Text-Based Learning (Tbl) to Activate Adult Efl Learners in Learning English: A Narrative Inquiry

Abstract

In response to the fact that college students complain on their unsuccessful story of their EFL learning experience such as the limited number of vocabulary, English Grammar confusion, low competence of English language skills, this article explores an alternative effective way of helping them to improve their English through Text-Based Learning (TBL) that the EFL learners can achieve good/excellent English skills. Iftanti (2015) in her study for example found that among Indonesian EFL learners, there SNAP TO READ Erna Iftanti, are some EFL college students who successfully established good habits in reading English for some factors such as personal, social, cultural, and technological factors. In addition, there are some successful stories which generally state that the success of EFL instruction is reported to be influenced by the appropriateness of the use of teaching techniques and or teaching media with the students' need. Teaching writing using comic strips through Process-Genre Based Approach (PGBA), for example, is proved to be able to successfully improve students' ability in writing if the stories used are appropriate with the EFL learners and the teacher's guidance during the writing process is sufficient (Megawati & Anugerahwati, 2012). Student teachers' writing ability in English can be developed by using Systemic Functional Linguistic Genre Pedagogy (SFL GP) (Emilia & Hamied, 2015).There is also a study demonstrating the successful learners of Senior High School in their writing skill that was identified by having used more learning strategies than the ones who are not successful (Mistar et.al.,2014). However, those research reports which demonstrate successful stories of EFL instruction only occurs in some certain contexts of teaching and learning English.On the other hand, there are also some unhappy stories which tell that although they have learnt English from their early age, they are not good at their English competence. Many EFL Learners in Indonesia suffer from difficulties since the language environment does not support them and no unified national system of English education in Indonesia (Huda, 2016). There are also some substantial unconstructive influences of the EFL Indonesian students' cultures and the non-conducive language environment which continuously challenge the English language teaching and bring about negative impact of the learning outcomes (Marcellino, 2015).In response to the fact that EFL instruction in Indonesia does not work as being expected, EFL teachers need to sustainably work on innovating a joyful instructional model which leads to the success story of the EFL teaching and learning. As the result of need analysis done through questioning and interviewing the college students of Post Graduate Program of State Accordingly, it is necessary to implement teaching strategy which is helpful and attracting them to be more actively participated during EFL instructional process. As a result, this hopefully leads to create a joyful learning atmosphere which will...

Constraints and Challenges in Implementing Text-Based Teaching in Particular Contexts

“…The students struggled in real-world contexts with vocabulary limitations, grammar rules, and tenses confusion, as well as low motivation, according to preliminary research for the study. The teacher, on the other hand, is faced with a challenge when it comes to designing joyful classroom instruction (Iftanti, 2017). The study discovered that, as expected, text-based learning stimulated a joyful learning environment, activated student participation, and improved students' language skills.…”

“…Here are some examples of previous research. Begin with Iftanti's (2017) Huda's (2016) claim that many EFL learners in Indonesia face difficulties because the language environment is hostile to them and there is no centralized national system of English education in Indonesia. The students struggled in real-world contexts with vocabulary limitations, grammar rules, and tenses confusion, as well as low motivation, according to preliminary research for the study.…”

“…The study discovered that, as expected, text-based learning stimulated a joyful learning environment, activated student participation, and improved students' language skills. This teaching model, according to the researcher, will not be applicable unless the teacher is committed to resolving implementation issues (Iftanti, 2017).…”

“…There are several challenges to implementing text-based learning, including those selecting texts, adapting and modifying texts, designing tasks, and overcoming student boredom. Students' constraints include a lack of vocabulary and grammar competence, a lack of English skills in the real context, low motivation, low interaction, and a lack of autonomy (Iftanti, 2017;Rustipa et al, 2021). On the other hand, teachers' constraints in online teaching include ICT literacy, technical issues, and internet connection (Rustipa et al, 2021).…”

“…According to Iftanti (2017), although EFL adult students have acquired English since their primary school education level, as is prevalent among Indonesian EFL students, they continue to face numerous difficulties in English, including vocabulary, as demonstrated by studies conducted by Fauzan & Yusuf (2016) and Zuraini & Yusuf (2016), and grammar, as demonstrated by Miftah (2016), who reveals EFL students' grammatical issues in their writing practice. Furthermore, preliminary research found that postgraduate EFL students from non-English departments struggled with perceiving English tenses and applying those tenses in authentic settings.…”