English Tasks for Communicative Competence Development: A Content Analysis of When English Rings a Bell for Junior High School Based On Curriculum 2013
Abstract
This research is about the analysis of the tasks in the textbook related to five components
of communicative competence. The objectives of this study are to explain what English
tasks are designed for five components of communicative competence development
reflected in English textbook and what are the frequency and the dominant type of task in
each competence. This research is qualitative research. The data are the tasks from the
textbook entitled ‘When English Rings A Bell’. To collect the data, the researcher uses
documentation method by doing some steps: read and understand the entire tasks in the
textbook for several times; mark the tasks that are including in five components of
communicative competence; type the tasks and code the marked tasks by writing the task
number, the chapter, and the page of the tasks; account the tasks that develop the
competences. The data were analysed by the theory of communicative competence
suggested by Celce-Murcia et al (1995) and analysed by using interactive model of
Huberman and Miles (1994). There are three steps in analysing the data; those are data
reduction, data display, and conclusion drawing/verification. The result shows that the
textbook entitled When English Rings A Bell consists of 181 tasks and there are five
components of communicative competence that developed the tasks. The English tasks
that are designed to develop students’ discourse competence are cohesion, deixis,
coherence, genre, and conversational structure. The English tasks that are designed to
develop students’ linguistic competence are syntax, lexicon, phonology, and orthography.
In actional competence, there are knowledge of language functions include interpersonal
exchange, information, feeling, opinion, and future scenario. In sociocultural
competence, there are sociocultural contextual factor, stylistic appropriateness factor,
and cultural factor. In strategic competence, there are compensatory strategies. The
frequency of the English tasks designed for discourse competence is 30, 38%, for
linguistic competence is 27, 62%, for actional competence is 28, 17%, for sociocultural
competence is 8, 83%, and for strategic competence is 4, 97%. The dominant types of task
for discourse competence are deixis and genre, for linguistic competence is phonology,
for actional competence is knowledge of language function, for sociocultural competence
is sociocultural contextual factor, and for strategic competence is compensatory strategy.