21 effective language behavior in order to achieve particular communicative goals.
Communicative competence includes linguistic competence for example, knowledge of grammatical rules and pragmatic competence for example,
knowledge of what constitutes appropriate linguistic behavior in a particular situation; politeness. In this research, the communicative competence about what
the English course concerns is related to grammar-vocabulary acquisition and how that knowledge can be successfully applied in the real situation.
4. Language Course Design
Designing language course is not a linear process so as if once a syllabus is set and then all the course activities must be coherent with it. Graves 2000, p. 2
considers language course design as an interrelated set of processes and products, and that it can be considered as a system. Graves argues a language course design
as a constant and systemic process, but a process that sometimes goes forward and back, resemble the messy and multi-faceted process. Graves gives a framework of
a course development process as the figure below:
Figure 1: A Framework of Course Development Process
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The chart which was presented above is rather flowing than hierarchical. Graves state that a flowing framework for a course development process will give
more space for teachers to make an entry to this course depends on the context the teachers and students face up, and also on the beliefs the teachers have towards
the students and situation which probably influence the upcoming course. It also indicates that a course design is a system in which its components are interrelated
and affecting each other Graves, 2000, p. 4.
B. Theoretical Framework
This section gives a synthesis of the theories being applied in this research that have been elaborated in the previous section. This theoretical framework aims
to elaborate those theories so that they can really be the basis of the research. The paragraphs following this paragraph are answering the problem formulation stated
in the first chapter. This research uses credit-based modular approach in designing an
appropriate English course for the students of SMA St. Fransiskus 1 Jakarta. The general idea of this approach when it comes to a course design is the time students
commit to the course which must be in equal-worth of credits they are supposed to achieve. The term “modular” indicates that there is time frame which limits the
course process as well as giving a context to an effective course that answers the students’ expectations.
