to solve particular problems, or to make particular things. The fifth is defining the learning process. Last, defining the time allocation. Seventh, defining the learning
resources.
2. Competence-Based Learning
a. The Description of Competence-based Learning
The last eleven years up to now, Indonesia has implemented competence- based learning in its curriculum. A Competence-based learning is an approach
which integrates knowledge, skills, and attitude, as the expected outcomes. It requires certain measurable outcomes to be achieved by the students. Guskey
2005 mentions that competence-based learning refers to an educational movement which defines educational goals in terms of precise measurable
description of the knowledge, skills, and behaviors the students should possess at the end of a course as cited in Wong 2008, p.4. It starts with a clear picture of
what is important for students to be achieved, then organizing curriculum, instruction, and assessment to make sure that the learning ultimately happens
ibid. The description is also clarified by Richard Rogers 2001, p. 141 that the competence-based learning focuses on the outcomes of learning. It emphasizes
on what the learners are expected to do rather than on what materials they are expected to learn. Further, Sanchez Ruiz 2008, p. 34 define a competence-
based learning as “an approach to teaching and learning that necessarily starts from an academic and professional profile featuring all the knowledge and
competences that need to be developed by students pursuing a given course of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
studies”. Significant components in competence-based learning like the students, the teachers, the syllabus, and the materials are inseparable.
b. Roles of Students and Teachers in CBL
Students in the competence-based learning have specific roles in the learning activity. Firstly, they are demanded to be the main players to drive the
learning activity. It means it is student-centered. It is also their responsibility to improve their cognitive strategies and cognitive goals. Moreover, they need to
build self-motivation and supervision to develop their own awareness of learning. Sanchez Ruiz 2008, p. 3 clarify that “in this approach students are the true
drivers of their own learning, and therefore need certain amount of self-motivation and supervision, as well as the development of cognitive strategies and cognitive
goals that will help them learn and reflect on their learning”. Secondly, students in competence-based learning are also demanded to perform skills that have been
learnt. Richard and Rodgers 2001 shows that the learner has an active role in the classroom which is to perform the skills they have learnt p. 146.The students
also exactly know what needs to be learned and for which purpose they learn Richards Rodgers, 2001, p.147. Besides the students, teachers also have roles
in competence-based learning. Teachers in competence-based learning have some roles in conducting the
teaching and learning activity. Firstly, the t eacher should be aware of the students’
needs to make them feel welcome in joining the class Richards Rodgers, 2001, p.146. Secondly, she or he should also provide positive and constructive
feedback for the improvement of the students ibid. Thirdly, the teacher should give clear instructions and explanations to the students. It is very important since
there will be various learning activities ibid. However the teacher does not push the students because the instructions are not time-based, the studen
ts’ progress is the most important ibid. The teacher also obligates to select learning activities
and to design a syllabus ibid. A syllabus in a competence-based learning differs from the traditional one. The syllabus focuses on the practical use of the language
rather than the theoretical use. Richard and Rodgers 2001, p. 144 mentions that rather than selecting a topic, it chooses concepts, knowledge, and skills which
constitute in a topic or field of knowledge. Meanwhile, the materials are mainly sample texts and assessment tasks Richards Rodgers, 2001, p.147. Therefore,
sample texts will provide significant stimulus for students in achieving the learning goals.
c. Essential Features in CBL
