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2. Communicative Competence
To act as the participants in communication, the students are directed to learn speaking and master language competence model instead. One of the language
competence models developed by Hymes as quoted by Hall 2001: 12 is called Communicative Competence. In this competence, the individual develops the
competence to use language effectively in speech community by engaging with his or her prior knowledge of social conditions including setting, participants, and goals
of communication. There are some components of communicative competence in second or
foreign language learning suggested by Murcia et al. as cited by Hall 2001: 14. The first component is the ability of knowing, sequencing, and arranging words,
structures, sentences, and utterances to produce cohesive and coherent texts called Discourse Competence. The second component is the ability of interpreting and
constructing grammatically correct texts and utterances using basic elements of linguistic system called Linguistic Competence. The third component is the ability of
interpreting and producing direct and indirect speech act called Actional Competence. The fourth component is the knowledge of encountering breakdowns in
communication by requesting clarification or rephrasing called Strategic Competence. And the last one is the ability of understanding and contributing in
communicative activity called Sociocultural Competence Those components above show correlations that complete each other. Murcia
also adds that discourse competence is the main core in communication. The discourse of communication can be developed when the participants consider the
context and culture where the communication takes place. The participants also PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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realize some competences underlies such as linguistic competence, actional competence, sociocultural competence, and strategic competence. English can be
taught successfully to the students, when all of the competences are taken into account. These components of communicative competence model will form the
foundation of learning objectives to which the instructional speaking activities for the students of second grade of language program at senior high school are oriented.
3. Contextual Teaching and Learning
In developing the instructional speaking materials for the second grade of language program at senior high school, the writer used CTL as a method to facilitate
learning in order to achieve the objective of the course. Therefore, the writer has to learn the content and features of CTL in depth in order to develop the materials
which have the relevance to the theories of CTL.
a. Foundation of Contextual Teaching and Learning
Contextual Teaching and Learning builds upon bodies of the theory in constructivism era. According to Zahorik as quoted by Nurhadi, Yasin, and Senduk
2004: 9, knowledge can be constructed when people bring meaning to their experience. Since people constantly undergo new experience, therefore knowledge is
always dynamic. Through time, knowledge is developing as well as people are developing. When people construct knowledge regarding their previous experience,
they have already learned something. The students then are expected to construct their knowledge based on their experience in learning. The knowledge can help the
students to solve the problems found. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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