COMMUNICATIVE COMPETENCE BASED LANGUAGE TEACHING:

AN ENGLISH COURSE DESIGN FOR PRIMARY TEACHER EDUCATION

Disusun untuk memenuhi tugas mata kuliah Bahasa Inggris

Dosen Pengampu : Dr. Ali Mustadi

Disusun oleh :
Wiyan Purbatin

(14712259004)

PROGRAM STUDI PENDIDIKAN DASAR

PROGRAM PASCASARJANA
UNIVERSITAS NEGERI YOGYAKARTA
2014
1

Communicative COMPETENCE BASED LANGUAGE TEACHING:

An English Course Design For Primary Teacher Education
A. Curriculum
1. Language Curriculum
A lamguage curriculum design can be seen as a kind of writing activity
and as such it usefully be studied as a process.
2. Curriculum Model
In language teaching, there are three common models of curriculum. The
first is the content models.the second is objective of theaching. The third
3.

is the process model.

Procedure For Developing a Curriculum
a. Communicative competence in English language teaching
Communicative competence idea originally came from Chomsky's
distinction between competence and performance is there. The first is
the idea of linguistic knowledge native speakers, an innate biological
function in mind that enable individuals to produce grammatical
sentences in infinite amount that is their language, and the latter is the
actual

use

of

language

in

concrete

situations.

Hymes

see

communicative competence has the following four types: what is

formally possible, what is feasible, what the social meaning or value of
a given utterance, and what actually happened. Hymes was the first to
use the term communicative competence. For Hymes, the ability to
speak competently not only requires knowledge of the grammatical
rules of the language, but also knowing what to say to whom in what
circumstances and how to say it. Canale sees communicative
competence as the underlying system knowledge and skills needed for
communication. Canale and Swain brings together various ideas which
expanded

by

communicative

competence.

In

their

view,

communicative competence covers four areas of knowledge and skill.

This includes the competence grammar, which reflects its own
language code and include knowledge of vocabulary and rules of word
formation, pronunciation, spelling, and sentence formation. A teaching.
They

saw

no

communication

is

usually

called

sociolinguistic

competence, which utterances produced and precise. Sociolinguistic

competence refers to the pragmatic aspects of learning various speech
acts, ie cultural values, norms, and other socio-cultural conventions in
2

a social context. They are context and discourse topic, the participants
of social status, gender, and age, and other factors that influence the
style and register speak. Strategic competence is to do with knowledge
of verbal and non-verbal strategies to compensate for damage such as
recognizing discourse structure, activating background knowledge,
contextual guessing, and tolerance of ambiguity. As is obvious from the
way they described the framework, their intention is to find the type of
knowledge and skills that students need to be taught and L2 to develop
a

theoretical

basis

for

the

communicative

approach

in

the

understanding of THG (Canale and Swain, 1980).

b. Transitional models
refers to the transition program of English courses that have been
implemented based on the linguistic structure and is now in the model
of 'transition' in which the communicative competence (theory
currently teaching English) is emphasized. is a structural-based, while
the theories currently teaching English communicative competenceoriented. In connection with the implementation of the current theory
of communicative competence in developing English language syllabus
in ESTD, need to transition from the old to the new version. . This
means that the transition model is not entirely communicative
competence as influenced by structural linguistics. The proposed
syllabus design model is a strategy to reduce student
c. Communicative syllabus
1). Competensy based Syllabus
Kern (1990) found that the Competency-Based Syllabus, the
competencies required for the course was also developed during the
course outlined defined resulted in increased student achievement. .
Competence really resembles performance in how to set goals.
However, a higher competence in general terms (Nunan, 1990). Both
objectives and competency-based performance should consist ofthree
elements: performance or tasks, conditions, and criteria. CompetencyBased Objectives determine what learners will be able to do with the
English language they are learning. To achieve the goals set, there
must be a need for a methodology, which determines how the
Competency-based teaching materials in the syllabus.
2). Task-Based Syllabus
This syllabus uses tasks as the unit of analysis rather than structure,
notion, or functio n commonly used in the syllabus Earlier types

Reviews such as the Structural or Notional-Functional Syllabus. ,

Suggests the following procedure to develop a Task-Based Syllabus:
1. Conduct a needs analysis to Obtain an inventory of the target tasks;
2. Classify the target of tasks into task types;
3. From the task types, derived pedagogical tasks;
4. Select and sequence the pedagogic tasks to form a task syllabus.
Referring to this procedure, Long (1985: 44) Suggests that, once the
target task has been identified via a needs analysis, the next step is
to classify them into (the target) task types. Pedagogic tasks are then
derived from the task types and sequenced to form the Task-Based
Syllabus. It is the pedagogic task that the teacher and students
actually work on in the classroom.
Step four in the procedure above is concerned with the issue of
grading the which is one of the most difficult, steps in a syllabus
design. Nunan (1988c: 48) states that "difficulty is the key factor in
Determining the ordering of items in a syllabus". Gardner (1992: 69)
points out that Also a rigorous method of grading tasks has not yet
been found in most syllabus designers but they just Rely on the
intuitive judgment to grade and sequence syllabus items. Nunan
Suggests that the task needs should be presented to the learners
According to Reviews their order of difficulty.
The problem of designing a syllabus task is to Determine the degree
of difficulty Because there are many factors that Affect Task
Difficulties. Besides, there are factors that are Also related to
learners' characteristics. A particular task may be easy for some
learners Considered but difficult, for others. Linguistic aspects
conveyed in a task are not suitable to be used as the basis for
grading the tasks since the problem of grading and sequencing tasks
Resides not only in the tasks Themselves but Also outside the tasks.
The next factors are the number of steps Involved in completing the
task, the number of solutions to the problems in the task, the number
of persons Involved in the task, the future in the task that requires
learners' cognitive resources, etc.
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There are three Reasons Why the target tasks need to be classified
into task types (Long, 1985). First, it is more effective to teach a more
general task types can be transferred Because It Several sub-targets
to tasks. Second, a task type is useful to a learner WHO may have
different

academic

backgrounds.

Third,

task

type

for

the

pedagogical tasks Easier is the activity the teachers and learners will
work in the classroom. It needs to be pointed out that pedagogical
tasks should be made suitable to the learners' proficiency levels. It
has been pointed out that the design of syllabus types requires needs
analysis above.
d.

Implementation of the Syllabus

1). 4 teaching learning cycles
1.

Building a knowledge field (building knowledge of field)

Phase build knowledge is very important for students, especially
students of ESL, because it is the point at which the overall
knowledge of the cultural and social context of the task or topic is
built and developed. At this stage, a discussion of the similarities
and differences across cultures occur so that an understanding of
the purpose of the community can be developed. The range and
nature of activities here depend on the extent to which learners
are learning English as a second language develops and rate their
familiarity with the task or topic before expected to learn it.

2. Modelling of the text

3. This phase introduces learners to the text or performance models
that must be mastered them. At this stage, there is a clear focus
on the analysis and observation of the text or performance models
associated with the task. The selection of the model depends on
teacher assessment of learners. In general, the model chosen is
that reflect the needs of learners and purpose in their literacy
development. Learners should be able to see the relevance of
4.

concrete what they do with what they need to do

Joint Contruction of the text.
At this stage, the goal is for teachers to work with students to
make the idea of a text or a similar performance. First, teachers
need to assess the extent of knowledge and understanding of the
field of learners. Further work may need to be done before making
ideas from the text or the actual performance begins. This may
5

include, for example, to collect relevant information or setting up a

series of records that will be used as the basis for the idea.
5. Independent contusction of the text
Before moving to this stage, the teacher needs to assess whether
students

are

ready

to

develop

independently.

Generally,

independent preparation occurs only after the students in groups

or pairs have shown has mastered the part. In accordance with the
needs of the students, it may be necessary to recycle some of the
tasks and activities at an early stage, for example, modeling or
analysis of grammatical patterns.

2). 3 muranoi interaction enhancement

competence to speak and listen, for example self-knowledge, and
able to teach using English as the language of instruction is
bilingual. Analysis of tasks based on steps the teacher during the
lesson. Learning begins with:
1. allow time for students to prepare for the activity.
2. asks the students to act or perform activities.
3. discuss the problems that students have during the show, both at
the level of the sentence or discourse.
According 3 Muranoi interaction devices cited in Doughty and
Williams [1998: 241-242), step 1 is referred to as phase teacher
training, step 2 stage performance, and step 3 debriefing phase.
Three phase increased interaction described below,
1. Stage Rehearsal (exercise)
During the training phase gurumemberikan class scenario in which
the teacher provides students with problems to be solved through
interaction. Students form pairs and prepare for the performance.
Phase 2. Performance
During this phase of the performance, a student doing the scenario,
and the whole class watched this performance. The interaction is
enhanced by the teacher by giving a request for repetition when
students make mistakes.
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Step 3. Debriefing
The teachers and students evaluate how well the interaction is
done. There are two types of evaluation: (a) evaluation focuses
form, which involves the precision of the target shape, ie explicit
grammar explanations about the use of certain grammatical
features, and (b) the evaluation focuses meaning, which involves
how the success of the communication is done. The focus is on the
level of accuracy in conveying meaning and target accuracy.
B. Competency and Task
1. Communicative competence and task classification
This is an important step that limits the extent to which information
or knowledge that is delivered to students. Therefore, the selection has
been made for important information. The second task is that an
understanding of words and words primarily functional. Acquisition of
words including the important and fundamental competencies in
teaching and learning. The next task in the competence grammar is
that understanding the rules of word and sentence formation or
structural ability: tenses, active and passive voice, direct and indirect
speech, the level of comparison, the gerund (noun formed from the
word plus -ing) and infinitive, affixes and its derivatives, conditional
sentences,

clauses

relative

adjective,

causative,

the

use

of

expectations, etc. the final task in the competence grammar is

constructing a sentence types: simple
2. Communicative competence and task framework
As can be seen in the above description, competencies and tasks are
analyzed in real classroom teaching activities. Competence and task
analysis using the framework from the perspective of English language
teaching

today

is the

communicative

competence

in

language

teaching. Then, the task is defined as an activity, prone to short or

extended pedagogical intervention, which requires learners to use the
language with emphasis on meaning to achieve the goal. A language
learning task must meet the following criteria: a) The primary focus of
the meaning of a task, b) the task should have a purpose, c) the task
should be evaluated in terms of the results, and the task must have a
relationship with the real world.By using the definitions and criteria
above, the data in this study analyzed the class in this type of task.

Types of tasks is their language activities that meet the above criteria.
Activities focused on the use of language, has a goal to achieve at the
end of the activity, and related to the students perceived the future
needs in their work. The types of competence, which is identified in the
current theory of teaching English, and tasks, which are identified in
the classroom observation, is presented as follows:

C. Deskription of communicative competence

1. grammatical Competence
Understanding the Key Words and Words Functional
Acquisition word belongs important and basic competence in
English language teaching and learning. So in this case, the memory of
students vocabulary can affect how many words or vocabulary can be
produced or presented in both oral and written texts. The second task is
that ofunderstanding main word and functional words.
Understanding Rules and Noun Phrase
Build & Presents Description Text by Using phrases Noun
This task is very useful for the construction of the text both oral and
written texts,
especially in preparing the description text.
2. sociolinguistic competence
3. The function of language is needed in this task
4. The language functions required to complete the task to be able to teach a
number of subjects using English as the language of instruction bilingual
involves sixteen types of language function. they are: speech / say helo,
open / presence of call / start the lesson, ask permission, give opinions,
provide information, review / preview the lesson, explaining the material,
ask questions, provide feedback to the opinions or questions students,
providing instruction / ask students to do something, give clarification,
expression or agreement and disagreement, reward / feedback, give
advice, give advice, concluded / summarize, closed class, and leave
taking. interaction is done when students take on the role of teachers and
students.
5. Produce appropriate utterances self introduction
6. active communication is an important aspect in learning English. very
important, especially for students who will be elementary school teachers
because they will use English as the language of instruction in the
bilingual classroom. so, speaking skills belong important and fundamental
competencies in the teaching and learning of English. students are
expected to speak English well
8

7. The introduction of self-selected as one of the strategies to improve

speaking skills because it is not so difficult to do. it means that the
students explain some of the information relating to the real condition of
the students such as name, date of birth, address, status, profession, etc.
in addition consists of several functions of the expression of an English /
language such as greetings, open / ask permission, inform fact, shut off
taking, etc. there is one topic in this task.
8. Discourse competence
There are five important topics presented by a lecturer in building
form sentences. The lecturers start a topic by identifying the needs of
students. The topics are presented in the task are: 1) positive and
negative sentences (statements), 2) yes / no questions, wh-questions, tag
questions (interrogative), 3)
command / command (imperative), 4) a request / ask someone to
do something (demand), and 5) a warning, ban, admire (exclamation).
Topics begins with the analysis of the needs of students. The students,
who will teach elementary school students in bilingual classes, require
qualification on the competence to establish the form of sentences: 1)
positive and negative sentences (statements), 2) yes / no questions, whquestions, tag questions
(interrogative), 3) command / command (imperative), request / ask
someone to do something (demand), and warning, prohibition, admire
9.

(exclamation) sentences and how to make the text by using sentences.

Strategic competence
Task 1. The relevant language sepereti use language function and
expression in English. Hanaya there is one task in strategic capabilities.
This task is using language that is appropriate to the purpose or
expression language support in English correctly, based on the genre and
the

communication

situation;

selecting

appropriate

content

and

mengekpresikannya task with the right tone and language support

appropriate so that this task as expressed in everyday activities
dirumah.meng-expresses the English language support is very important
for students because they can mengyambut teachers who teach them
berbahsa English, and expressing English in class. In addition, a
professional teacher, metreka will require English language support in
daily to

communicate.

So master

the

English

language

essential

sangatlang clicking mengjarkan expresses its ability in English. It is

expected that students can understand English expressions ungakapn well
9

as introductions to people and how to express what is in their minds, as

mentioned numbers in English. English bahs express not only used by
teachers but also but also in use by students, especially when expressed
in teaching in the classroom.
a. Topic presented
This task can be used with appropriate language support
functions such as language support? expression language
support

correctly,

which

is

based

on

the

genre

and

communication. The selection of content and mengekpresikanya

with the right tone, as the expression of everyday activities. It is
expected that students can express expression smoothly and
clearly. This task is different denagn sebelunya task because the
previous task in the classroom hanay but this task is did a house.
To facilitate learning in the classroom is no board to attach each
task kompetesinya. Like the previous task assignment begins
using dibutukan analysis by students. Topics are connected
denagn daily activities with correct intonation and right both
disekolahan or at home.
b. Language functions required in this task.
Like the previous task, purpose language can be proved from
the interaction between students and teachers, who showed
verbal interaction or conversation in the process of teaching the
language and learn the expressions of everyday which can be
classified into several languages objectives. The purpose of
language in this task is not only to identify the interaction
between students and teachers in the classroom, but also prove
of everyday students in the classroom or home. Namely:
greeting / saying hello (welcome greeting), apologizing (apology)
opening the lesson (open lessons), asking for permission (permit
request), opening the presentation (open presentation), giving
information

(member

information),

explaning

the

material

(explaining the material), asking question 9menayakan question)

9memberi responses giving a response, rewarding (bonus / extra
value), concluding (conclusion), closing (closing), and leaving the
talking? saying thanks (greeting leave and say thank ksaih)

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D. Goal, Input, and strategy

1. Competency and task goals
As seen in the types of competences and tasks above, the goal of
teching English ranged from developing structural knowledge to more
communicative competence in English language teaching, and this is
the general intention within the English courses. An examination of
learning activities Carried out in the classrooms indicates that there are
more specific goals related to the competency and task Discussed and
Carried out in the course. The goals are reflected in the kinds of
language activities that the lecturers and the students did. For xample,
in the task of understanding the structural skills roomates discuss
tenses, the goals of the lesson as to develop the students knowledge of
tenses through explanations or bulding knowledge from the lecturer,
then

modeling,

and

joint construction,

and

finally independent

construction. Similarly, in a more communicative task Reviews such as

producing appropraiteutterances of self introduction and being Able to
teach by using English as bilingual instruction, the goal is to develop
and improve the students' communicative skills through Reviews such
kinds of activities.
2. Competency and task input
a. Input Refers to the matrials that form the point of departure of the
lessons of the competency or the task. The input for the lessons in this
study is derived from the analysis of students' needs the which is
integratedly combined from different sources, Reviews such as
modules, hand outs, etc. in addition to the analysis of students' needs
modules, hand outs, the competency and task Also are selected from
in-house materials Reviews such as English elementary schools or
English for bilingual instruction, the which the lecturers develop for the
internal use. In addition, the input for the competency and tasks are
determined on the bases of: 1) the current theories of English language
teaching, 2) the students 'needs, and 3) the relevant factors of the
students' jobs or professions in the future as elementary school
teachers. The course materials are related to the 'real world' tasks,
taken either from the related sources or locally made texts by the
lecturers.

Language

Characterized

by

classroom

communicative

materials,

Among

competence

of

others,
the

which

are
is

influenced by structural competence Because The design is in the form

of the transitional models. The following extracts, forexample, have
11

been selected from matrials used in the classroom. The first extract is a
reading passage of a narrative text Entitled the legend of toba lake.
Orientation. Once upon a time there was a handsome man. His name
was god sahala teacher. He liked fishing. One day, he caught a fish. He
was surprised to find out that the fish could talk. Evaluation. Batara
teacher could not bear it.He made the fish free. As soon as it was free,
the fish changed into a very beautiful woman. She Attracted god
teacher so much. He fell in love with that woman fish. The woman
wanted to marry with him and said that god teachers had to keep the
secret the which she had been a fish. Batara teacher agreed and
promised that he would never tell anybody about it.Complication. They
married happily. They had two daughters. One day the teacher got very
angry god with his daughters. He could not control his madness. He
shouted angrily and got the word of the fish to his daughters. The
daughters were crying. Then they found her Reviews their mother and
talked about it. Resolution. The mother was very annoyed. Batara
teacher hose broke promise. The mother was shouting angrily. Then the
earth Began to shake. Volcanoes started to erupt. The earth formed a
very big hole.Reorientation.People Believed that big hole Became a
lake. Then this lake is known as Toba lake (taken from the students'
work) As seen in the paragraph above, the structural skill of 'past
tense' mostly dominates the text. This structural skill is repeated
throughout the reading text. In addition to the structurally-based
materials, there are Also materials designed for more communicative
competence practices for language teaching. The course material
focuses on communicative roomates or speaking skills with the task of
being Able to describe objects. For instance, is Carried out in active
communication in the form of speaking presentation. The following
presents the example of a students' speaking presentation in
describing the Borobudur temple. Identification greet Borobudur is a
Buddhist temple in Indonesia. And it is very well known in the world
Description The temple is located in Magelang, on the island of Java in
Indonesia. It is built in 9Th century under the Sailendra dynasty of java.
Influenced by the gupta architecture of India, the temple is constructed
on a hill 46 m high, and Consist of eight step-like stone terraces. The
first five terraces are square and surrounded by walls adorned with
12

buddhistsculpture. The upper three are circular with a circle the stupa.
The design of the temple of Borobudur is a Mountain- symbolizing the
structure of the universe. Borobudur was dedicated as an Indonesian
Monument in 1983 (an example of the students' work)
3. Competency and task impementation strategy
4. teaching learning Cycles
His job, which is carried out at this stage, with regard to the ability
to write and read. Namely: 1. Spelling alphabet or letters and numbers,
in the language pronunciation inggris.2.mengerti main word and the
word sambung.3. understand the rules of a set of nouns, and describe
a set of sentences that construct that describes the object by using the
word benda.4. understand the rules of word and sentence structure or
the structure of sentences: sentences, active and passive sentences,
direct and indirect speech, rate comparison, gerunds and infinitives,
said additive and said so, conditional sentences, sentences with
adjectives, because the sentence, the sentence of hope. 5. type of
sentence building; Simple, said manjemuk, and complete sentences,
sentence building forms: a statement, question, command sentences,
sentence demand, and penjelasan.6 sentence. understand strstegi
menaarik to teach using English in primary school, by singing, playing
simple movies, play games, make menaarik media, etc. sisoal
budaya.7 based context. combine grammatical forms and acquire
meaning

in

any

text

form

different

kind;

rhyme,

procedures,

descriptions, reports, news, narrative, calculate, empower, discussion,

exposition, argument, reports, content, pemberitahuan.8. can use the
appropriate language as the language function or language ekpressi
good, clear way, communication according to the situation and genre,
selecting appropriate content and tone of their voice, body language
and body movement.
4 teaching strategies to this task by 4 teaching-learning cycles that
provide the listener's spirit. 4 stage it is, 1. Build a vast knowledge, 2.
Model text, 3. Combined create text, 4. Free daari make teks.dan end
of this phase 4, lecturer memdiskusikannya with students during the
lecture, both groups has or individual. Strategy 4 teaching-learning
cycles based on the assumption that in order to study and learn in
efktif: first of all students need a broad sense, and besifat kinship with
the task or topic they are studying. They also need a model that they
will learn, in order to get a good idea for them to do in the future. They
13

membuthkan spirit and guidance for learning how to organize what

they know about the topic and the corresponding text.
Finally, they need the opportunity to use what they learn if their
own and do so freely.
Subsequent shows as an example the implementation of 4 cycles of
teaching-learning in the different task types narrative style through the
building.
TASK: the idea of writing the story
1. Building a knowledge of the field (Building a broad knowledge)
First, lecturer memberrikan explanation or a broad knowledge of
the content of the story. Here be touched explain how important
types of content of the story and also rules about the content of
the writing., Because each type of plot has the properties
sendiri2.sebagai example, if students want to make a story in
the form of description, it should use the `simple present tense.
And if they want to make writing about the past, then it should
use the `past tense`. In addition, there is a common structure in
all the writing of the manuscript. For example, the content of the
story have the orientation, assessment, complete, resolution and
2. Modelling of the text (Manuscript example)
After the lecturers give an explanation, he led the "modeling of
the text" where the lecturer shows an example of a neaskah.
Then he showed a good example of a story script includes
characteristics, rules of writing, general structure, etc. Which
3.

seacara expressly written in the script.

Joint construction of the text
Then, professors encourage students

to

practice

how

bedasarkan story drafting rules and guidance of the lecturer.

Students do with the group or Joint construction of the text.
4. Independent construction of the text
At the end of the lesson, the lecturer showed the students a
short and simple movie bejudul "goldilocks and the three bears",
in front of the class. Then students practice with free how to
compose a story based on the film's script.

5. 3 muranoi interaction enhancement

a. Factors affecting the competency and task
All tasks, the implementation of measures from 3 muronai`s
interaction enhancements, is all of these tasks related to the ability
14

to talk and listen. They are, 1) can teach a subject by using English
as the language of instruction is bilingual in the social sphere in
tingkst elementary school. 2) make words exact phrase as an
introduction. The analysis of this task is bedasarkan lecturer steps
taken during the observation. Lecturer start with, 1) allow time for
students to prepare all kegiatannya.2) allow students to perform, 3)
to discuss all issues that students face during the show, whether it's
writing

sentence

or

arrangement.

Following

muronai`s

interaction enhancements, the first step of the faculty is to show the

exercise phase. The second step, stage performances, and the third
step is the stage of face-to-face. This Directive an example
implementation of 3 muronai`s interaction enhancements in the
task of carrying out teaching using English as the language of
instruction bilingual ..
Task: Can you teach a subject by using English as the language of
instruction is bilingual.
1. Input for the task (Input for the task)
Input to the task is the need of the students, ie who will be a
primary school teacher. They are expected to teach a subject by
using English as the language of instruction is bilingual. So as
faculty must teach them how to teach in the English language
well. To complete this task, the student is expected in the given
instructions that they need to perform at an advanced SSAT
seoang elementary school teachers and students in teaching
practice.
C. Competency and Task
1. Communicative competence and task classification
This is an important step that limits the extent to which information
or knowledge that is delivered to students. Therefore, the selection has
been made for important information. The second task is that an
understanding of words and words primarily functional. Acquisition of
words including the important and fundamental competencies in
teaching and learning. The next task in the competence grammar is
that understanding the rules of word and sentence formation or
structural ability: tenses, active and passive voice, direct and indirect
speech, the level of comparison, the gerund (noun formed from the
word plus -ing) and infinitive, affixes and its derivatives, conditional
sentences,

clauses

relative

15

adjective,

causative,

the

use

of

expectations, etc. the final task in the competence grammar is

constructing a sentence types: simple
2. Communicative competence and task framework
As can be seen in the above description, competencies and tasks
are analyzed in real classroom teaching activities. Competence and
task analysis using the framework from the perspective of English
language

teaching

today is the

communicative

competence

in

language teaching. Then, the task is defined as an activity, prone to

short or extended pedagogical intervention, which requires learners to
use the language with emphasis on meaning to achieve the goal. A
language learning task must meet the following criteria: a) The primary
focus of the meaning of a task, b) the task should have a purpose, c)
the task should be evaluated in terms of the results, and the task must
have a relationship with the real world.
By using the definitions and criteria above, the data in this study
analyzed the class in this type of task. Types of tasks is their language
activities that meet the above criteria. Activities focused on the use of
language, has a goal to achieve at the end of the activity, and related
to the students perceived the future needs in their work. The types of
competence, which is identified in the current theory of teaching
English, and tasks, which are identified in the classroom observation, is
presented as follows:
D. Deskription of communicative competence
1. grammatical Competence
Understanding the Key Words and Words Functional Acquisition word
belongs important and basic competence in English language teaching
and learning. So in this case, the memory of students vocabulary can
affect how many words or vocabulary can be produced or presented in
both oral and written texts. The second task is that ofunderstanding
main word and functional words. Understanding Rules and Noun Phrase
Build & Presents Description Text by Using phrases _Noun This task is
very useful for the construction of the text both oral and written texts,
especially in preparing the description text.
2. sociolinguistic competence
3. The function of language is needed in this task
4. The language functions required to complete the task to be able to
teach a number of subjects using English as the language of instruction
bilingual involves sixteen types of language function. they are: speech /
say helo, open / presence of call / start the lesson, ask permission, give
16

opinions, provide information, review / preview the lesson, explaining

the material, ask questions, provide feedback to the opinions or
questions students, providing instruction / ask students to do
something,

give

clarification,

expression

or

agreement

and

disagreement, reward / feedback, give advice, give advice, concluded /

summarize, closed class, and leave taking. interaction is done when
students take on the role of teachers and students
5. Produce appropriate utterances self introduction
6. active communication is an important aspect in learning English. very
important, especially for students who will be elementary school
teachers because they will use English as the language of instruction in
the bilingual classroom. so, speaking skills belong important and
fundamental competencies in the teaching and learning of English.
students are expected to speak English well
7. The introduction of self-selected as one of the strategies to improve
speaking skills because it is not so difficult to do. it means that the
students explain some of the information relating to the real condition
of the students such as name, date of birth, address, status, profession,
etc. in addition consists of several functions of the expression of an
English / language such as greetings, open / ask permission, inform
fact, shut off taking, etc. there is one topic in this task.
8. Discourse competence
There are five important topics presented by a lecturer in building form
sentences. The lecturers start a topic by identifying the needs of
students. The topics are presented in the task are: 1) positive and
negative sentences (statements), 2) yes / no questions, wh-questions,
tag questions (interrogative), 3) command / command (imperative), 4)
a request / ask someone to do something (demand), and 5) a warning,
ban, admire (exclamation). Topics begins with the analysis of the needs
of students. The students, who will teach elementary school students in
bilingual classes, require qualification on the competence to establish
the

form

of

sentences:

1)

positive

and

negative

sentences

(statements), 2) yes / no questions, wh-questions, tag questions

(interrogative), 3) command / command (imperative), request / ask
someone to do something (demand), and warning, prohibition, admire
(exclamation) sentences and how to make the text by using sentences.
9. Strategic competence
10.Task 1. The relevant language sepereti use language function and
expression in English. Hanaya there is one task in strategic capabilities.
17

This task is using language that is appropriate to the purpose or

expression language support in English correctly, based on the genre
and the communication situation; selecting appropriate content and
mengekpresikannya task with the right tone and language support
appropriate so that this task as expressed in everyday activities
dirumah.meng-expresses

the

English

language

support

is

very

important for students because they can mengyambut teachers who

teach them berbahsa English, and expressing English in class. In
addition, a professional teacher, metreka will require English language
support in daily to communicate. So master the English language
essential sangatlang clicking mengjarkan expresses its ability in
English.

It

is

expected

that

students

can

understand

English

expressions ungakapn well as introductions to people and how to

express what is in their minds, as mentioned numbers in English.
English bahs express not only used by teachers but also but also in use
by students, especially when expressed in teaching in the classroom.
11.a. Topic presented This task can be used with appropriate language
support functions such as language support? expression language
support correctly, which is based on the genre and communication. The
selection of content and mengekpresikanya with the right tone, as the
expression of everyday activities. It is expected that students can
express expression smoothly and clearly. This task is different denagn
sebelunya task because the previous task in the classroom hanay but
this task is did a house. To facilitate learning in the classroom is no
board to attach each task kompetesinya. Like the previous task
assignment begins using dibutukan analysis by students. Topics are
connected denagn daily activities with correct intonation and right both
disekolahan or at home.
b. Language functions required in this task.
Like the previous task, purpose language can be proved from the
interaction between students and teachers, who showed verbal
interaction or conversation in the process of teaching the language
and learn the expressions of everyday which can be classified into
several languages objectives. The purpose of language in this task
is not only to identify the interaction between students and teachers
in the classroom, but also prove of everyday students in the
classroom or home. Namely: greeting / saying hello (welcome
18

greeting), apologizing (apology) opening the lesson (open lessons),

asking for permission (permit request), opening the presentation
(open presentation), giving information (member information),
explaning the material (explaining the material), asking question
9menayakan question) 9memberi responses giving a response,
rewarding (bonus / extra value), concluding (conclusion), closing
(closing), and leaving the talking? saying thanks (greeting leave and
say thank ksaih)

E.

Goal, Input, and strategy

1. Competency and task goals
As seen in the types of competences and tasks above, the goal of
teching English ranged from developing structural knowledge to more
communicative competence in English language teaching, and this is
the general intention within the English courses. An examination of
learning activities Carried out in the classrooms indicates that there are
more specific goals related to the competency and task Discussed and
Carried out in the course. The goals are reflected in the kinds of
language activities that the lecturers and the students did. For xample,
in the task of understanding the structural skills roomates discuss
tenses, the goals of the lesson as to develop the students knowledge of
tenses through explanations or bulding knowledge from the lecturer,
then

modeling,

and

joint construction,

and

finally independent

construction. Similarly, in a more communicative task Reviews such as

producing appropraiteutterances of self introduction and being Able to
teach by using English as bilingual instruction, the goal is to develop
and improve the students' communicative skills through Reviews such
kinds of activities.
2. Competency and task input
a. Input Refers to the matrials that form the point of departure of
the lessons of the competency or the task. The input for the lessons in
this study is derived from the analysis of students' needs the which is
integratedly combined from different sources, Reviews such as
modules, hand outs, etc. in addition to the analysis of students' needs
modules, hand outs, the competency and task Also are selected from
in-house materials Reviews such as English elementary schools or

19

English for bilingual instruction, the which the lecturers develop for the
internal use. In addition, the input for the competency and tasks are
determined on the bases of: 1) the current theories of English language
teaching, 2) the students 'needs, and 3) the relevant factors of the
students' jobs or professions in the future as elementary school
teachers. The course materials are related to the 'real world' tasks,
taken either from the related sources or locally made texts by the
lecturers.

Language

Characterized

by

classroom

communicative

materials,

Among

competence

of

others,
the

which

are
is

influenced by structural competence Because The design is in the form

of the transitional models. The following extracts, forexample, have
been selected from matrials used in the classroom. The first extract is a
reading passage of a narrative text Entitled the legend of toba lake.
Orientation. Once upon a time there was a handsome man. His name
was god sahala teacher. He liked fishing. One day, he caught a fish. He
was surprised to find out that the fish could talk. Evaluation. Batara
teacher could not bear it.He made the fish free. As soon as it was free,
the fish changed into a very beautiful woman. She Attracted god
teacher so much. He fell in love with that woman fish. The woman
wanted to marry with him and said that god teachers had to keep the
secret the which she had been a fish. Batara teacher agreed and
promised that he would never tell anybody about it.Complication. They
married happily. They had two daughters. One day the teacher got very
angry god with his daughters. He could not control his madness. He
shouted angrily and got the word of the fish to his daughters. The
daughters were crying. Then they found her Reviews their mother and
talked about it. Resolution. The mother was very annoyed. Batara
teacher hose broke promise. The mother was shouting angrily. Then the
earth Began to shake. Volcanoes started to erupt. The earth formed a
very big hole.Reorientation.People Believed that big hole Became a
lake. Then this lake is known as Toba lake (taken from the students'
work) As seen in the paragraph above, the structural skill of 'past
tense' mostly dominates the text. This structural skill is repeated
throughout the reading text. In addition to the structurally-based
materials, there are Also materials designed for more communicative
competence practices for language teaching. The course material
20

focuses on communicative roomates or speaking skills with the task of

being Able to describe objects. For instance, is Carried out in active
communication in the form of speaking presentation. The following
presents the example of a students' speaking presentation in
describing the Borobudur temple. Identification greet Borobudur is a
Buddhist temple in Indonesia. And it is very well known in the world
Description The temple is located in Magelang, on the island of Java in
Indonesia. It is built in 9Th century under the Sailendra dynasty of java.
Influenced by the gupta architecture of India, the temple is constructed
on a hill 46 m high, and Consist of eight step-like stone terraces. The
first five terraces are square and surrounded by walls adorned with
buddhistsculpture. The upper three are circular with a circle the stupa.
The design of the temple of Borobudur is a Mountain- symbolizing the
structure of the universe. Borobudur was dedicated as an Indonesian
Monument in 1983 (an example of the students' work)
3. Competency and task impementation strategy
4. 4 teaching learning Cycles
His job, which is carried out at this stage, with regard to the ability
to write and read. Namely: 1. Spelling alphabet or letters and numbers,
in the language pronunciation inggris.2.mengerti main word and the
word sambung.3. understand the rules of a set of nouns, and describe
a set of sentences that construct that describes the object by using the
word benda.4. understand the rules of word and sentence structure or
the structure of sentences: sentences, active and passive sentences,
direct and indirect speech, rate comparison, gerunds and infinitives,
said additive and said so, conditional sentences, sentences with
adjectives, because the sentence, the sentence of hope. 5. type of
sentence building; Simple, said manjemuk, and complete sentences,
sentence building forms: a statement, question, command sentences,
sentence demand, and penjelasan.6 sentence. understand strstegi
menaarik to teach using English in primary school, by singing, playing
simple movies, play games, make menaarik media, etc. sisoal
budaya.7 based context. combine grammatical forms and acquire
meaning

in

any

text

form

different

kind;

rhyme,

procedures,

descriptions, reports, news, narrative, calculate, empower, discussion,

exposition, argument, reports, content, pemberitahuan.8. can use the
appropriate language as the language function or language ekpressi
21

good, clear way, communication according to the situation and genre,

selecting appropriate content and tone of their voice, body language
and body movement.
4 teaching strategies to this task by 4 teaching-learning cycles that
provide the listener's spirit. 4 stage it is, 1. Build a vast knowledge, 2.
Model text, 3. Combined create text, 4. Free daari make teks.dan end
of this phase 4, lecturer memdiskusikannya with students during the
lecture, both groups has or individual. Strategy 4 teaching-learning
cycles based on the assumption that in order to study and learn in
efktif: first of all students need a broad sense, and besifat kinship with
the task or topic they are studying. They also need a model that they
will learn, in order to get a good idea for them to do in the future. They
membuthkan spirit and guidance for learning how to organize what
they know about the topic and the corresponding text.
Finally, they need the opportunity to use what they learn if their
own and do so freely. Subsequent shows as an example the
implementation of 4 cycles of teaching-learning in the different task
types narrative style through the building.
TASK: the idea of writing the story
1. Building a knowledge of the field (Building a broad knowledge)
First, lecturer memberrikan explanation or a broad knowledge of
the content of the story. Here be touched explain how important
types of content of the story and also rules about the content of
the writing., Because each type of plot has the properties
sendiri2.sebagai example, if students want to make a story in
the form of description, it should use the `simple present tense.
And if they want to make writing about the past, then it should
use the `past tense`. In addition, there is a common structure in
all the writing of the manuscript. For example, the content of the
2.

story have the orientation, assessment, complete, resolution and

Modelling of the text (Manuscript example)
After the lecturers give an explanation, he led the "modeling of
the text" where the lecturer shows an example of a neaskah.
Then he showed a good example of a story script includes
characteristics, rules of writing, general structure, etc. Which

3.

seacara expressly written in the script.

Joint construction of the text

22

Then,

professors

encourage

students

to

practice

how

bedasarkan story drafting rules and guidance of the lecturer.

Students do with the group or Joint construction of the text.
4. Independent construction of the text
At the end of the lesson, the lecturer showed the students a
short and simple movie bejudul "goldilocks and the three bears",
in front of the class. Then students practice with free how to
compose a story based on the film's script.
5. 3 muranoi interaction enhancement
a. Factors affecting the competency and task
All tasks, the implementation of measures from 3 muronai`s
interaction enhancements, is all of these tasks related to the
ability to talk and listen. They are, 1) can teach a subject by
using English as the language of instruction is bilingual in the
social sphere in tingkst elementary school. 2) make words
exact phrase as an introduction. The analysis of this task is
bedasarkan lecturer steps taken during the observation.
Lecturer start with, 1) allow time for students to prepare all
kegiatannya.2) allow students to perform, 3) to discuss all
issues that students face during the show, whether it's
writing a sentence or arrangement. Following 3 muronai`s
interaction enhancements, the first step of the faculty is to
show

the

exercise

phase.

The

second

step,

stage

performances, and the third step is the stage of face-to-face.

This Directive an example implementation of 3 muronai`s
interaction enhancements in the task of carrying out teaching
using English as the language of instruction bilingual ..
Task: Can you teach a subject by using English as the
language of instruction is bilingual.
1. Input for the task (Input for the task)
Input to the task is the need of the students, ie who will be
a primary school teacher. They are expected to teach a
subject by using English as the language of instruction is
bilingual. So as faculty must teach them how to teach in
the English language well. To complete this task, the
student is expected in the given instructions that they
need to perform at an advanced SSAT seoang elementary
school teachers and students in teaching practice.
2. language activities (activity language)
a. Proactive task activity (activity of active duty)
23

Before giving the task, lecturer explains how to use

English

as

the

language

of

instruction

Lecturer

memberikanbeberapa example of how to teach using

English, for example, how to open a class, how to
explain the material, how to summarize and how close
the class.
b. phase exercise
During this stage, the lecturer asked the students to
choose a topic of particular subjects, including the
form of planning, teaching media, teaching strategies,
etc. They propose to divide some groups or consult
with faculty.
c. phase appear
Kemudiann student must appear in teaching practice.
Students should appear as a real elementary school
teachers who teach a particular topic of topics daalm
speak English in class.
d. phase interview
During the show, the lecturer makes notes the
problems faced by students during the show. At the
end of the teaching, the lecturer to discuss it with the
entire student body. The first problem is the aspect of
concentration, the ability to communicate. Then make
a list of problems lecturer d board and ask the class to
show what dab pemasalahannya how they fix it in the
future
b.

Communications from the perspective of

students and lecturers The next task is to understand the
noun phrase and build a text description that describes the
object by using the noun phrase and then presents how to
describe an object in front of the class by using text
descriptions containing noun phrases. The task is determined
by several factors. In the task of understanding the noun
phrase, there are five factors that affect the task. They are:

a. vocabulary students
b. Student mastery of noun phrases,

24

c. students speaking skills: pronunciation and fluency

d. student motivation and
e. allotment of time.
In this task, some students can not afford to build or write noun
phrases are good, especially the two rules accurately. This
means that it is influenced by the students' understanding of the
rules of how to construct noun phrases and vocabulary as well
as by students. So lecturer focuses on building the knowledge to
understand the rules of noun phrases and noun phrases prepare
well. Motivation mahamahasiswa also affect the ability of the
students in the task, in which some students are still not
confident when they build a noun phrase. Another factor is the
time allotment, where there is time available to carry out tasks,
including building the knowledge to understand the rules of
noun phrases, noun phrases modeling, construction along with
how to make a noun phrase in the group, and independent
construction of each student to make phrases individual objects.

In

presenting

text

descriptions,

factors

affecting

task

is

dominated by the students' speaking skills, because in this task,

the students who attend or perform their speaking skills to
describe a particular object in front of the class. Here the
students have to perform tasks individually and without text.
The object can be people, animals, plants, and others.

The third task is about understanding the structural skills. This

task is influenced by several factors, where the task is at the
sentence level. There are three factors that affect the task. They
are:
a. mastery of the rules of word and sentence formation or
structural skills / grammar,

25

b. student motivation, and

c. time allotment
For example, some students do not understand very well some
structural skills, such as tenses, active and passive voice, direct
indirect speech, rate comparison, gerund and infinitive, affixes
and their derivatives, conditional sentences, relative / adjective
clause, causative, the use of desire, etc. This means that it is
influenced by structural student mastery of skills. So lecturer
intends to focus on building a knowledge of understanding the
structural skills, text modeling and construction along with
taking students into groups
discussion. Here, lecturers implement group discussion so that
students understand the structural skill intensive. Next is the
student motivation and time allotment, where some students
are not confident in doing their job, and the time available also
need to be set in proportion.

The final task is to build competence grammatical sentence

types: simple, compound, and complex sentences; and build
tenses: statement, interrogative, imperative, demand, and
exclamation sentences. In this case, the factors that affect the
task indicated by
The following five factors:
a. vocabulary of students,
b. mastery of sentence patterns of the type of student
sentences: simple, compound, and complex sentences, and
sentence patterns of Form sentence: statement, interrogative,
imperative, demand, and exclamation sentences,
c. structural student mastery of skills,
d. student learning motivation, and

26

e. allotment of time
Students are expected to build up tenses and sentence types.
But in fact, not all students can write or build a good sentence
by sentence structure patterns. This is connected with the
knowledge and skills of students such as vocabulary and
structural skills of students. So lecturer intends to build
knowledge on how to build different types of sentences and
sentence good shape. Another factor that affects the tasks that
student motivation and time allotment. Not all students can
write well, and the availability of time also contribute to the
implementation of the task.

The next task is English for early childhood. This task involves
an understanding of current educational theory Teaching English
to

elementary

school

students

like

to

understand

the

characteristics of students, selecting course materials, choose

the source, and capable meakukan exciting activities such as
singing, playing simple english movie / drama, play games / play
for fun, create media interest, determining teaching strategies,
etc. There are several factors that determine their duties and
somewhat different from previous tasks because in this task, the
student activity in the construction phrase together or in a
group discussion. There are five factors that influence this task.
They are:
a. student knowledge about teaching English to elementary
school children as knowledge characteristics of students,
selecting course materials, select a source.
b. The ability of students to play an exciting activities such as
singing, playing simple english movie / drama, play games / play
for fun.
c. The ability of students to media interest, determining
teaching strategies etc.
d. Student motivation, and
27

e. Allotment of time.

In a group discussion, if some students do not work well in their

groups. This means that it may be affected of student
motivation and understanding of the students to the teaching of
English in primary schools.

The next task of sociolinguistic competence is the ability to

teach a number of subjects by using English as bilingual
instruction. This task is influenced by several factors, and in this
task mahamahasiswa must attend and teach skills on how to
teach a number of subjects by using English as the instruction or
teaching English in class. Factors affecting this task are:
a. Knowledge of student vocabulary.
b. Articulation or speech production.
c. skills structural
d. accuracy pronunciation
e. Fluency speaking skills
f. Voltage and intonation patterns
g. Ekpspresi speak english
h. student Motivation
i. rationing time
For example, some students can not speak English fluently
accurate in their teaching practice. This means that it is
influenced

by

knowledge

of

the

vocabulary

of

students

articulation or speech production struktual skills, and student

motivation. So lecturer intends to build knowledge about how to
teach the English language to give some examples of English
mahamahasiswa used for bilingual instruction and told them to
28

practice more. This task also requires the availability of

sufficient time for students to perform optimally, a lecturer
should organize and establish a proportionally.

The final task of sociolinguistics is the ability to produce speech

right of self-introduction. This task is determined by several
factors and their nearly equal to the previous task. In this task,
the student must be present and

29