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The last one is the big circle is Strategic Competences. It, which includes the strategies and procedures that relevant to language of the other competencies
and helps language users’ competence for gaps or deficiencies in knowledge when they communicate.
Strategic Competence
Linguistic Competence
Socio- cultural
competence
Actional Competence
Discourse Compentece
Figure 3: Communicative Competence Model
As English teacher, we must know and can apply discourse competence well. In global era, discourse is very crucial in every human life. Therefore, we
need such as, knowledge and how to practice using discourse competence.
2.2 Curriculum
A discourse-oriented curriculum places emphasis on three areas; context, text types, and communicative goals. A discourse perspective ideally permeates
the language curriculum at all levels and in all aspects. Celca-Murcia states that curriculum is a document of an official nature, published by a learning or central
educational authority in order to serve as a framework or a set of guidelines for the teaching of a subject area-in our case a language-in a broad and varied context.
The teachers should know the curriculum before they teach their students, as curriculum has been made on the basis of students’ need. In the case of the
language curriculum, the consumers are first and foremost the learners and second the teachers.
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language curriculum, the consumers are first and foremost the learners and second the teachers.
I will discuss three major views of language curricula – each encompassing several possible approaches. A content-based curriculum is by definition focused
on the content perspective of the course. Beside that process-based curriculum is concerned with the process of language learning and language teaching, and a
product-based curriculum places emphasis on the outcomes of the course of study or in other words on “what the students should know and be able to produce in the
L2” upon course completion. According to the 2004 English Curriculum 2003:14, English subject has
