interactions andor monologues of different genres”. The Senior High School students are expected to communicate in such genres or text types as descriptive, narrative, news item,
spoofrecount, procedure, and report Depdiknas, 2003: 7. To implement this curriculum, a teacher or a material developer should understand
the theoretical foundation of the curriculum including communicative competence, language model, scaffolding, spoken and written language, and teaching learning cycle.
2.1.2 Communicative Competence
Since English is considered important for Indonesian students, the Depdiknas proposed the CBC which put communicative competence as the main point of English
teaching learning at schools. A student needs to have good communicative competence in order to communicate in English well Depdiknas, 2004: 50. In other words,
communicative competence is an ability to communicate a language in spoken and written contexts Depdiknas, 2004:50. One model of communicative competence that explicitly
addresses language pedagogy is the one proposed by Celce-Murcia et al. 1995. The model, cited in Kurikulum 2004-Standar Kompetensi 2003: 2, is represented
as follows:
Figure 2.1 Schematic Representation of Communicative Competence Depdiknas, 2003:2
It shows that discourse competence is the main competence which will be achieved. In this case, the students must develop discourse competence which emphasizes
on creating and interpreting conversation or monologue texts either spoken or written in real communication Agustien, 2005: 11.
It enables students to achieve discourse competence, if they have already got the supporting competences. Celce-Murcia et al. 1995 as quoted by Depdiknas 2004: 54
categorized supporting competence into four competences. They can be summarized as follows:
1. Actional Competence This competence refers to students’ ability to do an action when they are talking such
as greeting and explaining. 2. Linguistic Competence
This competence refers to students’ ability to use structure, vocabulary, intonation and sound in grammatically acceptable English.
3. Sociocultural Competence This competence refers to students’ ability to convey or understand communication
which is appropriate with sociocultural expectation, social contexts and English culture.
4. Strategic Competence This competence refers to students’ ability to solve communication problems
especially in spoken language.
2.1.3 The Language Model
In order to understand how language or text is created, we need to look at the language model, a model that looks at language as a means of communication.
Figure 2.2 The Language Model Depdiknas, 2004: 7
The further explanation of the language model will appear in the following discussion.
2.1.3.1 Context
Language is related to the culture in which it occurs Allen, 1965: 56. It is supported by Walter 2004: 18 that to learn language means to learn culture. Language
occurs within a context. Context can be thought of in two ways: context of culture and context of situation.
A context of culture produces many kinds of text type or genre. The English cultures produce text types, such as descriptive, recount, narrative, procedure, and report.
Therefore, to achieve communicative purposes, the students must be exposed by authentic English texts which consist of grammatical sentences, acceptable expressions, and properly
Context of Culture
Genre
Context of Situation
Tenor Field
Mode
Register
TEXT
