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2. Credit-based Modular Approach
Credit-based modular approach is based on credit-based modular curriculum. However, Betts and Smith 1998, 34 state that credit-based systems
do not have to be modular, although many are. In other part of their Developing the Credit-based Modular Curriculum in Higher Education, it is stated that in
classical modularism, modules will be the same size measured in notional hours. The question Betts and Smith raise will lead us closer to the term
“credit-based modular approach
”, which is “How many hours are available for the standard module?” Additionally, Theodossin 1986, as cited in Betts Smith, 1998, p. 34
differentiates “tutor contact” and “student committed time” or “learning time” which indicates that the time students commit to is in need of worthy appreciation.
From the discussion which was presented above, and in terms of instructional materials, credit-based modular approach can be defined as the way instructional
materia ls are developed based on the time frame and how learners’ committed
time should be appreciated by the accumulation of credits, or say, assessment. 3.
The Students of SMA St. Fransiskus 1 Jakarta
The students of SMA St. Fransiskus 1 Jakarta are those who enroll themselves to SMA St. Fransiskus 1 Jakarta, a private senior high school located
in Jl. Kramat Raya 67, Jakarta Pusat, D. K. I. Jakarta. According to the school’s recent data 6 November 2014, see Appendix G, they are 53 students, 30 males
and 21 females, divided into three grades of 10
th
, 11
th
, and 12
th
. This school can be considered as small school in term of its student enrolment, with the total number
of the students is less than 60.
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4. English Course
An English Course is an extra-curriculum activity which is held by SMA St. Fransiskus 1 as an English supplementary course for the students of classes X
to XII. The purpose of the course is to encourage the students to use English as a mean of communication. The course is developed upon the school board’s
concern t o improve the school’s graduates’ English communicative skills and
giving them good preparation for the real world’s open competition in getting
jobs.
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CHAPTER II THEORETICAL REVIEW
This chapter discusses the theories underlying the research. To be clear, the discussion is divided into two sub-discussions, namely theoretical review and
theoretical framework. In the theoretical review there are discussions on credit- based modular approach, communicative language teaching, communicative
competence, instructional design models, and English course. Second part would be theoretical framework in which it synthesizes the preceeding discussion on the
section of theoretical review.
A. Theoretical Review
This section discuses some theories related to way an English course is conducted, in particular how the English course can help the students deal with
their needs of English for daily communication. Those theories will be the basic thoughts upon which the communicative English course will be constructed with
the approach of credit-based modular approach.
1. Credit-based Modular Approach
As it was stated in the previous section, credit-based modular approach is based on credit-based modular curriculum. Credit-based modular system is a
curriculum design in higher education which makes use of module as the way to standardize the learning process with credits as the substitutions of the time spent
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