Some descriptions of the communicative competence of the general view that the meaning of proficiency in a language not just knowing the rules of
grammatical system phonology, syntax, vocabulary, and semantics. The focus of this method is basically the elaboration and implementation of programs and
methodologies that support the ability of functional language learning through participation in communicative activities.
g. Conclusion
Learning model has a broader meaning of the approaches, strategies, methods, and techniques. Therefore, a design is called learning or lesson plans
using the learning model when has four special features, namely a rational theoretical logically arranged by the creator or developer, b the foundation of
thought about what and how students learn objective of learning to be achieved, c the behavior necessary for the model can be implemented
successfully, and d learning environment necessary for learning objectives can be achieved.
A model of learning will include among others: a a description of the learning environment, b the approach, methods, techniques, and strategies, c
the benefits of learning, d learning materials curriculum, e media, and f instructional design.
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Badudu, J.S. 1996. Pintar Berbahasa Indonesia 1: Petunjuk Guru Sekolah Lanjutan Tingkat Pertama.Jakarta: Balai Pustaka.
Joyce, B., Weil, M., 1992. Models of teaching. Fourth Edition. Englewood Cliffs, NJ: Prentice-Hall.
Kardi, Soeparman. Mohammad Nur. 2000. Pengajaran Langsung. Surabaya:
Universitas Negeri Malang. Pringgawidagda. 2002, Strategi Penguasaan Berbahasa. Yogyakarta: Adi Cita
Karya Nusa, Richards, J. C. Rogers, T. S. 1986. Approaches and methods in language
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Suparman, Atwi. 2000. Model-Model Pembelajaran Interaktif. Jakarta: STIA LAN Press.
D. CURRICULUM
Discussion about the curriculum can not be released from an understanding of curriculum, curriculum positions in education, and the process
of developing a curriculum. Discussion of these three things in order like that is very important because one understands of the meaning of curriculum
determines the position of curriculum in education and in turn determines the position of the development curriculum process. The three subjects were raised
in this paper in that order.
Discussion of this understanding the curriculum is important because there are two main reasons. First, the curriculum is often interpreted in a
narrow and technical sense. The second reason is because the definition used will greatly affect what will be done by the developers of the curriculum. Narrow
sense or a technical curriculum that is used to develop the curriculum is something that is reasonable and is something that must be done by the
developers of the curriculum. Discussion about the position of curriculum is important because it will give the position of influence over what to do in the
curriculum in an educational process. Unlike the case with understanding curriculum experts are not much different in the position of the curriculum.
Understanding Curriculum
In many literature curriculum is defined as: a document or a written plan regarding the quality of education that must be possessed by the learner
through the learning experience. This understanding means that the curriculum should be contained in one or multiple documents or written plans.
Understanding the quality of education here implies that the curriculum as a document plan for quality learning outcomes to be possessed of learners, the
quality of the materialcontent that should be studied education learners, the quality of the education process that must be experienced learners. The
curriculum in physical form is often a major focus in any curriculum development process because it illustrates the idea or the thinking of decision
makers’ interface as the basis for curriculum development as an experience.
Aspects that are not expressed explicitly but implicit in the definition of curriculum as a document is intended that the plan was developed based on a
certain idea about the quality of education is expected. Differences thoughts or ideas would lead to differences in the resulting curriculum, both as a document
or as a learning experience. Therefore Oliva 1997:12 says Curriculum Itself is
