of communicative competence. The first dimension is grammatical competence. It is the domain of grammatical and lexical capacity. The second dimension is
sociolinguistic competence . It refers to an understanding of the social context in
which communication takes place, including role relationships, the shared information of the participants, and the communicative purpose for their interaction.
The third dimension is discourse competence. It refers to the interpretation of individual message elements in terms of their interconnectedness and of how
meaning is represented in relationship to the entire discourse or text. The last dimension is strategic competence.
It refers
to the
coping strategies
that communicators employ to initiate, terminate, maintain, repair, and redirect
communication.
c. Theory of Language Learning
Brumfit and Johnson 1979, as quoted in Richards and Rodgers 2001: 161, promote three elements of an underlying learning theory that can be determined in
CLT practices. The first element is communication principle. It includes activities and real communication to promote learning. The second element is task principle. It
involves the activities in which language is used for carrying out meaningful tasks to promote learning. The last element is meaningfulness principle. It required language,
that is meaningful to the learner, supports the learning process.
d. Objectives
Piepho 1981:8, as mentioned in Richards and Rodgers 2001: 162 elaborates five levels of objectives in a communicative approach. The first level is an
integrative and content level language as a means of expression. The second level
is a linguistic and instrumental level language as a semiotic system and an object of learning. The third level is an affective level of interpersonal relationships and
conduct language as a means of expressing values and judgments about oneself and
others. The fourth level is a level of individual learning needs remedial learning based on error analysis. The last level is a general educational level of extra-
linguistic goals language learning within the school curriculum.
Those objectives are general and applicable to any teaching situation. Curriculum or instructional objectives for a particular subject would reflect specific
aspects of communicative competence according to the learners; proficiency level and communicative needs.
e. The syllabus
Robertson 1971: 564, as mentioned in Yalden 1987: 18, defines syllabus as a statement of the plan for any part of the curriculum, excluding the element of
curriculum evaluation itself. It should be viewed in the context of an ongoing curriculum development process. A syllabus describes the objectives of a particular
subject, the situations in which the teaching-learning activities might take place, and the topics that might be taught.
Krahnke 1987: 10-12 formulates six types of syllabus. They are: 1 A Structural Syllabus
A structural formal syllabus is a syllabus in which the content of language teaching is a collection of the forms and structures, usually grammatical, of the
language being taught. Examples of structures include: nouns, verbs, adjectives, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
