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
26
a. Needs Analysis
Needs analysis is utilized to collect information from the learners at the beginning of the course. According to Feez and Joyce 2002, p.39, needs analysis
aims to express students’ personal language learning goals, priorities, and aspiration; to collect background information about learners; to identify obstacles
and consider the strategy to deal with; and to diagnose the language learning needs of the learners. Needs analysis is only the initial step of designing a course material
so that how to conduct should be effective and effcient. Effective means that it can be conducted through interview, survey, group discussion, questionnaire, or student
journal, which covers almost all information that the researcher needs. Meanwhile, efficient means that it is the needs analysis has clear objectives including systematic
questions or statements which underlying theory. In order to obtain the detailed needs of the learners, the information gathered
through diagnosis are used to identify the contexts in which the learners need to use the language, the types and nature of the texts which need to be learned, student
strengths and weaknesses in oracy and literacy, student strengths and weaknesses in specific skills and strategies. Those will become the considerations to step in next
stages.
b. Course Design
According to Feez and Joyce 2002, p.4, text-based learning is concerned with what learners do with language, that is what they do with the whole texts in
context. The text per se is defined as any strectch of language which is held together cohesively through meaning. The size or form of any stretch of language does not
indicate that it belongs to a text. However, text has to do with the meaning of any PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27 stretch of language. Text are also fixed in social practices so the learning program
focuses on people’s purposes for language use Mickan, 2013, p.22. The social purpose of texts are emphasized in the former. Therefore, the essence is to
determine what is going on in a context and how language is necessary to what is taking place.
In order to design the text-based learning model, there are some components that need to be considered. The components consist of the syllabus type, view of
language and language learning, content, and methodology. The characteristics of each component are presented as follows.
Table 2.2. The Characteristics of Text-Based Syllabus adapted from Feez and Joyce, 2002, p.3
Syllabus type Mixed syllabus: all the elements of various other syllabus types can
constitute a repertoire from which a text-based syllabus can be designed. View of language
Language occurs as a whole texts which are embedded in the social contexts in which they are used.
View of language learning
People learn language through working with whole texts. Content
The content is based on whole texts which are selected in relation to learner needs and the social contexts which learners wish to access.
Methodology The methodology which supports text-based syllabus is based on a
model of teaching and learning in which the learner gradually gains increasing control of text-types.
The basic element in a text-based syllabus is text-types. How easy or difficult students find text-types is often related to how relevant they are to their immediate
needs. Adult learners are much more likely to succeed with a text-type if it is embedded in a real-life context with which they are familiar. This is because they
have a stong motivation for being able to use the text-type and there is more PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28 opportunities for students to practice the text-types meaningfully outside the
classroom. Another component in designing a course is language content. Language
content represents dimensions that teacher decides materials for the students to make progress. The language content is presented in the matrix, which consists of
genre, register, meaning, grammar, and expression. The matrix is used to identify the key features of a target text-type, to analyze and identify model texts, to analyze
and assess students texts and identify learner need, to select syllabus elements, to plan developmental pathways across one or more dimension, and to sequence
syllabus elements. It can be seen in Table 2.3.
Table 2.3. The Elements of Language adapted from Feez and Joyce, 2002, p.73
Genre
Text-types and their social purpose
The stages of text-types Skills and strategies relating to the purposes for which language is used
in the culture. Register
Field what
Topics
Social activities
Skills and strategies to do
with the representation of
reality Tenor who
The relative status of
those involved in text
The type and
frequency of contact between people
involved in the text
Interpersonal skills
and strategies to do with roles and
relationships Mode how
Distances in time
between the language of the text
and the social activity
Distance in space
and time between the interactants
Skills and strategies
for using the channel of communication
Meaning
Strings of words which are related
Conjunctions
which contribute to the text cohesion
and link clauses
Attitude spread across the text by
lexical items which express degrees of
emotion, judgement, appreciation,
modality, intensity, etc
Speech functions
Exchange structure
Reference chains to
keep track of participants across a
text
Substitution and
ellipsis to streamline language
Information flow
using theme patterns to organize
