AN ANALYSIS... Hastuti Handayani Mater’s Program in Linguistics, Diponegoro University
©2009, UNDIP Institutional Repository
diagram below is the model of communicative competence that shows that the discourse competence is the primary competence.
Figure 2.1 The Model of Communicative Competence Celce-Murcia 1995:10
This model is used as the basic of the domain of English lesson material for
Junior High School in Supporting Competence BSNP,2006:212, that is : Linguistics Competence using grammar, vocabulary, pronunciation, and spelling
, Socio Cultural Competence using idiom, speech act acceptably in variety context of communication , Strategy Competence Handling communication
problem in communication process in many ways so that the communication still keep going , and Discourse Competence using instrument to form discourse
h. Competence Standard and Basic Competence SKKD of KTSP
The Competence in KTSP consists of Competence Standard and Basic
AN ANALYSIS... Hastuti Handayani Mater’s Program in Linguistics, Diponegoro University
©2009, UNDIP Institutional Repository
Competence which are developed based on Graduate Competence Standard Competence Standard is the ability that can be shown performed for a
lesson. It is Competence in particular lesson that students must achieve, the ability that the graduate students must have in a particular lesson. Basic
Competence is minimum ability in a lesson that graduate students should acquire. Graduate Competence is the ability that can be acquired, performed
by the graduates that covers cognitive, affective, psychomotoric domain. Departemen Pendidikan Nasional, 2006
The Competence Standard covers aspects of thinking, skill and personality. The first aim of Competence Standard is to give direction to the
teachers about the ability and skill which become the focus of learning and assessment.
The Ultimate Goal of Competence Standard is to participate in discourse or to communicate ideas, feelings etc. in spoken and written English
accurately, fluently, and in acceptable manners Content Standard,2006 .
i. Kinds of Meaning
Effective Communication happens when people understand each other, expressing meaning clearly, realizing nuences of meaning, and grammatical.
English communication is exchanging nuences of meaning in English text.
All the Competencies in KTSP are dealing with meaning nuences,
therefore it is important to understand further about meanings. Halliday 1973 states that the fundamental meaning component in
AN ANALYSIS... Hastuti Handayani Mater’s Program in Linguistics, Diponegoro University
©2009, UNDIP Institutional Repository
language is functional component and all languages are arranged in 2 kinds of meaning : Ideational meaning and interpersonal meaning,besides textual
meaning. 1
Ideational meaning is the form of someone’s experience both in real world and in imaginary world. It is meaning “ in the sense of content “
2 Interpersonal meaning is the form of attitude shown to other people to
listener or reader for example statements, questions, offers, and commands usually followed by modalities may, could, must, would .
BSNP,2006:921
According to The Content Standard BSNP,2006:921, there are 4 meanings should be tested in English UAN for Junior High School :
Ideational, logical, interpersonal and textual meaning . These meanings are based on Halliday 1973 combines with Halliday 1989:45 who states that to
be able to read a text, or listen to it, effectively and with understanding, we have to able to interpret it in terms of all these metafunctions. In other words,
anyone who is learning by listening to a teacher, reading a textbook has to : 1a understand the processes being referred to, the participants in these
processes, and the circumstances – time, cause, etc. – associated with
them [ EXPERIENTIAL ] 1b understand the relationship between one process and another, or one
participant and another, that share the same position in the text [ LOGICAL ]
AN ANALYSIS... Hastuti Handayani Mater’s Program in Linguistics, Diponegoro University
©2009, UNDIP Institutional Repository
2 recognize the speech function, the type of offer, command, statement, or question, the attitude and judgments embodied in it, and the rhetorical
features that constitute it as a symbolic act [ INTERPERSONAL ], and 3 grasp the news value and topicality of the message, and the coherence
between one part of the text and every other part [ TEXTUAL ] Halliday ,1989:45
Halliday 1989 : 23 also states that these strands of meaning are all interwoven in the fabric of the discourse. We cannot pick out
one word or one phrase and say this has only experiential meaning , or this has only interpersonal meaning. Every sentence in a text is
multifunctional. The meanings are woven together in a very dense fabric in such a way that, to understand them, we do not look separately at
each different parts; rather, we look at the whole thing simultaneously from a number of different angles, each perspective contributing towards
the total interpretation. That is the essential nature of a functional approach. The 4 meanings above can be explained more detail as follows :
1 Ideational meaning :
The content of the text . Meanings about phenomena, about things and goings on, about circumstances surrounding the happenings and doings.
Realised in wordings through Participants, Processes and Circumstancees. Centrally influenced by the field of discourse
2 Interpersonal meaning :
The aim of the text, speech act to e xpress a speaker’s attitudes and
AN ANALYSIS... Hastuti Handayani Mater’s Program in Linguistics, Diponegoro University
©2009, UNDIP Institutional Repository
judgements . For acting upon and with others. Realised in wordings
through MOOD and modality. Most centrally influenced by tenor of
discourse 3
Textual meaning :
Expresses the relation of language to its environment including what has been spoken or written before. Realised through patterns of theme and
cohesion. Most centrally influenced by mode of discourse including
punctuation, stylistics, coherence
4 Logical meaning
Logical relation among ideas. Usually it uses conjunction : nevertheless, although, because.
j. Education Assessment Standard Chapter X paragraph 63 of The Content Standard
