Content Based, Task Based and Participatory

CONTENT-BASED, TASK-BASED, AND PARTICIPATORY APPROACH

Submitted to fullfil TEFL lesson

Lecturer : Muntaha, M.Pd.

 

By :

Nurwidayati                   153221124

Maulida Dian U   153221133

                                                                

ENGLISH EDUCATION DEAPRTMENT

ISLAMIC EDUCATION AND TEACHING LEARNING FACULTY

THE STATE ISLAMIC INSTITUTE OF SURAKARTA

2017

CHAPTER I

INTRODUCTION

The previous chapter we hat the opportunity of observing a lesson in which the communicative approach was implemented, in this chapter we will be investigating three more approaches that make communication central content based instruction, task based instruction, and the participatory approach. Using content from other disciplines in language courses is not a new idea .for years, specialized language courses have included content relevant to a particular profession or academic discipline. Content Based Learning is a study of both language acquisition and subject matter. ( Brown, Douglas. Teaching by Principles: An Interactive Approach to Language Pedagogy ). Content- based language teaching is a version of bilingual education and subject-teaching which simultaneously teaches the language required for school learning and promotes thinking skills. Content-Based Information skills are developed unconsciously through the content dealt with. As Richards and Rodgers point out, if the information delivered through the content is interesting and useful, learners should acquire the language faster. In addition, the language acquisition process may be more efficient and the language learners more motivated.

Theory and practice around TBA are far from being uniform and clear. A review of the literature on the topic reveals that governing principles are loose and not everybody shares the same defining criteria. The TBA has also been applied in different ways in the classroom. Breen (1987:157) advocates a difference between task-based syllabuses and process syllabuses, although he acknowledges roots common to both of them, which are named ‘process plans’. That is, task-based syllabuses are ‘process based’. Does the concept of task imply more emphasis on the process of doing things than on the goal it aims at? Processes and goals both belong to the nature of tasks. Participatory approach is introduced in the beginning of 1980s by Paulo Freire. As stated by Auerbach in Halley L. Wiggins’ journal (2004), participatory approaches focus on social transformation and make curriculum from the context of learners’ lives. Participatory approach is based on solving the learner’s problem in real life using the target language as a tool for this purpose. Larsen and Freeman (2000) says that participatory approach is similar to content-based approach in that it begins with content that is meaningful to the students and any forms that are worked upon emerge from that content. The different is on the nature of the content where participatory approach is based on issues of concern to students.

From the background of study above the writer want to explain what are content-based instruction, task-based instruction, and participatory approach.

CHAPTER II

DISCUSSION

1. Content-Based Instruction

1.      Definition

Content Based Learning is a study of both language acquisition and subject matter. ( Brown, Douglas. Teaching by Principles: An Interactive Approach to Language Pedagogy ). Content- based language teaching is a version of bilingual education and subject-teaching which simultaneously teaches the language required for school learning and promotes thinking skills. (Jean Brewster, CATS: The IATEFL Young Learners SIG Publication). Content-Based Instruction has been described as a new paradigm in language education, centered on fostering student competence in a second or foreign language while advancing in the knowledge of a subject matter. ( A Description of Prototype Models for Content-Based Language Instruction in Higher Education by Maria Duenas ). Content-based instruction is an approach to language teaching that focuses not on the language itself but rather on what is being taught through the language, it becomes the medium through which something new is learned. In the CBI approach the student learns the transfer language by using it to learn some other new content. The language being learned and used is taught within the context of the content. The theory behind CBI is that when students are engaged with more content, it will promote intrinsic motivation. Students will be able to use more advanced thinking skills when learning new information and will focus less on the structure of the language.

2.      Characteristics

Content-Based Information skills are developed unconsciously through the content dealt with. As Richards and Rodgers point out, if the information delivered through the content is interesting and useful, learners should acquire the language faster. In addition, the language acquisition process may be more efficient and the language learners more motivated. Dornyei stating “students will not be motivated to learn unless they regard the material they are taught as worth learning” (2001: 63). Therefore, it may be advisable within the Content-Based approach to include learners in the choice of topics and activities. Another characteristic of Content-Based Instruction is the use of communication (Richards & Rodgers 2001: 204). There are three principles of communication that define Communicative Language Teaching but which may also be applied to the Content-Based approach.

a.    The communication principle which puts forward that activities involving real communication promote language learning.

b.    The task principle which refers to the concept that activities in which language is used for carrying out meaningful tasks promote language learning.

c.    The meaningfulness principle that implies that language that appears to be meaningful to the learner will support the language learning process (Richards & Rodgers 2001: 161).

There is, however, a major difference between Communicative Language Teaching and Content-Based Instruction. Whereas Communicative Language Teaching is a language-driven approach, focusing on the language itself, Content-Based Instruction is content-driven. Because Content-Based Instruction puts a strong emphasis on communication, it is quite different from traditional methods.

3.      Goal

Content-Based Instruction (CBI) is a significant approach in language education it’s designed to provide second-language learners instruction in content and language. The goal of CBI is to prepare students to acquire the languages while using the context of any subject matter so that students learn the language by using it within the specific context. Rather than learning a language out of context, it is learned within the context of a specific academic subject.

4.      Teacher and Students Role

a.         Role of the students

Students are actively involved in a Content-Based classroom setting. On the one hand, they are in charge of their own learning process and their support of others and, on the other hand, they may partly choose content and activities. Being actively involved and taking responsibility in a classroom environment appears to be motivating for some though rather overwhelming to others. There are quite a few students who might feel that they cannot keep up with the work-load and quantity of new information.

b.        Role of the teacher

Teaching the Content-Based approach necessitates a large amount of work and energy. The teacher has to fulfill several roles, such as being a good language teacher and in addition having an appropriate knowledge of the subject matter. In addition, the teacher has to choose material. If the material is not suitable enough, he has to adapt it to the learners’ language level. There is, however, quite a variety of material available for teachers to use for Content-Based lessons. First of all, teachers can and should use authentic materials such as newspaper articles and advertisements. These are texts native speakers of the language would read themselves. Authentic material intrinsically interests students and this promotes language learning. As Dornyei points out, “motivation is one of the key issues in language learning” (2001: 1). Secondly, there are, at least in Germany, textbooks available for Content-Based lessons.

5.      Technique of Presentation

There are four models in the Content-Based Instruction theme-based courses (TB), adjunct/linked courses (AL), sheltered subject matter instruction (SSM), and second language medium courses (SLM).

a.    Theme-based Courses (TB)

Theme-based courses constitute the most common model in CBI thanks to its relative lack of complexity for implementation, as language instructors operate autonomously from the rest of the faculty and there is no demand for organizational or administrative adjustments. In TB, it is a language teacher, and not a subject specialist, that is responsible for teaching content. The foreign language syllabus in TB courses is organized either around different topics within a particular discipline, or including a number of individual topics associated with a relevant general theme or content area. In both cases, themes are the central ideas that organize major curricular units; thus they have to be chosen to be appropriate to student academic and cognitive interests and needs, content resources, educational aims, and institutional demands and expectations. Normally, a course deals with several topics along its progression. Thus a typical TB course consists of a number of subunits focused on different topics which explore more specific aspects or different perspectives of the general theme.

In general terms, topics should be arranged to provide maximum coherence for theme unit, and to generate a range of opportunities to explore both content and language. Each course is, in short, a sequence of topics linked together by the assumption of a coherent overall theme. Courses designed according to the TB approach usually feature a variety of text types and discourse samples, combining oral input teacher presentations, video sequences, recorded passages, guest lecture talk with written materials news articles, essays, informative excerpts, literary passage. Another key characteristic of these courses is the interest in the concept of integrated skills. Although the topics presented are commonly grounded on listening or reading, the oral passage or written text always serves as an optimal foundation for further exploring other areas grammar, vocabulary, language awareness as well as for acting as springboards for the practice of productive skills making presentations and oral reports, engaging in discussions and debates, giving oral or written response to questions or issues associated to the topics, writing summaries, commentaries. TB courses constitute an excellent tool for the integration of language and content providing that curriculum planners, course designers and teachers make all possible efforts to keep language and content exploration in balance, not to lose sight of content and language learning objectives, and not to overwhelm students with excessive amounts of content that may lead to overlooking the language exploitation aspects of instruction.

b.      Adjunct/Linked Courses (AL)

AL courses constitute a more sophisticated pattern for the integration of language and content, as they are not developed on their own, but assisting an existing discipline class. The AL model aims at connecting a specially designed language course with a regular academic course. AL courses are taught to students who are simultaneously enrolled in the regular content course, but who lack the necessary competence to follow the course successfully unless some additional aid is provided. The adjunct courses work therefore as support classes for regular subject matter courses, and offer excellent opportunities to develop the academic strategies necessary to cope with real academic content. First of all, the language component of the course is directly linked to the students’ academic needs and so, they can get help revising notes, writing assignments, preparing for tests, etc. as well as advancing in the conceptual background necessary to understand the content material. Additionally, the fact that the course deals with real academic subject matter in which students must earn a passing grade in the parallel course, helps to increase motivation in terms of mastering both the language and the content. These courses are more commonly offered within second language contexts rather than in foreign language ones, although they are also used at international institutions or national institutions using a foreign language as the medium of instruction. Although the benefits of these courses are reported as remarkable, the implementation of the AL model demands organizational requirements and coordination efforts that may exceed the possibilities of many institutions. Synchronization between instructors is essential: the syllabi of the two classes have to be negotiated with respect to each other, although it is typical that the discipline course provides the point of departure for the language class, dictating both the content and its progression.

c.     Sheltered subject-matter instruction (SSM)

A sheltered content-based course is taught in a second language by a content specialist to a group of learners who have been segregated or ‘sheltered’ from native speakers. In sheltered subject-matter instruction, the class is commonly taught by a content instructor, not a language teacher; this content instructor, however, has to be sensitized to the students’ language needs and abilities, and has to be familiarized with the traits of the language acquisition process In order to meet the desired effect, there has to be an accommodation of the instruction to the students’ level of proficiency in the language; content, however, is not watered down, and includes the same components as a regular subject course. Although the main characteristic of the model is facilitating the development of language abilities for students to meet the course aims, it has to be kept in mind that the overall purpose of SSM courses is content learning rather than language learning, so this model constitutes one of the “strong” paradigms within the general framework of CBI.

d.      Second language medium courses (SLM)

In these cases, language aims are not contemplated as part of the curricular formulations of the given courses; in fact classes of this kind normally proceed without specific instructional emphasis on language analysis and practice, and without making adjustments to adequate the discourse to the level of proficiency of students. The context, however, provides valuable opportunities for language learning as it involves intensive exposure to highly contextualized language of particular relevance to the academic interest of students. These therefore manage to advance their language competence by developing receptive and productive skills though in an unplanned, unsystematic way. This would be the case, for instance, of advanced-level literature or linguistics courses within the English Studies degree in Spanish universities, with classes taught entirely in English to a non-native audience. In the aforementioned existing continuum between the weaker and stronger models of CBI, SLM would constitute the strongest version within the framework.

6.      Advantages and Disadvantages

a.    Advantages:

·                                It can make learning a language more interesting and motivating.

·      Students can use the language to fulfill a real purpose, which can make students both more independent and confident.

·      Students can also develop a much wider knowledge of the world through Content-Based Instruction which can feed back into improving and supporting their general educational needs.

·      Content-Based Instruction is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarising and extracting key information from texts.

·      Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects.

·      The inclusion of a group work element within the framework given above can also help students to develop their collaborative skills, which can have great social value.

·      Learners are exposed to a considerable amount of language through stimulating content. Learners explore interesting content & are engaged in appropriate language-dependant activities. Learning language becomes automatic.

·      Content-Based Instruction supports contextualized learning; learners are taught useful language that is embedded within relevant discourse contexts rather than as isolated language fragments. Hence students make greater connections with the language & what they already know.

·      Complex information is delivered through real life context for the students to grasp well & leads to intrinsic motivation. In CBI information is reiterated by strategically delivering information at right time & situation compelling the students to learn out of passion.

·      Greater flexibility & adaptability in the curriculum can be deployed as per the students interest.

b.    Disadvantages:

·      Because Content-Based Instruction isn’t explicitly focused on language learning, some students may feel confused or may even feel that they aren’t improving their language skills. Deal with this by including some form of language focused follow-up exercises to help draw attention to linguistic features within the materials and consolidate any difficult vocabulary or grammar points.

·      Particularly in monolingual classes, the overuse of the students’ native language during parts of the lesson can be a problem. Because the lesson isn’t explicitly focused on language practice students find it much easier and quicker to use their mother tongue. Try sharing your rationale with students and explain the benefits of using the target language rather than their mother tongue.

·      It can be hard to find information sources and texts that lower levels can understand. Also the sharing of information in the target language may cause great difficulties. A possible way around this at lower levels is either to use texts in the students’ native language and then get them to use the target language for the sharing of information and end product, or to have texts in the target language, but allow the students to present the end product in their native language. These options should reduce the level of challenge.

·      Some students may copy directly from the source texts they use to get their information. Avoid this by designing tasks that demand students evaluate the information in some ways, to draw conclusions or actually to put it to some practical use. Having information sources that have conflicting information can also be helpful as students have to decide which information they agree with or most believe.

7.      Application

Many models for Content Based Learning exist.  In some schools, two teachers team-teach the content and language.  In other schools, the content teacher and the language teacher link their classes and curriculum to compliment each other. The most challenging situation is where one teacher is responsible for both content and language.  The teacher must be an expert in both fields.

2. Task Based Approach

1. Definition

Theory and practice around TBA are far from being uniform and clear. A review of the literature on the topic reveals that governing principles are loose and not everybody shares the same defining criteria. The TBA has also been applied in different ways in the classroom. Breen (1987:157) advocates a difference between task-based syllabuses and process syllabuses, although he acknowledges roots common to both of them, which are named ‘process plans’. That is, task-based syllabuses are ‘process based’. Does the concept of task imply more emphasis on the process of doing things than on the goal it aims at? Processes and goals both belong to the nature of tasks. Why not focus on goals more than on processes, or on goals as much as on processes? Are goals less important than the way we achieve them? Traditional methodology and school practice have prioritised goals in general and a similar point of view is to be detected in many other areas of human action. This appears not to be the case in the TBA. Long and Crookes (1992:27) affirm that ‘three new, task-based syllabus types appeared in the 1980s: (a) the procedural syllabus, (b) the process syllabus, and (c) the task-syllabus’, adding later on that ‘all three reject linguistic elements as the unit of analysis and opt instead for some conception of task’. Following this statement, tasks are to be considered essential to the three of them and constitute a common denominator, not just a distinctive element of the task-based syllabus vs. the other two syllabus types. This view is not easy to match with other views, in which, for example, task-based syllabuses are seen as different from process-syllabuses, while both are rooted in ‘process plans’(See Breen 1987a; 1987b).

Tasks, in fact, have been defined in different ways. Prabhu proposes the following definition: An activity which required learners to arrive at an outcome from given information through some process of thought, and which allowed teachers to control and regulate that process, was regarded as a ‘task’. Prabhu (1987:24). The nature of task is depicted in quite general traits. Two important features are however mentioned, tightly connected to what was going on in the project: task completion (an outcome at the end of the activity) and a process ‘of thought’ while doing the activity. The activity itself, curiously enough, ‘allowed teachers to control and regulate the process’. Tasks are the things people will tell you they do if you ask them and they are not applied linguists. (Long 1985:89). Task-base Language Teaching is an approach that asks you to organize your classroom around those practi­cal tasks that language users engage in the real world. From the dictionary, a task is an activity “where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.”

Task-based language teaching (TBLT) is a communicative approach to language instruction, using the successful completion of communicative “tasks” as its primary organizing principle. In short, instruction is organized in such a way that students will improve their language ability by focusing on getting something done while using the language, rather than on explicitly practicing language forms, as in more traditional methods of instruction. (© Pearson Education Asia Limited 2008). Task-Based Language Teaching (TBLT) is the latest trend in SLL approaches.  Although it has produced very positive results in certain contexts (eg small class sizes of immigrant children), like every method that has preceded it, TBLT is also revealing its weaknesses.  Broady (2006) notes that TBLT may not provide sufficient “Interaction Opportunities.” 

So, from the definition of the task-base above, we can conclude that the task is an activity in which students use language to achieve a specific outcome. The primary focus of classroom activity is the task and language is the instrument which the students use to complete it. The activity reflects real life and learners focus on meaning, they are free to use any language they want. Playing a game, solving a problem or sharing information or experiences, can all be considered as relevant and authentic tasks. In TBL an activity in which students are given a list of words to use cannot be considered as a genuine task. Nor can a normal role play if it does not contain a problem-solving element or where students are not given a goal to reach. In many role plays students simply act out their restricted role. For instance, a role play where students have to act out roles as company directors but must come to an agreement or find the right solution within the given time limit can be considered a genuine task in TBL.

2. Characteristics

a.         Students are encouraged to use language creatively and spontaneously through tasks and problem solving

b.         Students focus on a relationship that is comparable to real world activities

c.         The conveyance of some sort of meaning is central to this method

d.        Assessment is primarily based on task outcome

e.         TBLT is student-centered

f.          There is no acquisition of new grammar or vocabulary features

g.         Everything is left to the teacher

h.         Not all students are or will be motivated by TBLT, some students need more guidance and will not or cannot `notice´ language forms (grammar) or other elements of accuracy

i.              Students typically translate and use a lot of their L1 rather than the target language in completing the tasks.

3. Principles

The principles  underlying task-based instruction depicited  from the lesson from Prabhu (1987) :

a.       The class activities have a perceived purpose and a clear outcome. A pre-task, in which students work through a similar task to one that they will later do individually.

b.      The teacher breaks down into smaller steps the logical thinking process necessary to complete the task.

c.       The teacher needs to seek ways of knowing how  involved the students are in the process, so the teacher can makeadjusments in light of the learners’ perceptions of relevance and their readiness to learn.

d.      The teacher does not consciously simplify a language, here the teacher switched from an abbreviated wh-questions to a yes/no question. The teacher suppleis the correct target form by reformulating or recasting what the students have said.

e.       This jigsaw task, where students have to listen to different parts of information they need to complete a task.

f.       Students should receive feedback on their level of success in completing task.

g.      Students have input into the design and the way that they carry out the task.

4. Goal

The main advantages of TBL are that language is used for a genuine purpose meaning that real communication should take place, and that at the stage where the learners are preparing their report for the whole class, they are forced to consider language form in general rather than concentrating on a single form (as in the PPP model). Whereas the aim of the PPP model is to lead from accuracy to fluency, the aim of TBL is to integrate all four skills and to move from fluency to accuracy plus fluency. The range of tasks available (reading texts, listening texts, problem-solving, role-plays, questionnaires, etc) offers a great deal of flexibility in this model and should lead to more motivating activities for the learners. Learners who are used to a more traditional approach based on a grammatical syllabus may find it difficult to come to terms with the apparent randomness of TBL, but if TBL is integrated with a systematic approach to grammar and lexis, the outcome can be a comprehensive, all-round approach that can be adapted to meet the needs of all learners.

5. Teacher and Students Role

Teacher says         Teacher does   Students say    Students do     Why? Presents task in the TL. Primes students with key vocabulary and constructions. Students speak among themselves to organize and complete task. Students present final task (sometimes orally). Students prepare either a written or oral report to present to class. Provides practical linguistic skill building. When tasks are familiar to students, they are more likely to be engaged and motivated. Students learn languages through problem-solving.

6. Technique of Presentation

The traditional way that teachers have used tasks is as a follow-up to a series of structure/function or vocabulary based lessons. Tasks have been ‘extension’ activities as part of a graded and structured course. In task-based learning, the tasks are central to the learning activity. Originally developed by N Prabhu in Bangladore, southern India, it is based on the belief that students may learn more effectively when their minds are focused on the task, rather than on the language they are using. In the model of task-based learning described by Jane Willis, the traditional PPP (presentation, practice, production) lesson is reversed. The students start with the task. When they have completed it, the teacher draws attention to the language used, making corrections and adjustments to the students’ performance. In A Framework for Task-Based Learning, Jane Willis presents a three stage process:

a.         Pre-task – Introduction to the topic and task.

b.         Task cycle – Task planning and report

c.         Language focus – Analysis and practice.

Task-based learning can be very effective at intermediate levels and beyond, but many teachers question its usefulness at lower levels. The methodology requires a change in the traditional teacher’s role. The teacher does not introduce and ‘present’ language or interfere (‘help’) during the task cycle. The teacher is an observer during the task phase and becomes a language informant only during the ‘language focus’ stage.

7. Advantages and Disadvantages

a.       Advantages

·  Authentic tasks are intrinsically motivating. That is, students attempt them because they see that the task is, in itself, interesting and applicable to their lives.

·  Targeted real-world tasks have much clearer outcomes that can be more easily assessed, unlike more general, or “open,” tasks such as having a conversation. For example, when a person attempts to order a pizza on the telephone in a second language, that person knows if he or she has “passed” or “failed” within a very short time—when the pizza does or does not arrive, with the correct toppings or not.

·  Real-world activities can be looked at and sequenced in much the same way as grammar forms can—from simpler to more complex. For instance, ordering from a menu at a restaurant is easier than ordering by telephone for several reasons—students can use gestures, text and sometimes pictures; there is less information to convey (e.g., no address or credit card number); students may resort to single-word utterances. In the same way, telling a story is more complex than both examples above, because students now need to use connected sentences, time markers, pronouns and so on. It can be reasonably assumed that a student who can tell a story in English can also telephone for a pizza or order at a restaurant (but not vice-versa), in much the same way as we can reasonably assume that a student who can use conditionals can also use the present continuous (but again, not vice-versa).

b.      Disadvantages

While task-based language learning is increasingly promoted world-wide and has the advantages described above, there are trade-offs and pitfalls to be considered in planning instruction around it. These include the risk that students will stay within the narrow confines of familiar words and forms, just “getting by”, so as to avoid the extra effort and risks of error that accompany stretching to use new words and forms. As with all group work, in group tasks, some students can “hide” and rely on others to do the bulk of the work and learning. A second challenge is that the new learning elicited by the task-based lesson–one of its benefits–may yet be lost if the lesson did not include sufficient planning for, or runs out of time for, that new learning to be captured and reinforced while it is still fresh. A third challenge, one applying to many otherwise valuable language teaching methods, is the difficulty of implementing task-based teaching where classes are large and space limited and/or inflexible.

8. Application

The Application of Task-based Language Teaching Method in the Reading Teaching. For a long time, reading teaching is one of the most important parts of English teaching in senior middle school; it can be seen from the whole situation of senior English teaching. Therefore, many teachers have devoted their efforts to improve English reading teaching, but there are still some problems in English reading teaching, such as: the falling behind of education conception, the lacking of teaching method, the low effect of lecture teaching and the lack of reading ability. It is important to bear in mind that reading is not an invariant skill, there are different types of reading skills which correspond to many different purposes we have for reading. Teachers should not neglect the importance of English reading in senior middle school and the proportion of it in the college entrance examination. In reading teaching, cultivating the student’s reading interest, enhancing the skills of acquiring, analyzing, judging and dealing with information, and improving students’ reading skills as a whole, are the most important things. In order to improve English reading ability, teachers have formed many models of English reading teaching. Such as: the bottom-up approach in reading teaching, the quiz reading teaching and the discussing reading teaching. However, these models still have many problems.

3. Participatory Approach

1. Definition

Participatory approach is introduced in the beginning of 1980s by Paulo Freire. As stated by Auerbach in Halley L. Wiggins’ journal (2004), participatory approaches focus on social transformation and make curriculum from the context of learners’ lives. Participatory approach is based on solving the learner’s problem in real life using the target language as a tool for this purpose. Larsen and Freeman (2000) says that participatory approach is similar to content-based approach in that it begins with content that is meaningful to the students and any forms that are worked upon emerge from that content. The different is on the nature of the content where participatory approach is based on issues of concern to students. It can be concluded that participatory approach is a way in solving problem or a task in a classroom that the problem is based on the students experience in their life. This approach’s limitation is that participatory approach concern to students while the students’ problem is used as a discussion theme in the classroom.

2. Characteristics

a.       In the beginning class that using participatory approach, the teacher introducing one problem relates to the student’s live.

b.      Students are asked to make a group discussion with the theme is the problems in their life.

c.       In participatory approach, teacher is using contents relevant to students’ live and the curriculum is not the predetermined product, but rather the result of ongoing context specific-problem posing process.

d.      What happens in the classroom should be relate with what happens to the students outside the classroom.

e.       When knowledge is jointly constructed, it becomes a tool to help students find the voice and by finding their voice, student can act in the world.

f.       In this approach, students learn to see themselves as social and political being.

g.      In having material, students create their own material, which, in turn can become a text for other students.

h.      Linguistic form is focused in this approach and language skills are taught to prompt action for change, rather than in isolation.

3. Principles

a.       What happens in the classroom should be connected with what happens outside that has relevance to the students.

b.      The curriculum is not a predetermined product, but the result of an ongoing context-specific problem-posing process. Education is most effective when it is experience-centered, when it relates to students’ real needs.

c.       Students learn to see themselves as social and political begins. Focus on linguistic form occurs within a focus on content. Students can create their own materials, which, in turn, can become texts for other students.

d.      A goal of the participatory approach is for students to be evaluating their own learning and to increasingly direct it themselves.

4. Goal

The goal of participatory approach is to help student to understand the social, historical, or cultural, forces that affect their lives and then to help emprower students to take action and make decision in order to gain control over their lives (Wallerstein,1983). By using participatory approach, the students are able to apply their knowledge in studying language in their live and or they are able to solve the real problem in real live with another people.

5. Teacher and Students Role

Teacher acts as a facilitator not as the one and only source of knowledge (Frederick.1998). In such learner-centered classroom, it needs special quality qualities including maturity, intuition, and educational skills (to develop students’ awareness of language and learning) (Harmer, Jeremy.2003). Teacher role in this approach is to first help learners in comparing and contrasting experiences, and imagining or create new possibilities for change. In participatory approach, students are motivated by their personal involvement. They are asked to be independent so that in the end they can evaluate their own learning by themselves.

6. Technique of Presentation

The teachers of adult encourage their students to use their own life experience in the learning process too (Harmer, Jeremy.2003). An adult learner-language is believed that they have many experiences. Teachers might ask what has happened to the students last day and then make the problem of the students as their material. Example :

a.       Pictures

Pictures are useful for getting students to predict what is coming next in a lesson. Thus students might look at a picture and try to guess what it shows.

b.      Discussion

c.       Discussion could be used to solve the problem of the student’s experience.

d.      Group work

Students work together to solve the problem or question which relates to their experience (Larsen-Freeman, 2000). In discussing the solution, it can be done by group working.

e.       Self evaluation

The goal of participatory approach is for students to be evaluating their own learning and to increasingly direct it themselves.

7. Advantages and Disadvantages

Many advantages can be taken from participatory approach. It can help the student to be a creative learner such when the teacher gives them a problem and they have to respond by giving solution of the problem. In this situation, the students might create or find various possibilities of solution.  Participatory approach helps the students to relate their knowledge in their real live with the lesson in the class. Therefore, the students not only get the theory but a real material that can they apply in their real life. As Auerbach (1992:14) puts it, ’Real communication accompanied by appropriate feedback that subordinates form to the elaboration of meaning, is key for language learning’.

In other side, the disadvantage of participatory approach is on the self evaluating. It is afraid that the correction is not right at all. Learner is not the same with the teacher whom know more than the learner.

8. Application

The participatory approach is applied to adult learners of second language. The adult learners are believed that they have more complex of knowledge in their live. In the beginning class the learners/ students are asked by the teacher about their problem in their life. The teacher then shows a learning media such a picture card that relates to the student’s problem. In a group, teacher asks the students to discuss what the best solution to solve that problem. The next, each student copy the result of the discussion and use it as a material of the lesson.

CHAPTER III

CONCLUSION

Content Based Learning is a study of both language acquisition and subject matter. ( Brown, Douglas. Teaching by Principles: An Interactive Approach to Language Pedagogy ). Content- based language teaching is a version of bilingual education and subject-teaching which simultaneously teaches the language required for school learning and promotes thinking skills. Theory and practice around TBA are far from being uniform and clear. A review of the literature on the topic reveals that governing principles are loose and not everybody shares the same defining criteria. The TBA has also been applied in different ways in the classroom. Breen (1987:157) advocates a difference between task-based syllabuses and process syllabuses, although he acknowledges roots common to both of them, which are named ‘process plans’. Participatory approach is introduced in the beginning of 1980s by Paulo Freire. As stated by Auerbach in Halley L. Wiggins’ journal (2004), participatory approaches focus on social transformation and make curriculum from the context of learners’ lives. Participatory approach is based on solving the learner’s problem in real life using the target language as a tool for this purpose.

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