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Generic Structure of Recount with Funny Ending Linguistic or Generic Features of Recount with Funny Ending

21 programs within an educational institution. According to Mulyasa 2005, p. 38 competency is knowledge, skill and ability mastered by someone with the intention of doing cognitive, affective and psychomotor behaviors well. To sum up, competency is someone’s ability to think and or to do something. It always deals with one’s intelligence, basic knowledge and other aspects: psychomotor, cognitive, and affective.

6. Theoretical Bases in Competency-Based Curriculum

a. Language Model

Departemen Pendidikan Nasional 2004, p. 6 notes that a model which is used as theoretical basic in Competency-Based Curriculum 2004 is language model. This model points out language in cultural contexts and situational contexts. Figure 2.2: The Relation between Text and Context from Departemen Pendidikan Nasional, 2004, p. 7 Cultural Context Genre Situational Context Who is involved? Tenor Subject Matter Channel Field Mode Register TEXT 22 The largest box in figure 2.2 represents cultural context. Hardy 1990, p. 7 points out that the purposeful cultural activity in which people are interacting that is called genre. Feez and Helen 2002, p. 6 have the same opinion that genre is cultural context develops particular patterns of structure and language inside texts. Then every genre or text type is characterized by its communicative purpose, generic structure, and linguistic features. The smaller box represents social context or situational context. This context has three elements: subject matter field, roles and relationships tenor, and mode. Feez and Helen 2002, p. 6 note that field refers to what is happening or what is being written about. Tenor refers to the social roles and relationships of the people involved. It means that the relationship between the reader and writer. Mode refers to the choice of spoken or written channel.

b. Communicative Competence Model

Figure 2.3: Communicative Competence Model from Departemen Pendidikan Nasional, 2004, p. 51 Socio- cultural competence Discourse competence Linguistic competence Actional competence Strategic competence

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