41 Vallenga only notices five features, while Wichien and Aksornjarung notices six
features. Both of them share the same features except ing ‗appropriacy‘,
‗illocutionary force‘, ‗style‘ , ‗speech act information‘, and ‗cultural information‘, where ‗appropriacy‘ and ‗illocutionary force‘ belong to Vallenga‘s model and
‗style‘ and ‗cultural information‘, and ‗speech act information‘ belong to Wichien and Aksornjarung‘s model.
5. Language Model of 2013 Curriculum
Currently, Indonesia has already implemented a new curriculum, namely Kurikulum 2013. This current curriculum is a development of previous
curriculum, Competency-based Curriculum Decree of Ministry of Education and Culture Republic of Indonesia, No. 62 Year 2013. Kurikulum 2013 explicitly
mentioned that it adopted text-based syllabus. This model of syllabus is an Australian response to the need for English language teachers to teach whole
texts. It is based on an approach to teaching language which involves:
1. Teaching explicitly about the structures and grammatical features of spoken and
written texts 2.
Linking spoken and written texts to the social and cultural contexts of their use 3.
Designing units of work which focus on developing skills in relation to whole texts
4. Providing students with guided practice as they develop language skills for
meaningful communication through whole texts
Feez and Joyce, 2002 The most effective methodology for implementing a text-based syllabus is
the genre approach Nugroho and Hafrizon, 2009 ;Feeze and Joyce, 2002. It aimed to enable learners to do social function by using texts which structure and
language elements are appropriate and correct based on their communicative purposes English Curriculum of SHS, 2013. Due to the quality of text is
42 determined by its purposes and its communicative functions, using English is not
merely a habit of using words, but a complex ability to determine and choose communicative steps, language elements, and the appropriateness of the language
according to the social rules. The use of genre based approach as one element in English curriculum is in
line with communicative competence model which is developed by Celce-Murcia et. al. 1995. As mentioned earlier, this communicative competence model
consists of five elements; discourse competence, sociocultural competence, linguistic competence, actional competence, and strategic competence. The
division of such sub-competences is in line with the definition of competence which is used in curriculum 2013. According to the curriculum, competency is an
integration of skill, knowledge, and attitude Peraturan Menteri Pendidikan dan Kebudayaan RI, No. 62 Tahun 2013. Based on the definition of genre and
communicative competence, English competence of Indonesian learners then is formulated as the ability to use social functions by using acceptable and correct
English texts which are manifested from the mastery of those five competences.
6. Language Learning Theories
