reaching informational stage because they are prepared to continue their education to university. In epistemic stage is assumed that it is to be reach by student in SMAMA
because English in Indonesia is as a foreign language.
70
2. Competence Model
There are so many competence models which relate to language area that see linguistic competence from various perspectives so far. In this curriculum, the
linguistic competence model, which is used, is model that is motivated by language pedagogy considerations which have developed or have been revolution since Canale
and Swaim model for about 30 years ago. One of the newest model, which is in language education literature is faced
by Celce-Murcia, Dornyei and Thurrell 1995 that is suitable with theoretical view that language is communication, not only sets of rule. The implication of linguistic
competence model which is formulated is the model that prepare student to use language to participate in language society. This model is formulated as
Communicative Competence or “Kompetensi Komunikatif KK” which is represented by Celce-Murcia et al. 1995:10, like:
70
PUSKURNAS, Standar Isi dan Standar Kompetensi Lulusan untuk Satuan Pendidikan Sekolah Menengah Pertama SMPMadrasah Tsanawiyah MTs Beserta Peraturan Pelaksanaanya
Peraturan Menteri Pendidikan Nasional Republik Indonesia No 22, 23, dan 24 Tahun 2006, Jakarta: Depdiknas, 2006, p. 277.
Discourse competence
Socio cultural competence
Linguistic competence
Actional competence
Strategic competence
Picture 2.1: Communicative Competence Model by Celce-Murcia et al
71
Schematic representation in the picture 2.1 shows that the major competence which is purposed with language education is Discourse Competence or
“Kompetensi Wacana KW”. If someone communicate orally or written, it means heshe is on a discourse.
According to McCarthy and Carter 2001:88, Participating in conversation, reading and writing automatically will activate discourse competence which means
using any strategy or procedure to bring about something in language element, structure, and semantics.
Discourse competence will be required if students get supporting competence, like: linguistic competence, actional competence, sociocultural
competence and strategic competence.
72
3. Purpose
Based on the curriculum 2006, English subject in Junior High School is intended to the students to have abilities like:
4. To develop communicating competence orally and written to reach
functional literacy. 5.
To have an awareness of English essence and important to enhance the national potency in global society.
6. To develop understanding of students about the relevancy between
language and culture.
73
4. Scope
The scopes of English subject in SMPMTs include:
71
Pusat Kurikulum Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional, Kurikulum 2004, Standar Kompetensi Mata Pelajaran Bahasa Inggris Sekolah Menengah
Pertama dan Madrasah Tsanawiyah , Jakarta: Pusat Kurikulum Balitbang Diknas, 2003, p. 6.
72
Pusat Kurikulum Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional, Kurikulum 2004, Standar Kompetensi…, p. 5-8.
73
PUSKURNAS, Standar Isi dan Standar Kompetensi…, p. 278.
a. Discourse competence is ability to comprehend andor produce orally
andor written text that is realized in four language skills, they are listening, speaking, reading, and writing integrated to reach functional
literacy stage; b.
Ability to comprehend and create any kinds of short functional text and monologue along with essay has the form of procedure, descriptive,
recount, narrative, and report. The material graduation is visible in using vocabulary, grammar, and rhetoric steps;
c. Supporting competence is linguistic competence using grammar and
vocabulary, phonetics, syntax, socio cultural competence using expression, and language action receive in any communication context,
strategic competence solving the problem which is appear in communication process with any ways, in order that communication goes
on, and actional competence using instrument of discourse form.
74
5. Competence Standard and Basic Competency
The following table describes the competence standard and basic competency of reading and writing skills in the school level of curriculum. We can see the table
follow:
Table 2.2
Competence Standard and Basic Competency of Reading and Writing in School Level Curriculum in the First Grade of Even Semester in Junior High School
Standar Kompetensi Kompetensi Dasar
Membaca
11. Memahami makna teks tulis fungsional dan esei
pendek sangat sederhana berbentuk descriptive dan
11.1 Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat
11.2 Merespon makna dan langkah retorika secara
74
PUSKURNAS, Standar Isi dan Standar Kompetensi…, p. 278.
