Page 25 - BUKU SYNOPSIS

CHAPTER II

LITERATUR REVIEW

A. Theoretical Background

1. Model of Communicative Competence

The purpose of language instruction is to help students achieve

communicative competence. The notion of communicative competence

contributes to language instruction that emphasizes the use of language (J.C.

Richards, 2006). In writing instruction, communicative competency concepts

help writers become good communicators in writing. It enables individuals to

clearly communicate their ideas, adapt to varied readers and contexts, and build

critical thinking abilities.

The term of communicative competence has been viewed by language

scholars for long time. Communicative competence was originally framed by

Hymes (1967, 1972), in response to Noam Chomsky's ideas about the terms

"competence" (a person's language knowledge) and "performance" (a person's

ability to use language knowledge in using language skills, such as oral

communication or writing).

Hymes (1972) contends that communicative competence encompasses not

only grammatical competence but also sociolinguistics competence, which

relates to the context in which language is used. Hymes further states that

language learning requires at least four communication competencies. First,

grammatical competence, or students' ability to understand and use the

language system. Second, sociolinguistic competence, or the ability to

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