From the definitions above, it can be concluded that teaching is the process of continuous development to show or to help someone to learn how
to do something, to give instruction, to guide in the study something and to provide with knowledge and teaching is causing to know or understand.
Language teaching as explained by Brown 2000: p.14 is teaching which is stressed on the importance of self-esteem, of students cooperatively
learning together, of developing individual strategies for success, and above all focusing on the communicative process in language learning. According to
Stern 1996: p.21 language teaching is the activities which are intended to bring about language learning. According to Maya K David, the goal of
language teaching is to enable the learner to communicate with both native and non-native speakers in English www. david399.htmcommunicative-
competence. From the explanations above, it can be summarized that language
teaching is activities to help someone to learn how to do something, to give instruction, to guide in the study and to provide with knowledge which causes
to know or understand and the focus is on the communicative process in language learning.
3. Communicative Competence
There are many explanations about communicative competence. According to Chomsky 1965 communicative competence is a linguistic term
which refers to a learner’s L2 ability. It not only refers to a learner’s ability to
apply and use grammatical rules, but also forms correct utterances and knows how to use these utterances appropriately. Canale and Swain 1980 define
communicative competence in terms of four components. a
Grammatical competence Grammatical competence is concerned with mastery of the language
code itself. b
Discourse competence Discourse competence concerns mastery of how to combine
grammatical forms and meanings to achieve a unified spoken or written text in different genres.
c Sociolinguistic competence
Sociolinguistic competence addresses the extent to which utterances are produced and understood appropriately in different sociolinguistic
contexts depending on contextual factors. d
Strategic competence Strategic competence is composed of mastery of verbal and non-verbal
communication strategies that may be called into action for two main reasons: a to compensate for breakdowns in communication due to
limiting conditions in actual communication or to insufficient competence in one or more of the other areas of communicative
competence; and b to enhance the effectiveness of communication Bachman 1990 states that communicative competence is a relative and
dynamic interpersonal construct based on functionality of communication,
adequacy of communication, and sufficiency of knowledge, judgement, and skill in four interrelated areas: linguistic competence, operational competence,
social competence, and strategic competence. Linguistic and operational competencies refer to knowledge and skills in the use of the tools of
communication; social and strategic competencies reflect functional knowledge and judgement in interaction http:www.ccmodel.html.
From the explanations above, it can be concluded that communicative competence is a linguistic term which refers to a learner’s L2 ability. Learner
should have ability to use and apply grammatical rules and utterances appropriately.
Richards and Rodgers 1986 state when people draw some implications
into language classroom from the development of the theory of communicative competence, the term communicative approach is often
associated with it. On the surface level, it seems reasonable to say that the goal of communicative approach of language teaching is to make learners acquire
communicative competence http:www.ccmodel.html.
4. Effective Teaching
