22 The largest box in figure 2.2 represents cultural context. Hardy 1990, p. 7
points out that the purposeful cultural activity in which people are interacting that is called genre. Feez and Helen 2002, p. 6 have the same opinion that genre is cultural
context develops particular patterns of structure and language inside texts. Then every genre or text type is characterized by its communicative purpose, generic
structure, and linguistic features. The smaller box represents social context or situational context. This context has three elements: subject matter field, roles and
relationships tenor, and mode. Feez and Helen 2002, p. 6 note that field refers to what is happening or what is being written about. Tenor refers to the social roles and
relationships of the people involved. It means that the relationship between the reader and writer. Mode refers to the choice of spoken or written channel.
b. Communicative Competence Model
Figure 2.3: Communicative Competence Model from
Departemen Pendidikan Nasional, 2004, p. 51
Socio- cultural
competence
Discourse competence
Linguistic competence
Actional competence
Strategic competence
23 In a curriculum, there is Communicative Competence Model which is
proposed by Celce-Murcia et al. as cited in Departemen Pendidikan Nasional, 2004, p. 50. This model is the latest model in language education. Communicative
Competence is the ability to communicate using language in various contexts, spoken or written language.
As it is shown in Figure 2.3, discourse competence is positioned at the centre of the communicative competence showing that discourse competence is the main
language competence. Discourse competence itself is the ability to communicate spoken or written in various communications. Socio-cultural competence is related to
tenor, mode and field. This competence refers to the ability to convey or understand communication which is appropriate with sociocultural expectation, social contexts
and English culture and linguistic competence is the ability to comprehend and apply structure, vocabulary, intonation, and spelling in the text correctly.
Actional competence is when a person says something, he or she does something, for instance asking for information, giving compliments, and so on.
Strategic competence is the ability to maintain the flow of the communication process especially in spoken language, such as explaining, using other similar terms,
and paraphrasing in English. For example, when a person has to explain the word ‘dimple’
, he or she may say, “You know… something that small natural hollow… which is in someone’s cheek…”
As a conclusion, all of the competences are related one another. For example, discourse competence is never achieved when the person involved do not have
linguistic competence, such as intonation, writing, punctuation, pronunciation,
24 vocabulary, grammar, text arrangement, conjunction, and so on Departemen
Pendidikan Nasiona l, 2004, p. 52. Thus, the students can achieve the discourse
competence only when they acquire other supporting competences such as socio- cultural, linguistic, actional, and strategic competences.
c. Genre-based Approach
The approach that can be considered in an application of English subject Curriculum 2004 is Genre-based Approach. Sofyanda et al. 2006, p. 4 say that
genre-based approach is one of the approaches which is suggested in English subject curriculum implementation. This approach has two cycles, namely Oracy Cycle
focus on Listening and Speaking and Literacy Cycle focus on Reading and Writing. The purposes of a genre-based approach to language teaching are to
increase students’ awareness of the schematic structure of a particular genre or text- type, to accomplish their communicative purpose, and to show students which
linguistic features are available to understand these strategies.
B. Theoretical Framework
One of the purposes of a Competency Based Curriculum, especially in English subject is to enable the students to communicate using English in a real-
