes and ambitions
and briefly give reasons and explanations for opinions and plans.
Basic user A2
Can understand sentences and frequently used expressions related to areas of most immediate relevance e.g. very basic personal and family
information, shopping,
local geography,
employment. Can
communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe
in simple terms aspects of hisher background, immediate environment and matters in areas of immediate need.
A1 Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type. Can introduce himherself and others and can ask and answer questions about
personal details such as where heshe lives, people heshe knows and things heshe has. Can interact in a simple way provided the other person
talks slowly and clearly and is prepared to help.
The descriptors of the four skills listening, speaking, reading, and writing in each level
can be derived into ‘can do’ statements that help to formulate the learning objectives. Then, the tasks, activities, and assessment can also be determined. All
components need to be in line with the proficiency level learners should achieve. In order to figure out the proficiency level of college students, the score should be
associated with other standardized tests. Based on the preliminary interview, the researcher found that college students should reach the score at least 440 of TOEFL.
In line with that score, the proficiency level of college students is independent user B1.
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2. Text-Based Learning TBL
Text-based learning TBL is the approach that will be involved in this study. Therefore, it is important to know about text-based learning in depth. Text-based
learning is also commonly known as genre-based learning. This study will use the term ‘text-based’ instead of ‘genre-based’. Kay and Dudley-Evans 1998, p.309
explained that all genres control a set of communicative purposes within certain social situations and that each genre has its own structural quality according to those
communicative purposes. The communicative purposes and the structural features should be identified when genres or any kind of texts are used in classes. In
improving students ’ English competences, this study will not only emphasize
particular skill but try to make it integrated. Mickan 2012 proposed that “Text-based learning integrates spoken and
written language as in natural language use ”. When people use language, it is
normal for them to combine reading and writing, just as listening and speaking occur together. Other combinations are also still possible to occur. For instance,
when people write a text, they also read and review what they have read. Another example is wh
en people listen to someone’s talk, they probably take note. Therefore, language programs should not teach skills separately. Mickan 2012
added that working with texts integrates the skills to take advantage of multisensory text experiences to enhance memorizing language. The learners will be able to
obtain more exposure and support the language production as well. Compared with other learning approaches, text-based learning is growing in
influence. It can be combined with other approaches or stood itself. Since the focus of text-based learning is on spoken and written genres, authentic examples as
25 models are commonly used. The social function of the text is identified to figure
out what the text is actually for and in what situation the text is used. The grammar of the texts is analyzed as functional for realization of the social purposes of texts.
In some applications, the analysis of the linguistic elements comprising texts dominates with a consequent neglect of the social purposes of texts.
Furthermore, the researcher also reviewed some advantages and disadvantages of applying text-based learning. First, on the positive side, students
generally appreciate the models or examples of the texts showing specifically what they have to do linguistically. Regarding this situation, the instructors need to
provide the formal and functional properties of a language together in order to facilitate students’ recognition of how and why linguistic conventions are employed
for particular rhetorical effects. Furthermore, text-based learning encourages learners to participate in the world around them, to comprehend any skills as a tool
that they can utilize to promote idea. On the other hand, Byram 2004 said that “the disadvantages of text-based learning are it underestimates the skills required
to produce content, and the other concern is that it neglects learners’ self- sufficiency
”. If the teachers spend class time explaining how language is used for a range of purposes, learners are likely to be passive. This situation also limits the
learners’ creative thoughts about content in which the text is produced. Therefore, although, at its worst, text-
based learning interferes the learners’ creativity, at its best, text-based learning helps learners to identify and interpret the texts.
In order to have deeper understanding of the approach, the researcher divides the underlying theory of text-based learning into three parts, those are needs
analysis, course design, and planning units of work. The explanation is as follows. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
