i COMMUNICATIVE COMPETENCE IN EFL HIGH SCHOOL ...

i

COMMUNICATIVE COMPETENCE IN EFL HIGH SCHOOL

TEXTBOOKS

A Thesis Presented to The Faculty of Educational Sciences in Partial of the

Requirement for the Master Degree (Strata Two) at Graduate Program of English

Education

By:

LUKLUATUL MAULIDIYAH

(21180140000006)

ENGLISH EDUCATION MAGISTER PROGRAM

FACULTY OF EDUCATIONAL SCIENCES

STATE ISLAMIC UNIVERSITY (UIN) SYARIF HIDAYATULLAH

JAKARTA

2021

ii

STATEMENT OF ORIGINALITY

I hereby acknowledge that my thesis, Communicative Competence in EFL

High School Textbooks, is my original work, and that I am required to utilize other

sources unless otherwise specified in the footnotes. All data, tables, figures, and text

citations derived from other sources have been recognized openly as such. I have

read and understand the decree No.17 of the Ministry of National Education

(MoNE) of Indonesia about plagiarism in higher education, and I am therefore

responsible for any future claims regarding the originality of my thesis.

Jakarta, June 15th 2021

Lukluatul Maulidiyah

iii

APPROVAL OF ADVISOR

COMMUNICATIVE COMPETENCE CONTENT IN EFL HIGH SCHOOL

TEXTBOOKS

A thesis

Completed as Partial Requirement of a Completion of Master’s Degree at Graduate

Program of English Education Faculty of Educational Sciences Syarif Hidayatullah

State Islamic University Jakarta


21180140000006

Approved by the Advisor

Dr. Muhammad Farkhan, M.Pd.

NIP. 19650919 200003 1 00 2

GRADUATE PROGRAM OF ENGLISH EDUCATION

FACULTY OF EDUCATION SCIENCES

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA

2021

iv

APPROVAL BY THESIS EXAMINER

The examiner of

Students’ Name : Lukluatul Maulidiyah

Students’ Number : 21180140000006

Study Program : English Education (S2)

Thesis Title :Communicative Competence in EFL High School

Textbooks

Hereby that the above mentioned student has completed her thesis writing (chapter

1- 5) and has undergone Seminar Result Examination. Therefore, the student is

approved to have a Thesis Defense.

Jakarta, July 6th 2021

Approved by:

Examiner I Examiner II

Dr. Fahriany, M.Pd. Siti Nurul Azkiyah, M.Sc., P.h.D.

NIP. 19700611 199101 2 001 NIP. 197605112005012003

v

ENDORSEMENT SHEET

A thesis entitled “Communicative Competence in EFL High School Textbooks”

written by Lukluatul Maulidiyah, students’ registration number 21180140000006,

was examined session of the Faculty of Education Sciences Syarif Hidayatullah

State Islamic University. The thesis has been revised as suggested by examiners.

Therefore, I fulfilled one of the requirements for the academic title of “M.Pd.” in

the Graduate Program of English Education.

Jakarta, 30 July 2021

The Examination Committee

The Head of Master Program Date Signature

Prof. Dr. Ratna Sari Dewi, M.Pd. (5 August 2021) ( )

NIP. 19720501 199903 2 013

Examiner I

Siti Nurul Azkiyah, M.Sc., P.h.D. (30 July 2021) ( )

NIP. 19760511 200501 2 003

Examiner I

Dr. Fahriany, M.Pd. (5 August 2021) ( )

NIP. 19700611 199101 2 001

Acknowledged by

The Dean of Faculty of Educational Sciences

Dr. Sururin, M.Ag.

NIP. 19710319 199803 2 001

vi

ACKNOWLEDGEMENTS

Alhamdulillahirabbil‘alamin. Praise be to Allah, the Most Gracious and

Merciful, who has given upon me His extraordinary grace and mercy in order for

the writer to complete this thesis. And may Allah provide Muhammad SAW, his

family, friends, and companions peace and blessings.

She would like to take this opportunity to thank her loving mother and father, Siti

Zahroh and Muhammad Thoha, and her only husband, Emil Musthofa, S.Pd, as well

as her brothers and sisters, Ulil Abshor, Muhammad Khairunnas, Qurrota A'yuni,

Irodatul Hasanah, and Arini Fitriani, for their unending love, support, and prayers.

There are no words to express her gratitude for having such a lovely human being

by her side.

She would also like to express her gratitude to everyone who has assisted

and supported her during the composition of this thesis. Dr. H. Muhammad

Farkhan, M.Pd., her supervisor, deserves special thanks for his helpful

recommendations and encouragement during the composition of this thesis. Dr.

Sururin, M.Ag, Dean of Educational Sciences, for his encouragement in completing

this thesis. She would also want to express her gratitude to Dr. Ratna Sari Dewi,

M.Pd., who is the director of the Faculty of Educational Sciences' graduate program

in English Language Education.

Her heartfelt gratitude also extends to all of her MPBI 2018 friends,

particularly MPBI 2018. A class that always managed to make her bust out

laughing. Thank you for all of your support, assistance, and kindness over this time,

as well as all of the laughing and togetherness. Finally, she expects that the

readership will benefit from this thesis. She is aware, however, that this thesis is far

from faultless. As a result, any recommendations, ideas, or criticisms for improving

this thesis will be greatly appreciated.

Jakarta, Juni 15th 2021


vii

ABSTRACT

Maulidiyah, Lukluatul. Communicative Competence in EFL High School

Textbooks, 2021.

This study aims to explore the communicative competence in two EFL

high school textbooks which published by National Ministry of Education and

Culture and Allied Publisher Pvt. Ltd. New Delhi Quadra. This study was focused

on revealing the components of communicative competence covered within the

textbooks, showing the way of how the communicative competence embended in

the two textbooks, and knowing which of the two EFL high school textbooks cover

communicative competence the most. This was a content analysis study to reveal

the communicative competence on the mantion textbooks. The data of the present

study were taken from the textbook published by the ministry of education and

culture for grade XI Senior High School students in 2017 and the textbook

published by Quadra. Thus, the book has become a primary sourcebook to be used

by students and teachers in the classroom. The results of the study show that 1) The

highest percentage of communicative competence by Celce-Murcia frequently

found in the textbook 1 was discourse competence which reached a score of (42%)

and the lowest percentages were formulaic competence (0%). It was different with

in the textbook 2 that the highest percentage of communicative competence by

Celce-Murcia frequently found was linguistic competence which reach a score

(42%) and the lowest percentage was sociocultural competence (0%). 2) The

communicative competences were inherently presented in different ways. There

were six ways used by the aouthors in the two English textbooks to include those

communicative competences in every chapter: 1. Pictures, 2. Exercise 3.

Instruction and 4. Materials. 5. Dialogs. 6. Sentences. 3) The textbook which

covered communicative competence the most was the book 2. The study

concluded that the two EFL high school textbooks already contained all

components of commuicative competence by Celce-Murcia’s model. In this case,

based on the result of this study, the researcher suggests for some English teachers

to take the lead in implementing communicative competence in the teaching

learning process, and for the further researcher to enrich the discourse of other

types of studies in integrating communicative competence.

Keywords: Communicative competences, EFL high school textbooks, Representation

of communicative competences.

viii

ABSTRAK

Maulidiyah, Lukluatul. Kompetensi Komunikatif Buku Ajar Bahasa Inggris

SMA, 2021.

Penelitian ini bertujuan untuk mengeksplorasi kompetensi komunikatif

dalam dua buku teks SMA yang diterbitkan oleh Kementerian Pendidikan dan

Kebudayaan Nasional dan diterbitkan oleh Allied Publisher Pvt. Ltd. New Delhi

Quadra. Penelitian ini difokuskan untuk mengungkap komponen kompetensi

komunikatif yang tercakup dalam buku teks, menunjukkan cara bagaimana

kompetensi komunikatif yang terkandung dalam kedua buku teks, dan mengetahui

mana dari dua buku teks sekolah menengah yang paling banyak mencakup

kompetensi komunikatif. Penelitian ini merupakan studi analisis isi untuk

mengungkap kompetensi komunikatif pada buku teks penyebutan. Data penelitian

ini diambil dari buku teks terbitan Kementerian Pendidikan dan Kebudayaan untuk

siswa kelas XI SMA tahun 2017 dan buku teks terbitan Quadra. Dengan demikian,

buku tersebut telah menjadi buku sumber utama untuk digunakan oleh siswa dan

guru di kelas. Hasil penelitian menunjukkan bahwa 1) Persentase kompetensi

komunikatif yang paling banyak ditemukan oleh Celce-Murcia pada buku teks 1

adalah kompetensi wacana yang mencapai skor (42%) dan persentase terendah

adalah kompetensi formula (0%). Berbeda dengan pada buku teks 2 yang persentase

tertinggi kompetensi komunikatif Celce-Murcia yang paling banyak ditemukan

adalah kompetensi linguistik yang mencapai skor (42%) dan persentase terendah

adalah kompetensi sosiokultural (0%). 2) Kompetensi komunikatif secara inheren

disajikan dengan cara yang berbeda. Ada enam cara yang digunakan oleh penulis

dalam dua buku teks bahasa Inggris untuk memasukkan kompetensi komunikatif

tersebut di setiap bab: 1. Gambar, 2. Latihan 3. Instruksi dan 4. Materi. 5. Dialog. 6.

Kalimat. 3) Buku teks yang paling banyak memuat kompetensi komunikatif adalah

buku 2. Hasil penelitian menyimpulkan bahwa kedua buku teks EFL SMA sudah

memuat semua komponen kompetensi komunikatif model oleh Celce-Murcia.

Kata kunci: Kompetensi komunikatif, buku teks SMA, Representasi kompetensi

komunikatif.

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مختصرة نبذة

الثانوية المدرسة كتب في التواصلية الكفاءة .لوكالتول ، مولدية EFL ، 2021.

تم أجنبية كلغة اإلنجليزية اللغة لمدرسة مدرسيين كتابين في التواصلية الكفاءة استكشاف إلى الدراسة هذه تهدف

و الوطنية والثقافة التعليم وزارة بواسطة نشرهما Allied Publisher Pvt. ركزت .كوادرا نيودلهي .المحدودة

تجسيد طريقة وإظهار ، سيةالمدر الكتب تغطيها التي التواصلية الكفاءة مكونات عن الكشف على الدراسة هذه

المدرسة في أجنبية كلغة اإلنجليزية اللغة كتابي من أي ومعرفة ، المدرسيين الكتابين في التواصلية الكفاءة

التواصلية الكفاءة عن للكشف المحتوى لتحليل دراسة هذه كانت .غيره من أكثر التواصلية الكفاءة يغطي الثانوية

والثقافة التعليم وزارة نشرته الذي المدرسي الكتاب من الحالية الدراسة بيانات أخذ تم .المدرسية الكتب في

وهكذا .كوادرا نشرته الذي المدرسي الكتاب ومن 2017 عام في العامة الثانوية في عشر الحادي الصف لطالب

نسبة أعلى (1 أن الدراسة نتائج أظهرت .الفصل في والمعلمون الطالب يستخدمه أساسيًا مرجعًا الكتاب أصبح ،

قبل من التواصلية الكفاءة من Celce-Murcia الكفاءة كانت 1 المدرسي الكتاب في متكرر بشكل وجدت

الكتاب في مختلفًا كان .(٪0) الصيغية الكفاءة هي النسب أدنى وكانت (٪42) درجة إلى وصلت التي الخطابية

قبل من التواصلية الكفاءة من نسبة أعلى أن 2 المدرسي Celce-Murcia الكفاءة هي متكرر بشكل وجدت

تقديم تم (2 .(٪ 0) والثقافية االجتماعية الكفاءة هي نسبة أقل وكانت (٪ 42) درجة إلى وصلت التي اللغوية

المدرسيين الكتابين في الحاضرين استخدمها طرق ست هناك كانت .مختلفة بطرق بطبيعتها التواصلية الكفاءات

.4 و التعليمات .3 التمرين .2 ، الصور .1 :فصل كل في التواصلية الكفاءات تلك لتضمين اإلنجليزية باللغة

وخلصت .2 الكتاب هو التواصلية الكفاءة غطى الذي المدرسي الكتاب كان (3 .الجمل .6 .الحوارات .5 .المواد

الكفاءة مكونات جميع على بالفعل يحتويان أجنبية كلغة ليزية اإلنج للغة الثانوية المدرسة كتابي أن إلى الدراسة

نموذج خالل من التواصلية Celce-Murcia. الباحث يقترح ، الدراسة هذه نتيجة على وبناءً ، الحالة هذه في

، التدريس تعلم عملية في التواصلية الكفاءة تنفيذ في المبادرة زمام يأخذوا أن اإلنجليزية اللغة معلمي بعض على

مهارة .التواصل دمج في الدراسات من أخرى أنواع خطاب بإثراء اآلخر الباحث يقوم وأن .

الكفاءات تمثيل ، أجنبية كلغة اإلنجليزية للغة المدرسية الكتب ، التواصلية الكفاءات :المفتاحية الكلمات

.التواصلية

TABLE OF CONTENTS

COMMUNICATIVE COMPETENCE IN EFL HIGH SCHOOL TEXTBOOKS ..... i

STATEMENT OF ORIGINALITY ........................................................................... ii

APPROVAL OF ADVISOR ..................................................................................... iii

x

COMMUNICATIVE COMPETENCE CONTENT IN EFL HIGH SCHOOL

TEXTBOOKS ........................................................................................................... iii

ENDORSEMENT SHEET ........................................................................................ v

ACKNOWLEDGEMENTS ...................................................................................... vi

ABSTRAK .............................................................................................................. viii

TABLE OF CONTENTS .......................................................................................... ix

LIST OF TABLES ..................................................................................................... x

LIST OF CHARTS .................................................................................................. xii

LIST OF FIGURE................................................................................................... xiii

CHAPTER 1 .............................................................................................................. 1

A. Background of The Study .............................................................................. 1

B. Focus and Subfocus of the Study ................................................................... 4

C. Research Questions ........................................................................................ 4

D. Objective of the Study.................................................................................... 5

E. The Significance of the Study ........................................................................ 5

CHAPTER II .............................................................................................................. 6

A. Communicative Competence ......................................................................... 6

1. The notion of communicative competence ................................................ 6

2. Development of communicative competence ............................................ 8

3. Component of communicative competence ............................................... 9

B. Communicative Competence in Foreign Language Teaching ..................... 21

C. Textbooks ..................................................................................................... 24

D. Communicative Competence Integration in English Textbook ................... 34

E. Previous Studies ........................................................................................... 36

CHAPTER III .......................................................................................................... 36

A. Research Method and Design ...................................................................... 36

B. Data Collection Procedures .......................................................................... 38

C. Data Analysis Procedures ............................................................................ 40

D. Trustworthiness ............................................................................................ 41

CHAPTER IV .......................................................................................................... 44

A. Data Finding ................................................................................................. 44

1. The component of communicative competence frequently found in the

two EFL high school textbooks? ...................................................................... 44

xi

2. The way of Communicative competences presented in the two EFL high

school textbooks ............................................................................................... 76

3. Which of the two EFL high school textbooks cover communicative

competence the most ........................................................................................ 79

B. Discussion .................................................................................................... 81


two EFL high school textbooks ....................................................................... 81


school textbooks ............................................................................................... 85


competence the most ........................................................................................ 92

CHAPTER V ........................................................................................................... 96

A. Conclusion ................................................................................................... 96

B. Suggestions .................................................................................................. 96

C. Implication ................................................................................................... 97

REFERENCES ........................................................................................................ 99

x

LIST OF TABLES

Table 2.1. Phonetic Transcription Symbol of Vowel (Odden, 2005: 20).

............................................................................................................................. 13

Table 2.2. example of stress in English Words................................................... 14

Table 2.3. Table of the components of non-verbal communication................... 19

Table 2.4. Table of Acheivement Strategy According to Dornyei & Thurrel (1991).

.............................................................................................................................. 19

Table 3.1. Table of the components of communicative competence by Celce-

Murcia................................................................................................................. 38

Table 4.1. The components of communiucative competence integrated in the

Chapter 1 in the two EFL textbooks. ................................................................. 44


Chapter 2 in the two EFL textbooks.

............................................................................................................................. 46


Chapter 3 in the two EFL textbooks...................................................................... 48



.............................................................................................................................. 49


Chapter 2 in the two EFL textbooks. .................................................................... 50


Chapter 6 in the two EFL

textbooks............................................................................................................ 51


Chapter 7 in the two EFL textbooks.................................................................... 52


Chapter 2 in the two EFL textbooks..................................................................... 53

Table 4.9. Categories of how the way the authors of the two EFL textbooks present

communicative competence................................................................................. 54

Table 4.10. the acumulation of communicative competence presented in each the

two EFL textbooks. ................................................................................................ 56

xi

Table 4.11. the number of communicative competence in the first textbook for

grade XI................................................................................................................... 58

Table 4.12. the number of communicative competence in the second textbook for

grade XI .................................................................................................................. 60

Table 4.13. The accumulation of all communicative comepetnce in the two EFL

texttbooks for the second graders........................................................................... 62

Table 4.14. The number of the way communicative competence presented in five

categories in the textbook 1.................................................................................... 67

Table 4.15. The number of the way communicative competence presented in five

categories in the textbook 2. .................................................................................. 68

Table 4.16. The acumulation of the way communicative competence presented in

five categories in the the two EFL textbooks. ........................................................ 71

Table 4.17. The acumulation of the communicative competence covered in the the


xii

LIST OF CHARTS

Chart 1. The percentage of communicative competence component presented in the

textbook 1. .............................................................................................................. 59


textbook 2. .............................................................................................................. 61


the two EFL textbooks. .......................................................................................... 63

Chart 4. The percentage of the way communicative competence presented in the

textbook 1. .............................................................................................................. 68


textbook 2. ............................................................................................................. 70



Chart 7. The percentage of communicative competence covered in each the two

EFL textbooks. ....................................................................................................... 74

xiii

LIST OF FIGURE

Figure 2.1. The IPA Symbol of Consonant (Odden, 2005: 39)

................................................................................................................................ 13

1

CHAPTER 1

INTRODUCTION

This chapter encompasses the background of the study, focus and sub-focus

of the study, research question, the objective of the study, and significance of the

study.

A. Background of The Study

One of the major difficulties that Indonesian students must address is EFL

education. EFL students must devote a significant amount of time to studying

English, yet some of them are discouraged by their weak command of the language.

For a long time, it has been recognized that the capacity to speak language grows as

a result of contact with other interlocutors. Contact with other members of the

speech community not only aids learners in analyzing and processing linguistic

forms, but also allows them to engage in language use in this example of EFL

learning (Tacedor, 2019). In this context, communicative competence is essential

because English has become a key language for world wide communication. This

promotes the acquisition of communicative English language abilities, whereas

effective communication is defined as communicative skills, which include a

variety of language skills or competences.

According to Sidik (2018), six types of communicative competence were

proposed by Celce-Murcia in 2007: sociocultural competence, discourse

competence, linguistic competence, formulaic competence, interactional

competence, and strategic competence. Celce-Murcia further mentioned that the

scope of these areas, as well as the subelements for each competence, had been

expanded. According to Sidik (2018), the term "communicative competence" refers

to a set of skills required for communication and capable of true communicative

usage of the language. The concept of communicative competence has attracted the

attention of many scholars. Starting with Hymes, there are a few stages of evolution

Canale, M., & Swain, Canale, as well as Celce-Murcia (Upadhyay, 2020). Hyme

invented the term after questioning Chomsky's idea of linguistic competence as a

pre-requisite to language success, as defined by Celce-Murcia. Instead of linguistic

competence, according to Hyme, sociolinguistic competence (social rules for the

appropriate use of language in a social context) must also be addressed in real-life

communication (Istiyaningsih & Hikmat, 2018).

Canale, M., and Swain expanded Hyme's initial idea to include three

components: grammatical, strategic, and sociolinguistic competences before Canale

updated it three years later to incorporate discourse competence (Juhász, A., 2015).

Celce-Murcia, Dornyei, revised Canale's model more than a decade later, separating

Canale's sociolinguistic competence into sociocultural and actional competence, as

well as linguistic, discourse, and strategic competencies.

Following that, (Celce-Murcia, 2017) proposed an updated and revisited model

of her and her colleagues' to become six types of competence: sociocultural,

discourse, linguistic, formulaic, interactional, and strategic competencies. He also

elaborated on the coverage of these domains as well as subelements for each

competence. To begin with, sociocultural competence refers to a practical

understanding of how to use language appropriately in the social and cultural

context of communication. The second one is discourse competence, which is

concerned with the selection, sequencing, and organization of words, structures, and

utterances in order to produce a unified message, especially in the spoken mode

(Choeda , 2020). Linguistic competence also refers to the fundamental components

of communication, such as phonological, lexical, morphological, and syntactical

patterns and types. The second one, called formulaic competence, is thought to be

linked to linguistic competence. It refers to prefabricated and fixed linguistic pieces

that are regularly employed in everyday conversations (Williams, 2016).

Interactional competence, on the other hand, is a bottom-up approach to top-down

sociocultural approaches that encompass actional, conversational, and paralinguistic

competences. Finally, strategic competence relates to knowing how to apply

communicative strategies. Achievement of communication goals, time-gaining

methods, self-monitoring, and interaction strategies are examples of these strategies.

This background enables the student to maximize their abilities and

interactions. If there is a necessity to use the target language in the target language,

yet there is an indication to avoid contact in the target language. (Hung & Higgins,

2016). Because English is currently used for numerous reasons by many types of

people all over the world, it is critical to emphasize interactive communicative skills

in the English language classroom, especially in Indonesia. To improve

communication skills in the classroom, English teachers can employ textbooks,

computers, radio, tape, VCD, magazines, or newspapers as instructional resources.

Teachers can help resolve students' communication skills by using a variety of

educational methods. However, textbooks remain the primary source of teaching for

the professors. According to Richard, some teachers use textbooks and instructional

materials as their major teaching-learning resources in the classroom (Huda, 2017).

For textbooks, it is because it is dependable, functional, and portable.

Furthermore, English textbooks play an important part in the teaching process

and are expected to give sufficient material to assist students in learning the

necessary communication skills. The proposed material should incorporate several

aspects of language abilities or competences known as communication skills. The

development of communicative competence can be achieved from learning

activities, spoken conversations, or events in the textbook, as they are set up to

improve basic language competence (Pitaksuksan & Sinwongsuwat, 2020).

Teachers must also take into account the component of communicative interaction

skills. The government, on the other hand, has already suggested English textbooks

for use in the classroom in order to execute the 2013 curriculum. The government

should utilize the proposed textbook for English teachers.

According to Kjartansson and Skopinskaja, textbooks are designed to facilitate

language learning in foreign language instruction (Rosyidi, 2017). It is difficult to

apply them, however, because language development should be integrated with

acting skills. Textbooks are primarily utilized as a didactic tool in educational

institutions (Goksel, 2018). It demonstrates how textbooks play an important role in

the teaching learning process. As a result, the instructional materials or textbooks

have a significant impact on students' ability to communicate.

Yufrizal (2017) discovered that the perceptions of non-English Language

Teaching (non-ELT) students and ELT students on the definitions of

communicative and strategic competency were not significantly different, according

to certain English teachers. Teachers' perceptions of linguistic, sociolinguistic, and

discourse competency differed significantly from those of non-ELT and ELT

students. whereas (Syed, etc, 2019) demonstrate in their research that the textbook

does not meet the target learners' future academic and professional language needs

because the incorporated activities do not focus on sociolinguistic and discourse-

level aspects of the target language. Furthermore, many programs include

meaningless and discrete point exercises that contribute nothing to the development

of speaking skills. There are little possibilities to improve oral communicative

competence.

The prescribed English language textbook can become an effective instrument

for building oral communicative competence if more visual supplementary content

is included. Then, according to another study conducted by Al-Mashaqba (2017),

the English textbook “Mosaic One Listening and Speaking (Student's Book)” met

84 percent of the communicative competence's criteria of a good EFL textbook

adapted from some experts in the light of communicative competence. Furthermore,

the textbook was examined in order to demonstrate how to utilize the word in a

discussion. The learners are asked to practice in a role play, as seen in some

examples. It exposes pupils to do even better in real-life communication and

involvement. As a result, students first apply the textbook's conversation model,

then organize and use the term in a specific situation.

Material becomes one of the most important aspects of the learning process as

a key to success. It means that the appropriate material used by the teacher will be

able to achieve the main goal in the classroom activities. As a result, the material

should be selected carefully. Meanwhile, textbook become one of an important

piece of material that should be supplied in the learning process of EFL classroom.

Soniawan (2016) stated that Richard argued , The textbook's functions are to supply

a program's syllabus, assist in the standardization of lessons, and protect the

program's integrity.

The quality of textbook provides a variety of learning resources and, an

effective and efficient model of instructing. It means that before beginning the

learning process in EFL classroom, the teachers should choose the most appropriate

materials. In line with Putra (2015), kurikulum 2013 refers to revised

communicative competence theory by Celce Murcia in 2007. Therefore, the

materials should also concern with communicative competence aspects. Reffering

to the issues, the researcher was interested in investigating to know how the

communicative competence integrated in the two textbooks investigated by her, and

how the way the authors of those textbooks implement communicative competence.

Several academics are interested in learning more about communication skills.

Many people have expressed unhappiness with the communicative competence

concept, recommending that EFL practitioners look at how it is represented and

developed in some of the learners' textbooks. “The knowledge that participants

bring to and realize in contact, as well as the awareness of how such knowledge is

acquired,” according to the theory. This piques the interest of the researcher, who

wants to see if the learning materials used in the recommended textbook fulfill the

definition of communicative competence. As a result, this study is based on the

communicative competence framework, with the goal of determining the content of

the textbook and how communicative competence is presented in EFL high school

textbooks for second graders. This research is focused on a communicative

competency system, with the goal of examining two EFL high school textbooks

issued by the ministry of education and culture and Quadra. To put it another way,

the goal of this study is to determine which textbooks represent communicative

competence and its aspects in EFL high school textbooks for second graders, as

well as which textbooks represent communicative competence the most complexly.

The study "Communicative Competence Content in EFL High School Textbooks" is

led by the author.

B. Focus and Subfocus of the Study

Based on the background of the research, the focus of this study is about the

investigation of communicative competence in EFL high school textbooks. While

the subfocus of this study is the components of communicative competence

contained in the two EFL high scool textbooks choosen by the researcher,

furthermore, the way of the authors imply the communicative competence in those

two textbooks, and the textbooks contained communicative competence the most

complexly are also the sub focus of this study.

C. Research Questions

The writer formulates the research question as follows, based on the above

research's focus and sub-focus:

1. What components of communicative competence found in EFL high school

textbooks used for the second graders?

2. How the way of communicative competence embedded in EFL high school

textbooks used for the second graders?

3. Which of the two EFL high school textbooks cover communicative competence

the most?

D. Objective of the Study

The purpose of this study is to examine the communicative competence

component found in EFL high school textbooks used by second graders, to learn

more about how communicative competence is embedded in EFL high school

textbooks used by second graders, and to determine which of the two EFL high

school textbooks covers communicative competence the most.

E. The Significance of the Study

The findings of this study are expected to advise English teachers and

students to use good and appropriate English textbook material as needed in the

teaching-learning process, without sacrificing communicative skills, and to make

concrete recommendations for improvement and improvement. More specifically,

the following are some of the practical and scholarly implications of this research:

1. Practically

a. Stakeholders in EFL high schools can evaluate and select any textbooks that

provide communicative skills for students, particularly in the English teaching and

learning process.

b. Textbook authors and publishers can improve on something that is deemed

inappropriate for readers, particularly students, and also supply resources that

contain a high level of communicative skill. They can then enhance textbooks by

working with educational authorities to accept constructive criticism and ideas

fairly.

c. Syllabus designers, experienced and novice teachers, materials developers, and

educational authorities can assess and analyze freshly issued textbooks in order to

discover new ways to improve the materials' quality and change its contents.

2. Academically

This study could serve as a guide for students who desire to do more

research in this area. This research is projected to become a valuable resource for all

learners and educational stakeholders.

6

CHAPTER II

REVIEW OF LITERATURE

A. Communicative Competence

1. The notion of communicative competence

The term "communicative competence" refers to a set of skills required to

utilize language effectively in a real-world situation (Abdulrahman& Ayyash,

2019). The definition of communicative competence has attracted the attention of

various academics and has gone through several stages of development.

Communication occurs in a certain context or scenario, hence communicative

competency is context-specific (Alvarez,2020). When a circumstance develops, the

communicative competence language user will know how to choose the appropriate

registers and style for the situation. Competence is what a person knows, whereas

performance is what a person does, and it is critical to recall the fundamental

distinction between the two. Performance may be observed, and only via

performance can competences be generated, preserved, and retrieved (Savicki,

2020). Bachman conducted a more recent poll. He categorizes it into three

categories: "organizational competence," which encompasses grammatical and

discourse (or textual) competence, and "pragmatic competence," which includes

sociolinguistic and "illocutionary abilities." The ability of interlocutors to deploy

persuasive strategies is linked to strategic competence (Faerch and Kasper, 1983;

Lin, 2015). It is widely accepted that communicative competence should be the goal

of language education and the heart of good classroom practice, thanks to the

strength of communicative language training. This is in contrast to the old

viewpoint, in which grammatical competence was frequently given primary

emphasis.

According to El Hiani (2015), the domains of pragmatics and language

philosophy of speech acts, as defined in large part by Searle and Austin, have

informed our view of communicative competence. Then, according to Sidik (2018),

Celce-Murcia suggests a renovated and renewed model of self and colleague into

six sorts of skills: sociocultural, debate, linguistic, formal, interactional, and

strategic competences.

Competence is tied to the concept of performance (Chomsky, 1960s). For

some linguists, performance is more about creating a language that is suited for the

situation (Aftab, 2017). Canale and Swain's definition of communicative

competence is founded on the idea that competence entails more than just knowing

the norms and structures of the language. (F. Cocetta, 2018). What is characterized

as communication competence is the ability to say the correct thing at the right time

to the right person in the appropriate situation (Tuan, 2017). The researcher mostly

supports one of the common ideas proposed by Bachman in 1990, according to

which language acquisition is based on understanding and applying rules in various

settings. Oral communication competence, according to the researcher, is the

capacity to employ context-appropriate language and confidently apply language

principles to a variety of contexts.

Many research in the second and foreign language learning paradigm have

examined the term communicative competence. (Souto, etc 2019). This phrase can

be thought of as a research topic or a notion for the condition that everyone who

studies a second or foreign language is supposed to reach. In linguistics,

communicative competence refers to a language user's grammatical understanding

of syntax, morphology, phonology, and other aspects of the language, as well as

social awareness of how and when to use utterances correctly. It created a

distinction between competence and performance.

Canale and Swain identified four components of communicative

competence in their study. Grammatical competence, sociolinguistic competence,

discourse competence, and strategic competence are the four types of competency.

Yufrizal (2017), in the literature on second and foreign language education stated

that there has been a discussion about linguistic and communicative competence,

with experts finding communicative competence to be the superior model of

language. English is the first foreign language that Indonesian students must learn

from the age of ten or younger until they complete their formal education at the

university level. The criteria for judging whether learning English is a success or a

failure have yet to be developed. The use of national examinations for each level of

education does not demonstrate true English competence.

The use of communicative competence (the capacity to use English for oral

and written communication) as the ultimate goal of learning English, as well as

tools or tests that can reliably and validly measure those abilities throughout a

country. Additionally, the scope of this domain for each competence, as well as sub-

elements. Initially, socio-cultural competence refers to pragmatic information on the

usage of appropriate terms in the context of socio-cultural communication. The

following competency is discourse competence, which is concerned with the

selection, arrangement, and arrangement of terminology, arrangements, and

expression in order to achieve unity. While this study attempts to define and design

a comprehensive justification for establishing an English communicative

competence standard for Indonesian EFL students.

In this case, the researcher is interested to see how the component of

communicative competence proposed by Celce-Murcia represented in the two EFL

textbooks in case of components, ways, and which textbooks covered

communicative competence the most.

2. Development of communicative competence

A good speaker must understand the linguistic, sociolinguistic, and

sociocultural characteristics of the language in order to communicate successfully in

it. With this understanding, he will be able to use the correct language for the

correct cause and in the correct sense, and he will be considered communicatively

competent. However, many foreign language learners, achieving this level of

knowledge and comprehension remains a problem. They frequently fail and

confront numerous challenges on their way to achieve this goal. As a result,

numerous arguments have been advanced against developing language courses and

services in foreign language contexts to achieve this goal. Remache (2016)

investigated the initial presentation of the term "communicative competence" as a

sociolinguistic notion by Hymes in 1972 in response to Chomsky's idea of linguistic

competence in 1965. Chomsky's concept is concerned with the implicit

interpretation of language systems, but it eliminates practically all socio-cultural

interest (Taghizadeh, 2017).

According to Hymes, communicative competence refers to the degree of

language acquisition that enables language users to transmit their messages to others

and, in some situations, to understand the messages of other people's thoughts.

Okeke (2020) also argued that It also refers to a language learner's capacity to apply

what they've learned in the classroom to the real world. From this perspective,

Hymes defines a professional language user as someone who understands when,

when, and how to use language correctly rather than only knowing how to produce

specific grammatical structure. Canale and Swain created a theoretical model of

communication competence based on Hymes' idea of communicative competence in

1980. The relationship and interaction between grammatical competence, or

knowledge rules, and sociolinguistic competence, or knowledge of language usage

rules, is defined as communicative competence by Canale and Swain (Tulgar,

2016). Three areas of expertise and skills make up their communicative competence

model. Grammatical competence, sociolinguistic competence, and strategic

competence are grammatical competences that refer to a deep understanding of

sentence structure and vocabulary.

Sociolinguistic competence refers to a language consumer's ability to

generate and comprehend language in a variety of social circumstances. Strategic

competence is the capacity to use language to achieve communicative goals and

improve communication quality. In 1990, Bachman used the phrase

"communicative linguistic capacity," broadening the definition of "communicative

competence."

This term relates to intellect, or competency, and the ability to use or

enforce that competence in the context of communicative language (Castillo, etc,

2017). Hardy (2019) further mentions that Bachman established a communicative

language skills system that consists of three elements: language competence,

strategic competence, and psychological mechanisms, in his research. He separated

organizational and pragmatic competence from linguistic competence. The first

necessitates grammatical and textual proficiency. The talents involved in regulating

the formal language structure to generate or recognize grammatically correct

phrases, understand their propositional material, and order the text to be created are

compromised in the last two forms of competence.

Bachman also divided pragmatic competencies into illocutionary and

sociolinguistic competencies (Cazden, 2017). According to Rasyina (2018), Macaro

refers to four common assumptions held by language teachers that encourage the

development of a degree of communication skills. These values include focusing on

language practice rather than creating well-formed phrases or individual words in

practical situations, studying more than already known knowledge to convey new

information, increasing student participation to counteract passive learning, and

focusing on speaking and listening skills rather than reading and writing. It should

be stressed, however, that setting goals to develop students' communication abilities

should not result in a larger emphasis on speaking and listening skills over reading

and writing skills.

Successful language acquisition necessitates a thorough comprehension of

all language abilities. According to Bastos (2015), Moor proposed the concept of

communicative competence in the language sector in 2009. He stressed the

necessity of working in the field of language that we want to acquire, pointing out

that this part of communication skills has received little investigation. Based on the

findings of his research in West Africa, he finds that communicative competence in

field language is more than just being aware of and being able to use a given field

language in grammatically and socioculturally appropriate ways.

This claim by formal education that does not involve field language

experience can be a barrier to the goal of enhancing language learners'

communicative competence in terms of native speakers.

3. Component of communicative competence

Teachers only implemented linguistic and discourse competency in the prior

curriculum, which was a concern (Putra, 2014). This situation becomes one of the

grounds for Kurikulunm 2013 to revise the competency model. Curriculum 2013

employs four theoretical frameworks, according to Putra (2014). The competency

model, language use model, language literacy model, and language acquisition

stages are all examples of these models.

In terms of competence models, the model of communicative competence

has evolved over time to provide fresh understanding (Paulikov, 2020). According

to him, communicative competence originally exclusively included linguistics

skills, as proposed by Chomsky in 1957. On Chomsky's concept, the other linguists

based their ideas. For example, anthropological linguist Dell Hymes proposed this

idea in 1967 and 1972 in reaction to formal linguist Noam Chomsky's 1957 and

1965 ideas, which focused on language competence and contended that any

consideration of social issues was outside the domain of linguistics.

According to Herdi (2020), Hymes also stated in 1972, in contrast to

Chomsky, that in order to account for language acquisition and use, one needed

notions of sociolinguistic competence (the rules for using language appropriately in

context) in addition to linguistic competence (the rules for describing sound systems

and combining sounds into morphemes and morphemes into sentences). Canale and

Swain, two other linguists, developed and refined the model of communicative

competence in terms of teaching and evaluation in 1980.They added strategic

competence (the ability to solve problems or miscommunications and organize

various types of activities) to the linguistic and sociolinguistic competence provided

by Hymes in 1972; however, they referred to ‘linguistic competence' as

‘grammatical competence.' Canale added discourse competence to the model in

1983 (the ability to produce and interpret language beyond the sentence level).

Following that, Celce Murcia et al. Actional competence (the ability to comprehend

and produce all significant speech acts and speech act sets) should be included in

communicative competence, according to al. in 1995. (Kelu, 2019).

Finally, Widiyastuti (2020) asserted in her study that Celce Murcia revised

the paradigm of communicative competence in 2007, claiming that actional

competence is embedded within interactional competence. Here's an example of

how the model of communicative competence has been updated and revised

throughout time:

1. Chomsky suggested linguistic competency in 1957 and 1965.

2. Linguistic and sociolinguistic competence were proposed by Hymes (1967,

1972).

3. Grammatical, strategic, and sociolinguistic competences were proposed by

Canale and Swain (1980).

4. Canale (1983) offered four types of competence: grammatical, strategic,

sociolinguistic, and discourse.

5. Language, strategic, sociolinguistic, actional, and discourse skills were proposed

by Celce Murcia et al. (1995).

6. Language, strategic, sociolinguistic/sociocultural, formulaic, interactional, and

discourse competences were proposed by Celce Murcia (2007).

Celce Murcia et al. suggested communicative competence for the first time

in 1990. They eventually revised and updated the model of communicative

competence in 1995, after it had been shifted for years. There were five

competences in the prior model: sociocultural competence, linguistic competence,

actional competence, strategic competence, and discourse competence. Meanwhile,

the new model featured six competencies, one of which was actional competence,

which was a part of the interactional one, and the other was formulaic competence.

Finally, Celce Murcia et al. in 1995 divided communicative competence into six

competencies, according to Lim (2019) :

a. Discourse Competence

The most important components of this competence, according to

Nuraningtyas(2018), are: (a) cohesion, which includes reference usage (anaphora or

cataphoric), substitution or ellipsis, conjunction, and lexical chains; (b) deixis,

which includes personal pronouns, spatial terms, temporal terms, and textual

reference; (c) deixis, which includes personal pronouns, spatial terms, temporal

terms, and textual reference. (c) coherence, which is concerned with expressing the

intent of unsuitable content schemata, managing information, maintaining temporal

continuity, and other organizational schemata, and (d) generic structure, which

helps users recognize discourse segments.

1. Cohesion

The correction of the grammatical link that unites individual clauses and

utterances is known as cohesion (Deswandari, 2017). It entails the use of anaphoric

and cataphoric references, substitution or ellipsis, conjunction, and lexical chains.

Reference refers to a description of what is being discussed (Alhaj, 2016). It

comprises pronouns like he, she, it, him, her, and others, as well as demonstratives

like this, that, these, and those, and articles like the, a, and an. Anaphoric and

cataphoric allusions are two types of references. Anaphoric references are those that

can be deduced by going backward through the text, whereas cataphoric references

are those in which the identification may be deduced from the following part of the

text.

Meanwhile, Ellipsis is a grammatical element omission process in which the

writer or speaker considers that the elements are clear from the context and thus do

not require raising (Gueliane, 2016). There are three types of ellipsis in English.

Nominal, verbal, and clausal are the three types. Substitution is the process of

replacing some grammatical elements while Ellipsis is the act of removing certain

grammatical elements. It's frequently utilized to prevent repeating yourself in the

next sentence or speech. Conjunction, on the other hand, refers to a link between

two clauses that are connected to one another. It joins words, sentences, or clauses

together (Kuswoyo, 2020). Coordinating, subordinating, and correlative

conjunctions are the three types of conjunctions.

2. Deixis

Deixis, according to Nuraningtyas (2018), is the occurrence of a collection of

words whose meanings are systematically based on who uses them, where they are

used, and when they are used. It deals with personal pronouns (I. you, we, they,

he/she, it, me, him, her, them, and us), spatial terms (here, there, at home, above, in

the yard, etc. ), temporal terms (now, tomorrow, today, yesterday, next day,

previous day, before. then, after, etc. ), and textual references (here, there, at home,

above, in the yard, etc). (the following sentence, the above table, the chart below,

etc).

3. Coherence

Coherence is one of the elements of discourse competence that is concerned

with macrostructure in the sense that it is primarily concerned with the expression

of content and purpose in terms of top-down proposition organization. It is

concerned with a text's structural organization, which is linked to content schemata,

information management, temporal continuity, and organizational schemata.

Content schemata deal with background knowledge of the text's content, such as

familiarity with the topic, cultural knowledge, and prior experience in the field

(Alkelani & Habil, 2017). Understanding the context of the content can make it

easier for the reader to comprehend the text. The identification of tenses in a text is

known as temporal continuity. Following that, organizational schemata deal with

the employment of specific patterns that are dependent on the text's theme and goal.

Calendar order, definition, process, categorization, priority order, statement and

clarification, cause and effect, comparison and contrast, listing, summary,

generalization and example, addition, and spatial order are among the patterns.

4. Generic Structure

The use of language structure, text organization, grammar, vocabulary, and

formality level in generic structure or formal schemata deals with the identification

of different text types of genre, as well as the use of language structure, text

organization, grammar, vocabulary, and formality level (Almuslimi, 2020). Because

it provides more specific evidence of the content, this type of schemata aids readers

in grasping a book.

b. Linguistic Competence

Finch (2016) claims that the four most significant components of linguistic

competence are addressed. They are: 1) phonology (both segmental and

suprasegmental aspects), 2) lexicology (knowledge of both content and function

words), 3) morphology (parts of speech, inflectional and derivational processes),

and 4) syntax (phrase structure, basic sentence type, modification, coordination, and

subordination). (Alhusseini, 2020).

1. Phonology

The vowel, consonant, and syllable kinds are dealt with in the segmental aspect.

The vowel is a type of speech sound that is formed by modifying voice production

without impeding airflow from the lungs, and it is distinguished by the position of

the lips and tongue (Fitri, s. 2018). The phonetic transcription symbols for vowel

are as follows:

Table 2.1. Phonetic Transcription Symbol of Vowel (Odden, 2005: 20).

Symbol

Example

I

ɩ

or

I

e

ɛ

ᴂ

a

ɔ

o

ʊ or U

u

ʌ

ə

beat [byit]

Bit [bɩt]

bait [beyt]

bet [bɛt]

Bat[bᴂt]

cot [kat]

caught [kɔt]

coat [cowt]

could [kʊd]

cooed [kuwd]

cud [kʌd]

(unstressed vowel in) array [əréy]

A consonant is a type of spoken sound that is specified by the location,

manner, and voicing of the articulation (Crowe, K., & McLeod, S, 2020). The

location of articulation, according to Martin (2017), is where the primary

constriction occurs. A consonant's manner of articulation refers to how it is

generated in a certain articulation location. The laryngeal activity that occurs when

a speech sound is created is referred to as voicing. The following table of IPA

symbols shows the type of consonant:

Figure 2.1. The IPA Symbol of Consonant (Odden, 2015: 39)

The smallest unit of a syllable is a vowel (V), although most syllables are

made up of consonant and vowel (CV) or consonant, vowel, and consonant (CVV)

(CVC). A syllable can be classified as an open syllable if it contains a vowel (V) or

a consonant followed by a vowel (CV), or as a close syllable if it contains a vowel

followed by a consonant (VC) and/or preceded by a consonant (CVC) (Crowe, K.,

& McLeod, S, 2020). The onset, peak, and coda make up the syllable's structure.

The consonant (C) that comes before the peak in a series of syllables in a word is

called the onset. Peak is a vowel (V) that becomes the syllable's center or nucleus.

The coda is the consonant that follows the peak.

The feature of pronunciation that impacts more than one sound is known as

suprasegmentals (Nair. R, 2017). It is critical for speakers to ensure that the

listeners understand the words they have spoken and to avoid misunderstandings

about their meaning. Stress, intonation, and rhythm are dealt with by the

suprasegmental aspect.

Stress refers to the extra emphasis placed on one syllable of a phrase with

many syllables; it also relates to the weight of the syllable when pronouncing it,

whether it is heavy or light (Levis, J. M, 2018). Some examples of stress in English

words are as follows:

Table 2.2. example of stress in English Words.

Word Syllable Weight

Carpenter [kar.pən.tər] HHL

Agenda [ə.jen.də] LHL

Banana [bə.nᴂ.nə] LLL

H represents for heavy in the weight column, while L stands for light. As a

result, the word carpenter's syllable is pronounced heavy-heavy-light. The agenda

syllable is pronounced light-heavy-light, whereas the word banana is pronounced

light-light-light.

Intonation is the pitch pattern of a sentence when it is pronounced (up and down

melody); rhythm is the pattern of syllables in a language (longer and shorter,

stressed and unstressed) (Ayoola, O. M, 2016).

2. Lexical Aspect

Nouns, verbs, adjectives, and adverbs that are also well-known as parts of

speech cover a content word. The noun is semantically defined as a person, place, or

thing, but morphosyntactically, it is commonly characterized as the sentence's

subject or object, adjectives modification, occurs after determiners, marked by case,

number, or gender endings, and can be added by derivational endings; verb is an

action or state, but morphosyntactically, it is the clause or sentence's predicate,

adverbs modification, occurs (Al Tameemi, M. R. J, 2020). The adjective is a type

of word category that describes something's characteristics (Newman, 2017)

Adverbs, on the other hand, are defined as "a word that characterizes or adds to the

meaning of a verb, an adjective, another adverb, or a sentence" (Haider, 2018).

Pronouns, determiners, prepositions, auxiliaries, and other function words are

included in this category. In a sentence, a pronoun is employed to avoid

redundancies (Nelson, 2019). There are different types of pronouns. Nominative

pronoun, objective pronoun, possessive pronoun, reflexive pronoun, demonstrative

pronoun, relative pronoun, and indefinite pronoun are the different types of

pronouns.

Determiners appear before nouns and are used to distinguish them. The article

(a, an, the), possessive pronoun, demonstrative pronoun, indefinite pronoun,

cardinal number (one, two, three, etc), ordinal number (first, second, third, etc), and

others are examples of determiners. A preposition is a type of adposition that

precedes the object (Nelson, 2019). It's used to show where something is located.

Prepositions in English include in, on, above, below, and so on. In a sentence, the

verbal auxiliary is a verb that displays the mood, tense, or aspect of the other verb.

3. Morphology

Morphology is concerned with the way words are formed as well as how

they are utilized in a set of grammatical structures. A. Carstairs-McCarthy,

according to Carstairs-Mc Carthy, (2017), morphology discusses word production,

such as how new words are coined throughout the world's languages and how word

forms vary based on how they are used in sentences. Finally, morphology is a

branch of linguistics concerned with the development and use of words in a variety

of grammatical forms.

Syntactical categories pertain to nouns, verbs, prepositions, adverbs, and

adjectives, which are all parts of speech (the definitions and the examples have been

explained above in content word). The types of components of speech in current

linguistics cannot be defined solely on the basis of semantics. According to Saur

(2018), the types of parts of speech are defined in morphosyntactical ways in the

property of grammatical words. According to Akmajian, Farmer, Bickmore,

Demers, and Harnish (Akmajian, 2017). The morphology, not the meaning,

determines the part of speech definition, which is based on the position of the words

in the sentence.

Inflection and derivation are also intimately tied to morphology. The

process of affixation that is impacted by grammatically conditioned variants is

known as inflection (Carstairs-Mc Carthy, 2017). If the subject is occupied by the

third singular person, the word "work" becomes "works," but if it is in the past

tense, it becomes "worked." The affixation procedure is based on the grammatical

or syntactical term.

Derivation, in contrast to inflection, is the process of affixation that is

unaffected by any grammatical or syntactical rules (Sugioka, 2018). It has the

ability to modify the word category. To be explicit, derivation can be seen in the

words "natural" and "naturalize." The word "natural" is a noun that becomes a verb

when it is suffixed with the suffix "-size."

4. Syntax

A phrase is a set of words that are related to one another and can be used to

form a clause or a sentence. A phrase's smallest unit is made up of at least two parts:

a Head and a Modifier that is related to the Head (Alexander, 2019). The phrase's

head can be thought of as the major element of the keyword, while the modifier is

the section that explains the head. More complex sentences, according to Valin

Alexander (2019), can have a head, specifier, modifier, and complement. The

element of the phrase that decides the head is known as the specifier, while the

complement is the section that explains the head. Based on the type of lexical

category that serves as the head, a phrase can be divided into several types. Verb

Phrase, Noun Phrase, Adjective Phrase, Adverbial Phrase, and Prepositional Phrase

are the five types of phrases.

Declarative sentences, interrogative sentences, imperative sentences, and

exclamatory sentences are the four types of sentences. A declarative sentence ends

with a period (. ), an imperative sentence functions to give a command and usually

ends with an exclamation mark (! ), an exclamatory sentence functions to show a

strong feeling and usually ends with an exclamation mark (! ), and an interrogative

sentence functions to ask a question and usually ends with a question mark (!).

Modification is a syntactical building process in which one word is

modified by another. Modification is concerned with the above-mentioned phrase

structure.

The process of combining two or more words, phrases, or clauses to form a

compound sentence is known as coordination. It is concerned with the previously

discussed conjunction process.

Subordination is a method of linking clauses, but it does so by joining

dependent and independent clauses.

c. Sociocultural Competence

Sociocultural competence known how to express appropriate messages

within the social and cultural context of communication on which they are

produced. Lim (2019) stated that the are several part of the sociocultural

competence, they are most crucial in terms of the current model:

1) Social contextual factors: the participations’ age, gender, status, social

distance and their relations to each other .

2) Stylistic appropriateness: politeness strategies, a sense of genres and

registers.

3) Sociocultural factors: background knowledge of the target language

group, major dialects differences, and cross culture awareness.

d. Formulaic Competence

Formulaic Competence refers to (a) routines with set phrases and formulaic

chunks (b) collocations with verb-object, adverb-adjective, and adjective-noun (c)

idiom (d) lexical frame (Rohmah, 2017).

1. Routines

Fixed phrases, according to Murdoch (2017), are expressions that lead to a

range of associations in the mind of the speaker or hearer, all of which are tied to

the unique situation in which the terms are employed. "Salutations such as "happy

birthday," "merry Christmas," and greetings such as "yours sincerely," or "yours

faithfully," according to Murdoch (2017), "are examples of fixed expressions that

commonly occur in and are associated with specific occurrences, such as social

events and written correspondence, and which are to be literarily interpreted." As a

result, fixed phrases refer to expressions that are widely used in social situations and

are familiar to both speakers and listeners. Formulaic chunks are a group of words

that are stored in memory and retrieved as a unit when needed. Formulaic chunks,

like fixed phrases, are common expressions to speakers and listeners, but they tend

to be in a more complete sentence. I'm OK, thanks, 'how are you?', 'How are you

doing?', and so on are examples of chunks.

2. Collocations

Collocations are a set of rules for how pieces of speech can be combined

(Thongvitit & Thumawongsa, 2017). The speakers and listeners are used to the

connection between the parts of speech being fixed and familiar, so it feels weird

when one of the elements of speech is replaced with another. It is made up of verb-

object phrases like "spend money," adjective-noun phrases like "tall building," and

adjective-noun phrases like "statistically significant" (Nuraningtyas, 2018).

3. Idioms

Idioms are a group of words whose literal meaning cannot be deduced.

According to Murdoch (2017), idioms had a literal meaning before becoming

increasingly figurative, and the original meaning of the components had

disappeared. 'Killing two birds with one stone,' for example, involves completing

two tasks in one step.

4. Lexical Frame

The lexical frame is defined as a pattern of language use that is institutionalized

over time (Swangstu, 2017). It would be grammatically and literally incorrect,

although it is widely used by speakers and IPHONE listeners. "You had to be

fooling me," for example.

e. Interactional Competence

It has three branches of competence: (1) actional competence (2)

conversational competence (3) non-verbal/paralinguistic competence.

1. Actional Competence

Language functions knowledge, such as information, feelings and opinions

expression, interpersonal exchanges, difficulties, and future scenarios, is referred to

as actional competence. It is defined by Adid (2020) as the ability to transmit and

comprehend communicative purpose, as well as the matching process between

actional intention and language form based on verbal schemata inventory, which

provides illocutionary force. The exchanges that convey giving and receiving

information are referred to as informational exchanges. It includes activities such as

requesting and providing information, reporting, remembering, explaining, and

debating (Purnaningtyas, 2016).

Interpersonal communication such as greeting and leaving, introduction,

complimenting and congratulating, accepting and declining invitations, arranging

and breaking appointments, and responding to a speaker's words such as displaying

sympathy are all examples of interpersonal exchanges. surprise, pleasure, interest,

or disappointment are all words that come to mind when someone mentions

attention, surprise, happiness, interest (Messerhi, M., & Daghbouche, 2017).

Opinion expressions are those that convey a point of view or a judgment about

something. It entails expressing one's thoughts, feelings, and attitudes, as well as

expressing agreement and disagreement, satisfaction and discontent, and acceptance

and disapproval (Colle, 2018). Feeling expressions are those that deal with the

speaker's and listener's reactions to their emotions. Love, grief, happiness, worry,

rage, embarrassment, pleasure, fear, annoyance, surprise, and other emotions are

examples (Makal, 2017).

Problem exchanges are discussions about how a problem originates and

how to deal with or solve it. Complaining, criticizing, blaming, accusing,

acknowledging, denying, regretting, apologizing, and forgiving are all part of the

process (Nuraningtyas, 2018). The Future scenario, on the other hand, is concerned

with transactions that pertain to the future. Wishes, hopes, wants, objectives, plans,

intents, anticipating, speculating, promising, and debating possibilities and

capabilities are just a few examples (Cairns,& Wright, 2017).

2. Conversational Competence

Conversational competency, according to Wulandari (2020), is concerned

with interaction operations carried out through gambits and conversational routines.

It entails a conversational turn-taking system, including how to initiate and close the

conversation, how to set up and alter the topic, how to keep and release the floor,

how to interrupt, backchannel and collaborate, adjacency pairs, and so on.

3. Paralinguistic Competence

Paralinguistic communication, according to Hov (2016), is the use of non-

verbal means of communication such as head or eye movements, gestures, or facial

expressions to support, emphasize, or shade the meaning of what individuals are

saying. Paralinguistic competence can be defined as the ability to communicate

without strengthening verbal functions, but rather by using other parts of the body.

Merani (2019) went on to say that nonverbal communication is separated into five

components, which are as follows:

Table 2.3. Table of the components of non-verbal communication

No Non-verbal communication components Examples

1. Kinesic/body language

Breath intake, body tensing,

leaning forward, facial

expression, gestures, eye

contacts

2. Proxemic The use of physical distance

between the locutors and

interlocutors.

3. Haptic The role of touching act.

4. Paralinguistic Acustical sound, nonvocal

noises.

5. Silence Pausing, silent

f. Strategic Competence

Strategic competence is a component of communicative competence that is

sometimes overlooked by language textbooks and teachers (Al-Shamiry, 2020). It

discusses communication tactics such as (1) achieving (2) pausing (3) self-

monitoring (4) conversing (5) social communication. Learners balance their

shortcomings as part of their achievement approach (Algack, 2017). The types of

achievement tactics are as follows:

Table 2.4. Table of Acheivement Strategy According to Dornyei & Thurrel (2010).

Stalling is a time-gaining tactic that uses fillers, gambits, and repetitions to

gain time (Al-Gharaibeh, & Al-Jamal, 2016). Fillers deal with pauses or gambits

like well..., I mean..., where was I...?, Uhm... eh..., and so on. Repetition, such as

repeating what another person has said while thinking.

Self-monitoring include modifying or altering one's speech (self-repair), as

well as rephrasing one's message to provide more detail (Al-Gharaibeh, & Al-Jamal,

2016). As an example of self-repairing, consider the following: I mean..., what I'm

saying is..., and so on. So, what you're saying is..., In other words..., So you mean

that..., etc. are examples of rephrasing.

Interacting deals with requests for assistance as well as effective negotiation

methods. Helpful appeals can be made in a number of ways, both directly and

indirectly. What do you call...? is an example of direct strategy, whereas I don't

know the English name for... is an example of indirect strategy. It is to say,

negotiation methods can be supplied on demand, such as could you repeat that,

please? Expressions of non-understanding, such as Sorry, I'm not sure I

understand..., raising an eyebrow, and others, as well as comprehension checks,

such as Am I making sense? Is it true that you're still there?

No Strategy Definition Example

1. Circumlocution Examplifying or

describing the target word.

The things to open the bottle

with = corkscrew, a small

plane for millitary = fighter

2. Approximation Using a terms which has

the closest meaning of the

target word.

‘ship’ for ‘sailing boat’, ‘fish’

for ‘carp’

3. Non linguistic

means

Uttering intention without

using any linguistic

features.

Mime, gesture, imitation

4. Borrowed or

invented word

Using the other term, (for

example the source

language) to utter the

target word (code-

switching).

‘auto’ for ‘car’,

The practice in a real-life context is referred to as social. It entails seeking out

native speakers to practice with or seeking out opportunities to utilize the target

language (Widiyastuti, 2020).

B. Communicative Competence in Foreign Language Teaching

Communicative competence in foreign language teaching in Indonesia as well

as in other countries where English is taught as a foreign language is an aim that

learners struggle to achieve. Achieving such an aim depends on many factors

related to the teachers, syllabi, teaching situation, environment, and learners

themselves as well. There are several learning strategies and activities that are

usually selected for enhancing language learning. These activities that enhance

language learning are usually communication-based activities and task-based

activities. These activities usually play a crucial role in developing communicative

competence and enabling communication skills in comparison to those strategies of

imitation, memorization, and repetition drills that mainly concern about language

and its structures rather than the use of that language. A new trend in the last third

of the last century was the emergence of the communicative language teaching

approach that recommends teaching English through a communication or by using

it. This section is an attempt to suggest some activities, based on some scholars long

experience in the field of teaching English as a foreign language and their reading

of some recent studies in the field of teaching English as a foreign or second

language, which may help in developing students’ communicative competence.

Learners in Indonesia, as well as other nations where English is taught as a

foreign language, struggle to develop communicative competence in foreign

language classes. Achieving this goal is dependent on a variety of things including

teachers, syllabi, instructional situations, the environment, and the learners

themselves. For improving language learning, a variety of learning tactics and

exercises are commonly used. Communication and task-based activities are the

most common activities that improve language learning. In comparison to imitation,

memorization, and repetition drills, which focus on language and its structures

rather than the use of that language, these exercises usually serve a critical part in

building communicative competence and facilitating communication skills. The

introduction of the communicative language teaching strategy, which proposes

teaching English through communication or by utilizing it, was a new trend in the

last third of the last era. This section is an attempt to suggest some activities that

may aid in the development of students' communicative competence, based on some

scholars' long experience in the field of teaching English as a foreign language and

their reading of some recent studies in the field of teaching English as a foreign or

second language.

1. conversations and dialogues in pairs or groups:

In English language instruction, teachers should take advantage of computers

and current technology. There are a plethora of English programs, recordings, and

videos available today to assist students in learning English and developing their

communication competence. It will be very effective in boosting EFL learners'

competence and accomplishing language acquisition if the teacher incorporates such

technology into his teaching. Computer-assisted oral activities in the classroom give

students with opportunities to interact with native English speakers that they would

not otherwise have. Chun (2016) investigated the use of computer-assisted

classroom discussion to aid the acquisition of interactive competency in written

discourse among first-year foreign language German learners. Students feel more

free to suggest subjects, participate, and ask questions in informal education,

according to his research, because the instructor's function is decentralized.

According to Chun, the study can also be used to students' speaking abilities.

2. Teacher-student interaction:

To facilitate language learning, EFL teachers should act as a facilitator in

their classroom. He needs to communicate with his students and establish a

democratic and vibrant atmosphere. According to researcher observations and other

studies, teachers who encourage more interaction in the classroom achieve good

results and produce competent speakers, whereas teachers who spend their time

lecturing their students while students passively listen and take notes often fail to

cultivate their communicative competence and produce incompetent speakers

(Namaziandost, & Nasri, 2019). As a result, teachers should interact with every

student in their classroom and establish an environment that encourages students to

do so.

3. Using Literature:

Literature, regardless of genre (i.e., theater, short tales, novels, etc. ), is seen

to be beneficial in the development of EFL students' communicative ability because

it gives authentic language inputs and familiarizes them with English culture. EFL

students will gain a better understanding of English pronunciation, social manners,

and cultural characteristics if movies starring Native English actors are shown to

them. By providing pupils with a repository of vocabulary and grammatical norms,

literary texts aid in the development of linguistic competence. It also helps learners

in comprehending English culture and how to use language in various situations.

Storytelling can be utilized in the classroom to teach pupils how to communicate

effectively.

Students are required to read stories and then retell them to their peers by

their teachers. Learners will improve their linguistics skills as well as their

communication skills as a result of this. In Indonesia, the researcher believes that

literary texts used in English syllabi of faculties of education are insufficient for

improving students' communicative competence for two reasons: the first is that

only a small number of texts are chosen to be taught within the syllabi, and the

second is that such selected texts are from old literature, which frustrates learners.

This causes most students to rewrite summaries of literary texts in order to

pass end-of-term exams rather than dealing with original texts that are supposed to

enrich them with natural linguistic and cultural inputs and help them improve their

language learning.

4. Simulation and Role-play Activities:

Students' communicative skills is greatly enhanced by simulation and role-

playing activities. The most critical requirement is that pupils think of themselves as

authentically as possible. Such activities have been shown to improve

communication ability while also making the classroom more interesting and

engaged. A study on the role of simulation and game activities on communicative

competence learning of a foreign language by Hedayati (2016) found that such

activities are more successful than formal teaching in boosting communicative

competence. Role-playing activities are also crucial for improving pupils'

conversational abilities.

EFL students are required to act out scenes from a play or develop dramatic

material to act in these exercises. Role-playing has been investigated by Ampatuan

and San Jose (2016) as a method for improving students' communicative ability.

Role-playing has been found to be an excellent method for increasing

communication competence and cultural characteristics, according to their research.

They went on to say that these exercises allow students to express themselves, gain

confidence in their ability to use the language they've learnt, and improve their

communication abilities.

5. Computer-Assisted Classroom Activities:

Teachers should benefit from the computer and modern technology in English

language teaching. Today, there are so many English programs, recordings, videos

that help students to learn English and develop their communicative competence. If

the teacher employs such technology in his teaching, it will be very effective in

enhancing EFL learners’ competence and achieving language acquisition. Using

computer oral activities in the classroom provide students with opportunities for

exposure to native English speakers that learners cannot get in their environment.

Chun (2016) has studied the use of computer-assisted classroom discussion in

facilitating the acquisition of interactive competence of the first-year foreign

language German learners in written discourse. His study revealed that students feel

freer in suggesting topics, interacting, and asking questions than informal

instruction as the role of the instructor is decentralized here. The study can be

transferred, according to Chun, to students’ spoken competence as well.

6. Reading English news and watching English TVs:

Motivating students to watch English news, films, and lessons on TVs, as well

as read English newspaper and website news, is another way to involve them in

real-life language situations that provide them with native language experience both

inside and outside the classroom in a foreign language context. This would greatly

aid in the development of learners' communicative ability by exposing them to a

variety of texts and terminology, as well as keeping them in touch with English

outside of the classroom. Language acquisition is greatly aided by this type of free-

choice learning practice.

7. Investing in social media like e-mail, WhatsApp and Facebook… etc.

Because they allow learners to use language and learn from each other in

free group discussions, social media technologies are critical in the development of

communicative competence. Students may be hesitant to speak up in a face-to-face

discussion, but sharing voice recordings or a piece of writing via social media

devices is much easier. It allows them to learn from their mistakes through

discussions because they are separated from their coworkers, which minimizes their

nervousness and dread of making mistakes and losing face. Students' language as

well as other competencies improve as a result of such exercises. These methods

assist students in making English friends and gaining natural exposure to native

English speakers.

These points reflect opinions on language and language instruction that may

be at conflict with the learner's language learning concept, which may have been

impacted by previous classroom language learning experiences and, more broadly,

by their experiences in other academic subjects. The topic at hand. Learning

approaches and perspectives that are extremely different from their usual notions of

learning in the classroom and structured and personalised evaluation may take some

time to redirect learners towards.

C. Textbooks

Language resources are items that can be used to promote language

acquisition, such as textbooks, photographs, graded readers, flashcards, games, and

websites. Among the various types of resources, the textbook is the most commonly

utilized (Ahmed, 2017). Purwandani (2017) describes the student's book as part of a

textbook kit that includes other resources such as a workbook, a teacher's book, and

even supplemental literature for reference. The nature of the textbook, the role of

English textbooks in teaching, the benefits and drawbacks of using textbooks,

textbook functions, common textbook selection issues, good textbook criteria, and

the English textbooks published by the Ministry of Education and Culture for junior

high school students were all covered in the following description.

Moreover, Fahriany., et al (2019) stated that textbooks are the primary

material used in teaching a foreign language and language and culture are

inseparable. They are a key component in most language programs. In some

situations, they serve as the basis for much of the language input learners receive

and the language practice that occurs in the classroom. In this case, the textbooks

play an important role for learners, it provides the major source of contact they have

with the language apart from input provided by the teacher.

1. The Nature of Textbook

The meanings of textbook terms are numerous and varied. A textbook is a

printed and bound booklet for each year or course of study, according to one

common topic. The term textbook, often known as a coursebook, refers to a book

that is owned by both teachers and students and is intended to be followed and

utilized as the foundation for a specific instructional activity (Chalabian, 2020).

A textbook is one of the many types of educational materials used in schools.

A textbook is a collection of knowledge, concepts, and principles about a subject or

course. One or more instructors, college professors, or education specialists who are

officials in a given field usually write it. The textbook is usually written quickly, in

a logical order, and with a lot of simplification. Aside from that, the textbook is a

framework that governs and times the programs. In a textbook, ready-made teaching

texts and learning tasks are provided (Muhith, 2018). In a nutshell, a textbook is the

most often used source of knowledge in the classroom.

According to Arslan (2016 ), there are four types of books used in Indonesian

schools: (1) textbooks or course books, (2) reading books, (3) resource books, and

(4) teacher handbooks. Instructors and students in primary school, junior high

school, and senior high school use different reading books, textbooks, teachers'

handbooks, and resource materials. In addition, (Sari, 2019) stated that one type of

educational book is the textbook. A textbook is a book that organizes a summary of

a topic or field of study in a systematic manner that has been selected based on

specific goals, learning orientations, and student development/needs. Furthermore,

in Indonesia, using a textbook to aid the learning process is a requirement for any

school to help the learning process by using a textbook. As specified by the

Ministry of National Education in the 2008 Ministry Regulations No. 2 on

Textbooks in Article 1 Paragraph 23, textbooks are mandatory reference books used

in schools containing learning materials to increase faith and piety, to build good

character and personality, to have the ability to master science and technology,

sensitivity and aesthetic skill, to attain health and physical potential based on

Standards of National Education, and also Government Regulation Number 32 the

Year 2013 about National Education Standards, Article 1 Paragraph 23 states that

textbooks are the key tools for the acquisition of basic competencies and core

competencies in the teaching process, which explicitly means that the government

finds that textbooks play an important role in the process of learning activities.

Students are supposed to get more reliable information through textbooks, as

students can get knowledge from other tools besides their teachers. Indeed, a

textbook is a collection of information on a specific subject that is utilized in the

classroom, as well as the most often used source of knowledge, concepts, and

principles. A textbook is the simplest and cheapest tool to assist teachers in

navigating the learning process because it contains ready-made materials. Finally, a

textbook is a vital component of education, particularly in language lessons.

2. The Role of English Textbooks in Tecahing

The textbook is one of the most important guides and tools for student learning

in any educational institution. As a result, the textbook element is not only one of

the few constant concerns in the language education discussion, but it is also one of

the few truly widespread challenges (Behnke, 2016). The relationship between

textbooks and language training is not something that has only recently been

discussed. It has been mentioned in publications about language for decades. This

book is designed to give instructors the tools they need to address a systemic trend,

a problem, and tasks that help them complete their assigned tasks.

One of the key advantages for using EFL lesson textbooks is that they make it

easier for teachers to organize, develop, and track the course because they are

simple to use and take less time and effort to prepare. For students, textbooks can be

used as resources for self-study. Textbooks or coursebooks for teachers contain

material and teaching-learning activities that make up the majority of what happens

in the classroom, as well as overarching teacher instructions, either fundamentally

or in addition. In other words, a textbook can be viewed as a tool that helps teachers

and students learn more effectively. Furthermore, the textbook's distinct role for

students and teachers was formed (Goodarzi & Weisi, 2020). Aside from the

instructor's input, textbooks can function as a means of communication with the

language for students. For inexperienced teachers, textbooks can serve as a type of

teacher training.

They offer ideas for how to plan and teach classes, as well as formats that

teachers can employ. Furthermore, because they establish the content and govern

coverage for syllabus items, the stated course books (Murphy, 2018) are an

unavoidable part of the curriculum. Also, according to Wright Gotwals (2017),

teaching materials (e.g. textbooks) aid in the identification of syllabus objectives as

well as instructor and student responsibilities in the teaching process. Finally, it can

be deduced that Tajeddin & Teimournezhad (2015) propose three important

explanations for the textbook's use: 1) Teachers find it challenging to create content

in the classroom. 2) The instructor's time is limited because creating fresh

information requires a significant amount of time. 3) Outside pressures have a

negative impact on the instructor. Textbooks are a significant tool for learning

foreign languages and play an important part in language teaching and learning.

Textbooks fulfill several roles in an EFL classroom, according to Cotazzi and Jin

(as described in Reza, 2014), including instructor, map, resource, trainer, authority,

and ideology.

Gray further contends, as referenced by Bori (2020), that the ELT publisher

presents a perspective of the world in the texts they compose, and that while they

are especially intended to teach language, they are also transmitters of cultural

messages. As a result, authors of diverse textbooks should identify the components

they believe are vital for good textbooks and incorporate their findings into their

projects. To put it another way, textbook designers should aim to break down the

needs of students and instructors before beginning their work on creating

appropriate and acceptable resources for students and teachers.

Furthermore, Newton (as stated by Baker, et al., 2017) contends that text use is

commonly viewed as a relationship between the teacher, the student, and the text.

Newton provides a specific model of textbook usage, which is demonstrated, while

keeping in mind that the teacher is viewed as the text's mediator.

As a result, according to Murphy & Wiese (2015), textbooks are inseparable

components of education for the following reasons: 1. To assist the second student.

Assisting with self-education. 3. Keeping the most important facts in one place. 4.

Providing content that is both sensible and detailed 5. Maintaining a high quality of

consistency 6. Providing both clarification and assistance 7. To give a foundation

for both the teacher and the student to start and continue working.

There are a variety of English as a Second Language (ESL) and English as a

Foreign Language ( EFL) course books available for students of all levels and ages.

The material of ESL textbooks has also been greatly expanded in recent years. As a

result, selecting the appropriate coursebook for use in the classroom, particularly at

the junior high school level, is an important undertaking. Furthermore, teachers'

preferences for their classrooms frequently influence syllabi and even the entire

language curriculum. According to the above statement, most teachers use

textbooks to teach in the classroom because they contain all of the materials that the

teacher can employ. Most teachers feel secure when they use textbooks. Textbooks

are nearly universally used in the English language classroom. It is appropriate for

the teacher's syllabus and curriculum and may serve as a guide for learning how to

teach in the classroom. Furthermore, course materials should be organized

according to the organizations' goals, the language program's priorities, and the

criteria of the students enrolled in the program. As a result, there will be no

teaching-learning that appears complete until it gets its own textbook. Textbooks

serve a vital part in education at all levels.

3. The Advantages and Disadvantages of Utilizing Textbooks

There are certain advantages to using course books while teaching English.

Teachers and students can readily follow ready-made syllabi since they give a

properly designed and balanced range of language topics. When teachers teach each

unit in the course books, there is a coherence in the field of language abilities

(listening, speaking, reading, writing, grammar, and so on) in the disciplines and

genres (Wahyuningtyas, 2019). This provides for more autonomy in the learning

process. Furthermore, many new teachers will find ESL or EFL coursebooks

beneficial and practical because the ready-made activities and lessons are simple to

prepare. In several of the course books, the designers also planned accomplishment

evaluations for each study unit, as well as a teacher's manual to guide the teacher in

their training.

In summary, the following are some of the advantages and disadvantages of

using textbooks:

a. Advantages of Textbooks

Hung and Chou identified four important benefits of using course books to

teach English (2015). The coursebook has a clearly defined set of objectives that

must be met. Another advantage is that it is constant across subjects and genres in

the four ability domains (listening, speaking, reading, and writing). Teachers will

find it easier to organize with pre-made exercises and lessons. Finally, choosing a

coursebook is the cheapest and most convenient approach of providing learning

resources for each student. Another expert, Richards (as cited in Rahmawati, 2019),

discussed various textbook advantages, such as providing structure and a syllabus

for a curriculum:

1. provides a variety of learning possibilities, including images, activities, and

reading.

2. It gives kids a sense of security because they know what to expect and what is

expected of them.

3. Because of available evaluations or assessment methodologies, provides teachers

with a framework for evaluating students' learning.

4. It provides consistency inside a program at a specific level.

5. If the textbook is well-developed, it keeps efficiency.

6. It provides teaching to teachers in the form of a teacher's manual.

7. They can provide an effective language model and feedback.

8. They're helpful resources, especially for novice teachers who are unsure about

their language abilities.

9. They have autonomy, which they may utilize to learn new stuff, review it, and

track their progress, so they are less reliant on their teachers.

b. Disadvantages of Textbooks

Furthermore, there are significant disadvantages to using course books

as pre-planned teaching resources. While textbooks are recognized as an

important instrument for teaching language arts, they are rarely reviewed for

their suitability to satisfy the requirements and interests of teachers and learners,

according to Sadeghi & Sepahi (2018). Millar & Schrier (2015) also cited

textbook flaws, including the following:

1. They do not represent the learner's needs.

2. They have the ability to both encourage and limit the imagination of

teachers.

3. They could be based on social and cultural factors.

4. They don't have a lot of language in them.

5. They are unable to contextualize verbal practices.

6. They are unjust in terms of gender equality.

Teachers, on the other hand, continue to prefer using English textbooks as a

guide and to instruct students, while students continue to value textbooks as a

learning tool. According to Richard (as stated in Joo, et al., 2017), it is critical to

understand the benefits and limitations of textbooks. Finally, effective textbooks

utilization will aid teachers in honing their teaching skill and developing students’

learning abilities.

4. Function of a Textbook

The presence of a textbook is necessary to support the goal of the teaching-

learning process. According to Brown(2016), textbooks are the most evident and

popular sort of material assistance for language teaching. This means that textbooks

are the most common component in enhancing the teaching method's efficacy.

Instructional materials are an important part of most language programs. Finally,

textbooks as instructional materials often serve as the foundation for a substantial

amount of feedback from language learners as well as classroom language practice.

Textbooks are created to help organizations understand the process of language

teaching and learning by giving education, encouragement, and practical language-

based activities that allow students to practice in the classroom (Ounis, 2019).

Furthermore, the language textbook's functions are intertwined with the

concept of the validity of foreign language teaching and learning. In keeping with

this, Jhangiani (2018) suggests seven textbook functions, among others:

a. The presentation of knowledge in international communication on the English

language, its socio-cultural basis, and feeling of its global use, since it is one of

the sources for acculturation production.

b. Role stimulation and development entails the development of student and

teacher behavior, independence, and imagination.

c. Integrating function entails combining students' knowledge and

comprehension from other topics, as well as students' own understanding of the

English language, through the use of dictionaries, reference books,

encyclopedias, and other resources.

d. educate and improve the personalities of learners, eir spiritual, ethical, and

artistic features and values, as well as the intrinsic drive of pupils to study and

acquire foreign languages.

e. Contrastive-transformative purpose implies an appreciation for the differences

in approaches to the linguistic content of the mother tongue and foreign

languages, as well as both cultures, customs, and experience, and it also implies

that teachers and students are sensitive and productive when it comes to

textbooks.

f. Facilitating and linking roles include monitoring and facilitating an EFL

teacher's involvement, active student work in school, and independent work at

home through assignments, events, exercises, and other items in the coursebook

and workbook, as well as implying the cyclical nature of the second language

learning process through mother tongue and target language real-life

circumstances.

g. The testing purpose means that there is material adequate for testing

successful receptive acquisition of linguistic and communicative competence

from the perspective of an instructor and the student's self-control.

If the authors of English textbooks regard the above-mentioned

functions, they will encourage teachers and students as learners to use it

successfully. Later in life, learning and teaching a second language can be quite

motivating. The teacher-learner relationship will eventually succeed.

5. Common Problems in the Selection of Textbooks

When it comes to selecting a textbook, the question arises. Textbooks

must be utilized in either a homogeneous or heterogeneous class in each grade.

There are a few questions to consider before diving into those issues. Will

textbooks meet the *needs, curriculum objectives, and other requirements of

students? Are textbooks necessary in every school? Is the design of textbooks so

fascinating that no students are being hired? Will textbooks meet the needs of

each individual student in the class? Is it required to utilize a coursebook? Some

experts (as noted in Chalabian, 2020) believe that using textbooks to answer

these problems has numerous drawbacks.

a. Inadequacy: Each class, or, to put it another way, each student, has unique

learning needs that no single course book can meet.

b. Irrelevance: The topics covered in the coursebook may or may not be of

interest to the students.

c. Restrictiveness: A course book is restrictive and can cause learners to become

bored and unmotivated.

d. Homogeneity: Coursebooks have their own logic and do not address the wide

range of talents and experience levels that most classes have.

e. Over-easiness: It may be too easy to obey, and instructors may be forced to

mediate the content. While most textbooks are well-structured with multiple

distinct sorts of activities, they do not provide adequate material on other parts of

language study, as shown above. Teachers must address the challenges and

concerns that can arise from textbooks. In this setting, selecting a teacher

position is not as simple as it appears.

6. Criteria of Good Textbooks

Several parameters can be used to evaluate textbooks. The first is the

Indonesian government's National Education Quality criteria for testing

textbooks, while the second is a set of criteria utilized by some experts.

a. A set Criteria of National Board of Education Standard

First, as specified by the Ministry of National Education in the 2008

Mnistry Regulations No. 2 on textbooks in Article 4 and Government Regulation

No. 32 the Year 2013 on National Education Standards, Article 43 paragraph 5,

the requirements for textbooks assessed by the Badan Standard Nasional

Pendidikan (National Board of Education Standard) or the ministerial team, and

finally, as specified by the Ministry of National Education in the 2008 Ministry

Regulations No. 2 on textbooks in Article 4 and Government Regulation No. 32

the Year 2013 on National Education Standards (National Board of Education

Standard) Content Suitability, for example, is one of four components,

Presentation suitability, language suitability, and graphic suitability should all be

met by the Minister's staff, which is then overseen by Minister Regulations. The

National Education Quality Committee has divided the evaluation instrument

and ranking into two steps for each part of the criterion. The requirements for the

four components of the Assessment Instrument Stage I (BSNP, 2006, p. 2) are

detailed below.

b. A criteria from some experts

According to Tandlichova (2015), various experts have attempted to

define suitable requirements so that a foreign language teacher can choose the

finest textbook for his or her students. Lists of textbook requirements include

external layout and basic details, as well as internal organization and content.

1) External structure and basic information

A foreign language coursebook recognizes the addressed individual, i.e.

the student or learner, in terms of his or her competency level. It also respects the

syllabuses for the given school's and learner's level of foreign language

competency, as well as the professional motivation of a foreign language

instructor and the aspirations and needs of learners.

2 ) Content and structure on the inside

a. The teaching and acquisition technique is preferred and implemented.

b. Presentation of grammar and lexis in relation to definitions ranging from the

known to the unknown, the simpler to the more difficult, and so on.

c. Connect lessons, assignments, and assessments to the main text's concept in

order to foster student inventiveness and autonomy.

d. Text selection based on pupils' age, preferences, and level of communicative

competence. The core text and supplemental texts assist students become more

aware of English-speaking countries when it comes to their own country and

language.

e. Students' socio-cultural and ethnic factors and desires are taken into account.

f. Students' socio-cultural and ethnic factors and desires are taken into account.

g. Students' socio-cultural and ethnic factors and desires are taken into account.

h. Increasing the number of talents that are merged.

i. Materials with a nonverbal function.

j. Additional stuff that can be used (even authentic content).

k. Validity and test reliability are two important factors to consider.

l. Respect for the integration of various learning styles and methods of second

language acquisition.

m. Position of mother tongue

n. Other portions of the collection of course books have functions.

Furthermore, Richard-Amato (as reported in Lewis, 2016) divided foreign

language textbook selection principles into the following categories: intent and

encouragement, appropriateness, format, validity, and instructor tools. For

example, more modern foreign language textbooks feature practice activities or

tasks in specific circumstances, as well as language usage guidelines and

communicative goals.

As a result, English encompasses not only photographs, illustrations,

tickets, timetables, and other commercial educational documents, but also

genuine language and well-written texts. Finally, it is common for foreign

language textbooks to reflect the pedagogical practices or attitudes that are used

in contemporary language education. As a result, scholars require a method to

assess the consistency of this textbook. One technique to analyze the material

was to see if its values were available.

As a result, the researcher conducted a literature analysis in the subject

and discovered that a successful textbook should have many contextualized and

tailored practice exercises that represent values. These exercises should feature

engaging and instructive topics that allow students to develop individual or

group interpretations based on these principles. In addition, the textbook should

provide ample opportunity for pupils to practice writing and correcting their

work. Finally, the design intent of the English textbook, as well as the goal of

increasing the four language skills of reading, writing, speaking, and listening, as

well as the needs of students and other values, should be conveyed in the

description above.

7. The English Textbooks for EFL High School Students

Indonesia is now using the English Textbooks for Senior High School

Students Curriculum 2013. The goal of Curriculum 2013 is to talk about 21st

Century Learning. Students who were previously inactive have become more

active students in this program, which has improved the learning and teaching

process. Students should be actively involved in their learning and not rely on

their teachers to look up information, knowledge, or sources. As a result, the

Indonesian government is assembling a variety of textbooks for students and

teachers to use in order to implement Curriculum 2013, particularly for senior

high school students. Under the supervision of the Ministry of Education and

Culture, a group of experts and stakeholders create and assess the textbooks used

by those students. These textbooks cover the initial implementation of

Curriculum 2013.

The goals of these tenth, eleventh, and twelfth grade SMA/ SMK / MA

(Senior High School) textbooks, according to the Ministry of Education and

Culture, are to assist students to develop their speaking skills by employing both

oral and written text-based learning methods as communication tools.

Understanding the genre, rule, and context of a text is emphasized to make it

easier for students to understand the content found in texts or even to present a

concept in the form of acceptable texts that can be easily conveyed to others.

Because English lessons are required in Indonesia, the communication

texts used in those textbooks are everyday communication texts. These textbooks

emphasize the importance of integrating students' attitudes, knowledge, and

skills through sustainable learning as part of the 2013 Curriculum. It begins with

improving students' skills in the genre, rules, and contexts of a student, and then

continuing to strengthen students' skills by introducing them to a text, both oral

and written, utilizing perfect pronunciation and intonation, as well as developing

moral pupils' character by respectful speech and conduct.

According to the Ministry of Education and Culture, these pupils'

textbooks are written to explain their inadequate efforts to achieve their talents.

Based on the 2013 curriculum approach, students are encouraged to take risks in

discovering additional types of learning that are available in their environments.

Teachers' roles are crucial in adjusting their students' comprehension of these

materials, Other related sources may also be used to elaborate without sacrificing

moral ideals by students and teachers. By looking at two different English

textbooks produced by the Ministry of Education and Culture and published by

Quadra for EFL high school students in eleventh grade, the researcher will be

able to determine the interactional competency portrayed in those textbooks.

D. Communicative Competence Integration in English Textbook

Lie (as stated in Sidik, 2018 ) argues that the English as a foreign

language (henceforth: EFL) policy in Indonesian education has yet to yield

satisfactory outcomes, despite some revisions and changes. The caliber of

educational policy (curriculum) and teacher competence are two scapegoats for

this stagnation (Zein, n.d.). The curriculum policy is not always implemented at

the intended level; for example, in EFL texts that are more likely to be based on

a systematic approach, the curriculum pledge to utilize a communicative

teaching strategy is not always understood (Sidik, 2018). Furthermore,

instructors' inability to give more communicative tasks and materials in the

classroom keeps them reliant on textbooks as their primary teaching tools.

The use of textbooks as a Carmel teaching resource in EFL classrooms

is not limited to Indonesia. It is maintained that textbooks are commonly used in

numerous other EFL teaching settings (Gran & Nguyen, 2017). The role of

course books as important teaching aids for both teachers and students is perhaps

the most important of all potential roles. Because textbooks are considered a

secret curriculum, this position is theoretically unavoidable (Canale, 2016), and

it is seen as an effective and realistic tool for transforming educational policy

into practical pedagogy ( Matic, L., & Gracin, 2016). Given this, it is vital that

textbooks used in an EFL context, such as Indonesia, be concerned with the

quality of their material in order to give learners with the critical language skills

required for practical usage, particularly in the field of spoken communication.

When the quality of the contents of textbooks is disregarded, they

might act as a constraint rather than a resource (Ali & Pathan, 2017). The ability

to master components of communication known as communicative skills, which

contain diverse aspects of language skills or competencies, is claimed to be

important to effective English communication. As a result, the textbooks would

be useful to students because they incorporate these competencies.

Celce-most Murcia's recent model has been updated to integrate

sociocultural, discursive, linguistic, formulaic, interactional, and strategic

competencies all at once (Sidik, 2018). Although there may be some differences

concerning its content/components, no academic has questioned the importance

of interactional competence itself, particularly in the context of the EFL

classroom. Despite the fact that they are inextricably linked and vital in language

teaching, their treatment in EFL textbooks, particularly in Indonesia, is limited.

As a result, the goal of this study is to evaluate how communicative

competence is shown in Indonesian EFL textbooks based on Celce-

characteristics, Murcia's with a particular focus on spoken dialogue models for

higher (secondary) senior levels. When it comes to EFL content, the study

begins with a brief discussion of communicative competence and its definition.

and assesses the extent to which this concept has been incorporated into EFL

textbooks. The work continues to expand on current studies on Indonesian EFL

materials. After that, a review of Indonesian EFL textbooks is conducted to see

how well crucial areas of communicative ability are treated. The discussion is

thus ended based on the study's findings, which have educational implications.

Communicative competence integration in English textbook is one of

the option to develop the students’ ability of English. It is an ability to convey

and interpret messages and to negotiate meaning with other speakes in specific

contexts. The notion of communicative competence centered on the negotiation

of meaning in real situational contexts. When the teacher creates the problem in

the learning process, they can optimally teach and transfer the knowledge to the

students. One of the solution is that by using the textbook as one the tool of

teaching. The teacher may integrate communicative competence and increase

language awareness in teaching English as the foreign language.

As has been mentioned previously, in the model of competence,

Curriculum 2013 refers to the concept of communicative competence

(CelceMurcia, 2007). In her revision of earlier model of communicative

competence in 1995 (Celce-Muria, et.al. 1995), Celce-Muria (2007) mentions six

competences: (1) sociocultural competence, (2) discourse competence, (3)

linguistic competence, (4) formulaic competence, (5) interactional competence,

and (6) strategic competence. Sociocultural competence refers to the pragmatic

knowledge of L2 learners in appropriately using L2 in a social and cultural

context of communication. Discourse competence refers to L2 learners' ability to

construct and interpret oral and written discourse in the target language.

Linguistic competence relates to L2 learners' knowledge on L2 phonological,

lexical, morphological, and syntactic systems. Formulaic competence is related

to L2 learners' knowledge about languages frequently used in daily life

interaction both in formal and informal contexts. Interactional competence

relates to the knowledge of how to perform speech acts, maintain conversations,

and use nonlinguistic components, e.g. gestures, eye contact, etc. in interaction.

Then, strategic competence refers to the learning strategy used by L2 learners to

learn the target language. Therefore, in the implementation of Curriculum 2013,

these six competences are the main target competences to be developed and

should be reflected in both teaching and learning process and students' learning

outcome.

E. Previous Studies

The author finds that there are a number of studies on communication

skills. Yufrizal (2017) investigated "Teachers and students' perspectives of

communicative competency in English as a foreign language in Indonesia." He

focuses on teachers' and students' conceptions of what communicative

competence implies and how they perceive each component of English

communicative competence. There are 31 English teachers from Bandar

Lampung's junior and senior high schools, 37 non-English Language Teaching

(non-ELT) pupils, and 56 English Language Teaching (ELT) students among

the participants. The purpose of fifty questions is to find out how teachers and

students view communicative ability and its components.

Syed, N, et al (2019) conduct a related analysis on oral communication

competence titled "English Language Textbook and Development of Oral

Communicative Competence in Grade VIII Students of Public Sector Schools

in Punjab." This study proposes methods for observing, defining, and analyzing

the limited opportunities for developing oral communicative competence, such

as incorporating adequate visual supplementary material into the prescribed

English language textbook to make it an effective tool for developing oral

communicative competence.

Al-Mashaqba (2017) was working on a similar project. The goal is to

see how well the listening and speaking lessons in the textbook "Mosaic One

Listening and Speaking (Student's Book)" are suitable and meaningful in light

of communicative competence, as well as how well they adhere to the

Principles and Features of communicative language training. According to the

results of the study, the English textbook "Mosaic One Listening and Speaking

(Student's Book)" met 84 percent of the communicative competence

requirements of a good EFL textbook developed from some experts in light of


With the value of textbooks, Abbasian & Biria (2017 ) find that course

books or textbooks definitely lead to increasing the quality of EFL learning and

teaching. This is in line with Ajoke (2017)'s assertion that teaching materials

have a major impact on language learning activities. As a result, using the

coursebook to aid the effectiveness of language instructional activities is really

beneficial.

As a result, using the coursebook to aid the effectiveness of language

instructional activities is really beneficial. As a result, while other researchers

have offered some perspectives on how the internet is incorporated, the writer

would like to demonstrate whether or not English commercial textbooks have

been fitted with such moral values, and more specifically, how the writers',

teachers', and students' perceptions have been affected. Meanwhile, this study

was conducted in a different approach, with the goal of examining the

depiction of communicative skill in EFL high school textbooks.

36

CHAPTER III

RESEARCH METHODOLOGY

A. Research Method and Design

A researcher used a content analysis template, which entails defining an

entity or set in accordance with Creswell's (2016) perspective, examining the

data for themes or categories, and finally making an interpretation or drawing an

inference about its context to answer personal and theoretical research questions.

Cohen et. al. explicitly define content analysis as a way of summarizing and

documenting data and written data, as referenced by (Krippendorff, 2018). (the

key data content and their messages). Cohen describes content analysis as a rigid

and systematic set of techniques for rigorous analysis, evaluation, and

verification of material, as referenced by (Neuendorf & Kumar, 2015). It can be

assumed that content analysis is utilized in the examination of texts, records, and

correspondence as a systematic and objective research method. Furthermore,

content analysis can reveal the conscious or unconscious opinion of an

individual or community, attitudes, values, and ideas in any form of

communication, such as newspapers, radio news, TV ads, books, and a variety of

other documents, essays, novels, magazine articles, cookbooks, songs, political

speeches, and images. As a result, the content of nearly every type of

communication can be analyzed.

For this reason, the content of the EFL high school textbook for the

second graders published by the ministry of education and culture and the

textbook published by Quadra were examined and analyzed by researchers from

the aspects of communicative competence content provided in those two

textbooks.

A. Unit of Analysis

Two English textbooks for junior high school students issued by the

Ministry of Education and Culture for second graders and the English Course

Book for Senior High School Grade XI published by Quadra served as the

analytic unit for this study. The titles of two textbooks are as follows:

1.

Title : Bahasa Inggris : Stop Bullying Now. Stand up, Speak out

Author : Mahrukh Bashir, Emi Emilia, and Helena I.R. Agustien.

Editor : Lina Mulyanti

Publication Year : 2017

Publisher : Kementerian Pendidikan dan Kebudayaan

Grade : XI

Pages : 170 Physical

size : 17.0 cm x 25 cm Chapters : 8

2.

Title: Symphony 2. English Course Book for Senior High School

Author: D.S Kesava Rao, Jasti Appa Swami, P. Vasudevan, S. Vijayalakshmi

Editor : T.M. Farhathullah, E. Marsudiono.

Publication Year: 2016

Publisher: Allied Publisher Pvt. Ltd. New Delhi Quadra

Grade: XI

Pages: 162 Physical

size : 17.0 cm x 25 cm Chapters : 8

The researcher use those two textbooks because the textbook provides

some dialogs and conversation that involve the students in the learning process.

In this case, the researcher aims to analyze how the communicative competence

well represented by the writer of the those two textbooks. Moreover, the 2013

curriculum which is implemetd in some schools refers to the concept of

communicative competence proposed by CelceMurcia in 2007.

B. Data Collection Procedures

The data for this study came from a textbook for grade XI Senior High

School students issued by the Ministry of Education and Culture in 2017 and a

textbook produced by Quadra. As a result, the book has become a main

sourcebook for students and teachers to consult in the classroom. The first

textbook, published by the Ministry of Education and Culture, is printed and

given to Indonesian schools. Furthermore, to ensure textbook availability, people

can browse and download textbooks from the government's website, regardless

of their location, as this is one of the Indonesian government's education

programs to waive education expenses for Indonesian senior high schools. The

goal of this policy is to improve Indonesian education. One example of this

policy's application is the government's assumption of responsibility for senior

high school education expenses such as school fees and textbooks. In addition,

the symphony English coursebook released by Quadra was the second textbook.

The fundamental goal of this textbook series is to help students improve their

communication abilities and encourage them to use language creatively.

The researcher looked at Celce-component Murcia's of communicative

ability, which she discovered in those two EFL high school textbooks. The

following is the table's description:

Table 3.1. Table of the components of communicative competence by

Celce-Murcia.

The researcher, as well as the textbook itself, served as data collection

instruments in this study. Creswell (2016) defines an instrument as "a tool for

measuring, observing, or documenting data." The study focuses on communicative

competence material in EFL high school textbooks for second graders in order to

address the research questions: communicative competence content in EFL high

school textbooks for second graders.

Component of

communicative

competence by Celce-

Murcia

Main contents

A. Linguistic

competence 1. phonological

2. Lexical

3. Morphological

4. Syntactic

B. Discourse

competence

1. Cohesion

2. Coherence

3. Deixis

4. Generic Structure

C. Sociocultural

competence

1. Social contextual factors

2. Stylistic appropriateness.

3. Cultural factors:

D. Formulaic

competence

1. Routine

2. Collocation

3. Idioms

4. Lexical frames

E. Interactional

competence

1. Actional

2. Turn taking

3. Non-Verbal/ Paralinguistic competence

F. Strategic

competence

1. Achievement

2. Stalling or time gaining

3. Self-monitoring

4. Interacting

5. Social

In order to answer the research questions, the data obtained by the

researcher through the following steps:

1. The researcher chooses and selects the amout of communicative competence

data proposed by Celce-Murcia supplied in those textbooks in order to get data

of the component of communicative competence integrated in the two EFL

textbooks .

2. The researcher chooses the relevant data to be analyzed and select data from

that textbooks that has been choosen and selected to be combined in order to

know how the way of the authors represent communicative competence in

those textbooks.

3. The reseracher read, learn, and analyze the data from books, journals, the

internet, library research, other past studies relating to the topic of the current

study to support all part of the analysis in order to know which textbooks

covered communicatve competence the most complexly.

C. Data Analysis Procedures

In qualitative research, data was gathered from the field or from resources,

such as text analysis or settings. Data analysis entailed gathering open-ended

data from participants via broad questions and generating an analysis based on

the information provided (Creswell, 2016) Organize and prepare the data, read

through all of the data, start the deep analysis, and interpret the data are the four

processes of analyzing qualitative data (Creswell, 2016).

To analyze the data taken from the two choosen textbooks, the

researcher does the following steps:

1. First, the researcher examines the presence of communicative competence

integration in two English textbooks that the researcher has chosen, and the

texts are analyzed using the theoretical framework's concept of

communicative competence by Celce-Murcia.

2. Second, the researcher organizes and codes the data of communicative

competence found in the two English textbook.

3. The researcher employs a set of codes to organize and classify the

communicative competence representation according to its categories.

4. The researcher carefully detects communicative competence contents from

texts and illustrations on each page and chapter. The data in written-up field

notes or transcribed must be selected, concentrated, simplified, and

converted during the data reduction process.

5. The researcher display the data of communicative competence

representation in the tables.

6. The researcher analyze the communicative competence content based on

concepts by Celce-Murcia, such as linguistic competence, strategic

competence, discourse competence, and so on.

7. The researcher analyze how the way of those communicative competence

represented in those two textbooks, and compare which textbooks covered

communicative competence the most.

8. The researcher summarizes the data of communciative competence

components found in the two textbooks that has been analyzed.

9. The researcher interprates the data found from those textbooks and compare

it with some previous research or other journals related to this study.

D. Trustworthiness

The data for communicative skill integration supplied in those two EFL

high school textbooks was discovered through observation and document

interview. As a result of the methodological arrangement, the researcher ensures

that the data of communicative competence content is valid.

1. Credibility (in preference to internal validity)

The data for communicative skill integration supplied in those two EFL

high school textbooks was discovered through observation and document

interview. As a result of the methodological arrangement, the researcher ensures

that the data of communicative competence content is valid.

2. Transferability in preference to external validity/generalisability)

The researcher inserts the data analysis in this session to answer the

research question. As a result, the findings of this study provide further references

or information for researchers looking into the content of communicative

competence in the two English textbooks, implying that the findings of this study

can be shared with other researchers.

3. Dependability (in preference to reliability) and

4. Confirmabiilty (in preference to objectivity)

In this area, the researcher organizes all of the processes for integrating

communicative competence and double-checks them. The researcher then attaches

the obtained data to ensure that the findings are those of the study. As a result of

the definition above, trustworthiness can be regarded as a means of gaining

credibility, transferability, dependability, and confirmability

44

CHAPTER IV

DATA FINDING AND DISCUSSION

This chapter presented the findings of the study which was concerned to

answer the research questions. In this case, it discussed the way of investigating the

representation of communicative competence in the two EFL high school textbooks,

they are published by the Ministry of Education and Culture and published by

Quadra for the second graders of senior high school.

The first sub-heading was research finding which covered the data finding,

and then it was continued by the discussion of research findings. To specify the data

finding and discussion, there were presented in four parts of study namely: 1) the

components of communicative competence found in EFL high school textbooks

used for the second graders; 2) The way the communicative competence embedded

in the two EFL high school textbooks used for the second graders; 3) and which of

the two EFL high school textbooks cover communicative competence the most.

A. Data Finding

1. The component of communicative competence frequently found in the two

EFL high school textbooks?

Based on the table of components of communicative competence by Celce

Murcia (table 3.1), the researcher analyzed the two EFL textbooks chapter by

chapter to know what competences covered in each textbooks in the following

tables. here is the first table description of the integration of component of

communicative competence in the chapter 1 of book 1 and book 2.



No Components of

communicative competence

by Celce-Murcia

Book 1 Book 2

1 Linguistic competence P,3, p.5 p.2, p.6, p.6, p.6, p.7,

p.8, p.9, p.9, p.13, p.13,

p.14.

2 Discourse competence p.2, p.4, p.5, p.5 p.1, p.3

3 Sociocultural competence p.12, p.12, p.13, p.13.

4 Formulaic competence

5 Interactional competence p.12, p.13 p.1, p.2, p.2, p.3, p.3,

p.3, p.7, p.8.

6 Strategic competence p.2, p.5 p.1, p.4, p.7.

As shown from the table above, we can see that chapter 1 of textbook 1

covered 5 components of communicative competence, they are linguistic

competence, discourse competence, sociocultural competence, interactional

competence, and also strategic competence. While chapter 1 of book 2 covered only

four components of communicative competence, such as linguistic competence,

discourse competence, interactional competence, and strategic competence. But it

had more linguistic competence, in the book 2, chapter 1 contained of 11 linguistic

competence while the book 1 only contained of 2 linguistic competences.

Based on the data in the table above, linguistic competence that was presented

in chapter 1 textbook 1, it is related to the phonological , lexical, morphological,

and syntactic patterns. Linguistic competence was presented through some materials

like in page 3, linguistic competence was shown through the pronounciation aspect.

Other than that, linguistic competence also presented in page 5. The material is

about pronouns which is include in lexical aspect. While in chapter 1 of book 2,

linguistic competence are presented in page 2, 6, 7, 8,9,13, and 14. They were

presented through phonological and morphological aspect in the linguistic

competence.

From the finding above, it can be stated that linguistic competence is well

represented either in the first or the second textbook. Indeed, its representation is the

main strength of the textbooks. The textbook contains the most aspects of linguistic

aspects both morphologically and syntactically. Despite that, the contents of some

grammatical aspects outweigh the others. The part of linguistic competence contain

in those textbooks was different, it was such in the material about phonological

aspect, lexical, morphological, and so on. Although the textbooks have

accommodated the linguistic aspects well, balanced proportions of different

phonlogical components are still poor.

The next component that was presented in chapter 1 of book1 is Discourse

competence. It is related to the cohesion, coherence, Deixis, and generic structure.

Discourse competence was convied in the chapter 1 through some instructions. For

example the statement of “with a partner, read the conversation given below”. The

word below is include in the textual reference aspect from discourse competence.

Another discourse competence was shown in chapter 1 in an example in page 4. The

discourse competence was presented in the form of generic structure item.

Furthermore, another sample of discourse competence in chapter 1 was presented in

page 12. The statement of “Complete the trsansactional conversations based on the

suggestions and offers given below” . the word below is include in textual

reference. While in chapter 1 of book 2, discourse competence was presented

through some instruction statements such as in page 1,3, and 6 in these samples

“Listen to and study the following dialogs”, “study the following dialogs”, “read

and study the expressions below”. The word below and followings are includes in

deixis as the textual reference.

From the finding above, it can be stated that another important aspect is

discourse competence which is of paramount importance in order to achieve a

unified spoken message from the produced utterances (Celce-Murcia, 2007). In

addition, Gilmore (2017) maintains that it has a critical aim in order to enable

learners to produce unified, cohesive and coherent spoken or written texts in

language use. The current study shows that the textbooks have included this

competence in the dialogue models.

Another component presented in chapter 1 of book 1 is sociocultural

competence it is related to the social contextual factors such as participants’ age,

gender, status, social distance, and their relation to each other. And also related to

stylistic appropriateness like politeness strategies, a sense of genres and registers, or

related to the cultural factors such as background knowledge of the target language,

major dialect/ regional differences, and cross culture awareness. See the example in

page 12 chapter 1 “ this is a conversation between an airline counter attendant and a

customer”. From this statement, it shown that the converstaion will happent by

showing the social contextual factors which was include in sociocultural

competence”. Other than that, it also show in page 13 from the statement “ this is a

conversation between two friends”. It laso include in sociocultural competence

because the conversation happened between two people who have realtion each

other. While in chapter 1 of book 2, there are no sociolinguistic competence

presented in that thxtbook. Formulaic competence also does not exist in the chapter

1 of book 1 and book 2.

Next component of communicative competence presented in the chapter 1 of

book 1 is interactional competence which is realte dto the actional, conversational,

and non-verbal aspect. The sample 11 in page 12 shown that there are two people

have an interaction each other, they have interpersonal exchange. While in chapter 1

of book 2, interactional competence were presented in page 2, 1, 3, 7, and 8. They

are all presented through some conversational item and actional item that the

aouthor provide in the textbook. The last component of communicative competence

that was presented in the textbook 1 chapter 1 is strategic competence. It is related

to the achievement, stalling or time gaining, self monitoring, interacting, and social

aspect. See the exmaple in the page 2 in the sentence “with a partner, read the

conversation given below”. It show that it was include in kind of the strategies to

involve seeking out native speakers to practice with actively looking opportunities

to use the target language. Meanwhile, in chapter 1 of book 2, strategic

competence are presented in page 1, 4, and 7. The examples was include in strategic

competence because the statement show that the students will involved to be

actively practice using the target language. Furthermore, here is the table

description of the integration of component of communicative competence in the

chapter 2 of book 1 and book 2.

The accommodation of this competence in textbooks is crucial. In this regard,

Celce-Murcia in 2007 suggested that making social and cultural blunder in oral

communication is much more serious than making grammatical errors. Despite its

importance, this aspect is often ignored in EFL materials in some different EFL

contexts (Aliakbari, 2014). A similar case also occurs in the Indonesian context as

the current study has identified. As shown from the table above, the consideration of

sociocultural competence in the dialogues is well represented. Another study

conducted by Sidik (2018) also shows that almost 90%, while only 5% of the

dialogues related to English speaking culture and another 5% related to foreign

culture (French culture).This unbalanced proportion is not expected in raising

students’ cultural awareness. Although the local sociocultural contents are still

necessary (Shin et al., 2017), the EFL materials are supposed to accommodate

different social and cultural references in order to develop learners’ attitudes and

dispositions towards themselves and other communities (Ndura, 2014).



No Components of


by Celce-Murcia

Book 1 Book 2

1 Linguistic competence P.21. p.17, p.18, p.23. p.24,

p.25, p.26, p.30, p.31,

p.32.

2 Discourse competence p.21, p.30 p.15, p.18, p.19, p.19,

p.28, p.30, p.31, p. 32.

3 Sociocultural competence

As shown from the table above, we can see that chapter 1 of textbook 1

covered 5 components of communicative competence, they are linguistic


competence, and also strategic competence. While chapter 1 of book 2 covered only

four components of communicative competence, such as linguistic competence,

discourse competence, interactional competence, and strategic competence. But it

had more linguistic competence, in the book 2, chapter 1 contained of 11 linguistic

competence while the book 1 only contained of 2 linguistic competences.

Based on the description in the table above, we can see that there only 4

components of communiucative competence covered in the chapter 2 of book 1 and

book 2, they are linguistic competence, discourse competence, interactional

competence, and also strategic competence. But in book 2, it contained more

number that book 1.

In the chapter 2 of textbook 1, linguistic competence only covered in page 21.

It was represented through the material about the rule of grammatical structures that

includes in morphological aspect. It is different with the textbook 2 show that

linguistic competences covered in some pages, they are represented through the

materials that explained about grammatical structures and it included in

morphological aspect.

While discourse competence covered in chapter 2 of textbook 1 in 2 pages, it were

in page 21 and 30, and they were represented through the instruction such as

“opinions can be expressed in the ways given below” and “choose one of the

activities given below”. The word below in thes instructions included in deixis as

the textual reference. While in textbook 2, it had more discourse competence

covered, they were represented in some pages through some instructions that used

the words of deixis in part of textual reference.

Moreover, interactional competence presented in 3 pages in the chapter 2 of

textbook 1, they were presented through some dialogs and conversation activities.

While textbook 2 covered more interactional competences, most of them also

represented through some dialogs that includes in conversational aspect.

The last competence presented in chapter 2 is strategic competence, it was only

covered in one page in the textbook 1, while in textbook 2, it was covered in 2


5 Interactional competence p.19, p.20, p.27. p.15, p.16, p.16, p.18,

p.19, p.20, p.21, p.21,

p.22.

6 Strategic competence p.19. p.17, p.20.

pages, such as in page 27 in the example “complete the following transactional

conversations using the role-play approach, reconnect the conversations with your

classmates”. This instruction shows that the activity will involve the students to be

actively practice using the target language, and it includes in social aspect in part of

strategic competence. While in textbook 2, it was covered in 2 pages, such in the

example “ Role play the dialogs with your partner”, it includes in the social aspect

of the strategy to involve the students to practice the target language actively. The

next is the table description of the integration of component of communicative

competence in the chapter 3 of book 1 and book 2.



While in the chapter 3, there 3 components of communicative competence

presented in textbook 1, they are discourse competence, interactional competence,

and strategic competence, and 5 components of communicative competence in

textbook 2, they are linguistic competence, discourse competence, formulaic

competence, interactional competence, and strategic competence.

Linguistic competence did not exist in the chapter 2 of textbook 1, but in

the textbook 2, it was covered in some pages, they are mostly represented through

grammatical structures in part of morphological aspect.

Discourse competence covered in 5 pages of textbook 1, they are presented

through some instruction such as in the page 43 “choose one of the activities given

below”. The word below includes in deixis as the textual reference, while in

No Components of


by Celce-Murcia

Book 1 Book 2

1 Linguistic competence p.39, p.40, p.43, p.45,

p.46, p.58, p.59, p.60.

2 Discourse competence p.33, p.35, p.39, p.43, p.46. p.33, p.35, p.35, p.36,

p.37, p.42, p.42, p.47,

p.47, p.51, p.51, p.51,

p.53, p.56, p.56.


4 Formulaic competence p.38, p.52.

5 Interactional competence p.40, p.41. p.41, p. 42.

6 Strategic competence p.40. p.44, p.54, p.55.

textbook 2, it had more linguistic competence than textbook 1 had, and they are also

mostly represented through some instructions that use some words included in

deixis as the textual refernce.

Sociocultural competence did not exist in the chapter 2 whether it is

textbook 1 or in textbok 2. While formulaic competence also did not exist in the

textbook 1 but it existed in the textbook 2 through some idioms presented by the

author of textbook 2.

The next component presented in the chapter 3 of textbook 1 and textbook

2 is interactional competence. There are 2 interactional competence covered in

textbook 1 and textbook 2. They are represented by the author through some

dialogs and conversations.

The last components covered in textbook 1 and textbook 2 is strategic

competence. It was represented through some instructions show that the students

will be involved in some activities to be actively practice using the target language.

Moreover, here is the table description of the integration of component of




In the chapter 4, there are also 4 components of communicative competence

covered in textbook 1, they are linguistic competence, discourse competence,

No Components of


by Celce-Murcia

Book 1 Book 2

1 Linguistic competence p.49. p.71, p.73, p.74, p.75, p.

76, p.77, p.78, p. 82, p.

83, p.83, p.84, p.85, p.

88, p.89, p.90.

2 Discourse competence p.48, p.53, p.59. p.61, p. 62, p.70, p.70,

p.70, p.70, p.79, p.81,

p.87.



5 Interactional competence p.55. p.85, p. 86.

6 Strategic competence p.54.

interactional competence, and strategic competence, but in textbook 2, there are

only 3 components of communicative competence, linguistic competence, discourse

competence, and interactional competence.

Linguistic competence only covered in page 49 in the chapter 4 of textbook

1, it was represented through the material about grammatical structure, but in

textbook 2, it had more linguistic competence covered in some paged of chapter 4,

they are also represented through the material about grammatical structure.

While discourse competence in the chapter 4 of textbook 1 only presented

in 1 page. While in textbook 2, it covered more discourse competence, and it was

represented through some instruction statements that use the word included in deixis

as the textual reference.

While sociocultural competence and formulaic competence did not exist

whether in textbook 1 or in textbook 2. It was different with interactional

competence that represented only in one page of textbook 1, while in textbook 2, it

covered 2 interactional competence and it was represented through some dialogs

and conversations.

While strategic competence, it was only covered in one page of book 1, while

in textbook 2, it did not covered strategic competence. And here is the table

description of the integration of component of communicative competence in the

chapter 5 of book 1 and book 2.



No Components of


by Celce-Murcia

Book 1 Book 2

1 Linguistic competence p.63. p.96, p.98, p.99, p.100,

p.104.

2 Discourse competence p.62, p. 64, p. 70, p.71, p.72. p.91, p. 95, p.101, p.102.



5 Interactional competence

6 Strategic competence p.70. p.101.

In the chapter 5, it only covered 3 components of communicative

competence, they are linguistic competence, discourse competence, and strategic

competence.

Linguistic competence only presented in one page of textbook 1, but in

textbook 2, it was represented in 3 pages which all of them represented through the

material about grammatical structures.

While discourse competences are represented in some pages whether in

textbook 1 or in textbook 2, they are all represented through some instruction

statements.

The last component is strategic competence, it was represented through

instruction that the activity will involve the students to be actively practice using the

target language. The next is the table description of the integration of component of




In the chapter 6, there are 4 components of communicative competence in

textbook 1 and textbook 2, such as linguistic competence, discourse competence,

interactional competence, and strategic competence. In textbook 1, it only covered 1

linguistic competence, while in textbook 2, it covered more than 1. They are

represented through some materials about grammatical structures. While discourse

competence covered in some pages whether in textbook 1 or in textbook 2, it were

represented through some instructions statements such as in the example “Read the

No Components of


by Celce-Murcia

Book 1 Book 2

1 Linguistic competence p.78. P109, p.110, p.112, p.

115, p. 116, p. 119, p.

122, p. 123, p. 124.

2 Discourse competence p.75, p.79, p. 83, p. 84. p.105, p. 111, p. 117.



5 Interactional competence p.75, p. 82. p. 113, p. 114.

6 Strategic competence p.82. p.115.

biography of Charlie Chaplin below carefully”. The word below includes in deixis

as the textual reference. While interactional competence covered only in one page in

the textbook 1, and 2 pages in the textbook 2, they were represented through some

conversations and dialogs.

The last is strategic competence. It only covered 1 linguistic competence

whether it is in textbook 1 or in textbook 2. For isntance in the example in page 152.

The picture shows that the students will be involved in some activities to be actively

practice using the target language. And here is the table description of the

integration of component of communicative competence in the chapter 7 of book 1

and book 2.



In the chapter 7, it was only one components of communicative competence

covered in textbook 1 , that was strategic competence, and 3 components of

communicative competence, that were linguistic competence, discourse

competence, and strategic competence.

Linguistic competence presented through some materials about grammatical

structures, while discourse competence presented through some instruction

statements and strategic competence presented through instruction show that the

activity will involve the students to be active practice using the target language. The

last is the table description of the integration of component of communicative

competence in the chapter 8 of book 1 and book 2.

No Components of


by Celce-Murcia

Book 1 Book 2

1 Linguistic competence P. 146, p. 147, p. 149, p.

155. .

2 Discourse competence p.125, p. 131.




6 Strategic competence p.87, p. 97. p.152.



In the chapter 8 of textbook 1, it only covered 3 components of

communicative competence, they are linguistic competence, discourse competence,

and strategic competence.While chapter 8 of textbook 2 did not cover any

component of communicative competence. While in chapter 8, Discourse

competence was presented through the word below in the instruction statement

“Read the text given below”. The word below includes in the Deixis as the textual

reference. While linguistic competence was presented through the material that

explained about passive voice. And it includes in grammatical inflection. The last is

strategic competence. The statement of instruction in page 108 was presented to

make the students involved to be actively using the target language.

Here the table description of the component of communicative competence

found from the first textbook of grade XI.

Table 4.9. the number of communicative competence in the first textbook for

grade XI.

No Components of

communicative


Murcia

Book 1 Book 2

1 Linguistic competence p. 103, p. 104, p. 105.

2 Discourse competence p. 100, p. 102, p. 108.




6 Strategic competence p.108.

No

Communicative

competence

Chapter

Total Presentasi 1 2 3 4 5 6 7 8

1

Linguistic

competence 2 1 0 1 1 1 0 3 9 15%

2

Discourse

competence 4 2 5 3 5 4 0 3 26 43%

3

Sociocultural

competence 4 0 0 0 0 0 0 0 4 7%

Chart 1. The percentage of communicative competence component

presented in the textbook 1.

The chart above shows the percentage of the components of communicative

competence presented in the first textbook. Linguistic competence has the highest

percentage , while discourse competence become the second place in the presentage

of the components of communicative competence. The third component is

interactional competence, the the fourth is strategic competence. The next

component is formulaic competence, while sociocultural competences were not

presented at all in the textbook 2.

Here is the table description of communicative competence found from the

second textbook for grade XI.

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Linguisticcompetence

Discoursecompetence

Socioculturalcompetence

Formulaiccompetence

Interactionalcompetence

Stratgiccompetence

Book 1

4

Formulaic

competence 0 0 0 0 0 0 0 0 0 0%

5

Interactional

competence 2 3 2 2 0 1 0 0 10 17%

6 Stratgic competence 2 2 1 1 1 1 2 1 11 18%

Total 60 100%

Table 4.10. the number of communicative competence in the second

textbook for grade XI.



0%

10%

20%

30%

40%

50%

Book 2

No Communicative

competence

Chapter Total Presentasi

1 2 3 4 5 6 7 8

1 Linguistic competence

11 9 8 14 5 9 4 0 60 42%

2 Discourse competence

3 8 15 9 4 3 2 0 44 31%


0 0 0 0 0 0 0 0 0 0%


0 0 2 0 0 0 0 0 2 1%


8 11 2 2 0 2 0 0 25 17%

6 Strategic competence

3 4 2 0 1 2 1 0 13 9%

Total 144 100%

The chart above shows the percentage of the components of communicative

competence presented in the second textbook. Linguistic competence has the

highest percentage , while discourse competence become the second place in the

presentage of the components of communicative competence. The third component

is interactional competence, the the fourth is strategic competence. The next

component is formulaic competence, while sociocultural competences were not

presented at all in the textbook 2.

To make it easier in knowing the description of the communicative

competence component presented in the two EFL textbooks, the researcher describe

the sample in these following table. Here are the table description of the textbook 1

published by the ministry of education and culture :

Table 4.11. The First English textbookfor grade XI Indonesia: Kementrian

Pendidikan dan Kebudayaan (2017). Bahasa Inggris: Stop Bullying Now.

Stand up. Talk out, Kelas XI SMA / MA / SMK / MAK. Edisi revisi. Jakarta:

Kementerian Pendidikan dan Kebudayaan.

No

Categories of

Communicative

competence by

Celce-Murcia

Corpus

Chapter and Topic

1.

Strategic

Competence

“With a partner, read the conversation given

below. “ p. 2.

(This strategic competence presented through

instruction, it shows that the activity will involve

the students to be active practice using the target

language

Chapter 1. May I help

you?.

2. Linguistic

Competence

p.3.

(it was included in linguistic competence

because the material provides some

pronounciation aspect )

Chapter 1. Offers &

Suggestions

3.

Discourse

Competence

p.4.

(This kind of material includes in discourse

competence because it includes in generic

structure as one of the aspect of discourse

competence , it is the formal schemata that allow

the learner to identify an oral discourse segment

as a conversation.

4.

Linguistic

Competence

p. 5.


because the material explain about some

pronoun that is included in lexical aspect of

linguistic competence.

5. Sociocultural

Competence

“ This is a conversation between an airline

counter attendant and a customer” . p. 12.

(this sentence includes in sociocultural

competence because the sentence show social

contextual factors.).

6. Sociocultural

Competence

“This conversation is between a concierge at a

hotel and a customer”. P.12.



contextual factors).

7. Interactional

Competence

p.12.

(the picture show that it was included in

interactional competence because 2 people are

showing interacting each other and it was

included in conversational aspect ).

8. Sociocultural

Competence

“This is a conversation between two friends” . p.

13. (this sentence includes in sociocultural



9. Interactional

Competence

p. 13




10. Sociocultural

Competence

“This conversation is between a store attendant

and a customer”. P. 13.




11. Strategic

Competence

“with a partner, read the conversational text

given “.p. 19.

This strategic competence presented through



Chapter 2. Opinions

&Thoughts

language

12.

.

Interactional

Competence

p. 19.

(the picture show that it was included in




13. Linguistic

Competence

p. 21





14. Strategic

Competence

“ complete the following transactional

conversations. Using the role-play approach,

reenact the conversation with your

classmates”.p. 27.




language

15. Interactional

Competence

p. 27

( the picture show that it was included in




16. Strategic

Competence

p. 40.




language

Chapter 3. Party time

17. Interactional

Competence

p.40.





18. Strategic

Competence

“you can use this example to start your

conversation”.p.54.




language

Chapter 4. Natural

Disasters-An

Exposition

19. Interactional

Competence

p.54.

(the instruction show the interactional

competence because it will involve the two

speakers to have a dialogue and conversational

aspect).

20. Strategic

Competence

p. 70




language

Chapter 5. Lettter

Writing

21. Interactional

Competence

p. 75.

Chapter 6. Cause and

Effect





22. Strategic

Competence

p.82.




language

23. Strategic

Competence

“with a partner, study the lyrics of the following

songs. Then, discuss the questions. P.87.




language

Chapter 7. Meaning

Through Music

24. Strategic

Competence

“in groups of five, discuss each other’s favourite

songs, poems, singers and poets”. P.97.




language

25. Linguistic

Competence

p.104.





Chapter 8. Explain

This !!

26. Strategic

Competence

p. 108.




language

The next is the second textbook for grade XI. There are eight chapters in this

textbook. Here are the table description.

Table 4.12. The Second English textbookfor grade XI. Allied Publisher Pvt.

Ltd. New Delhi: Quadra (2016). Symphony 2. English Course Book for Senior

High School.

No Categories of

Communicative


Murcia

Corpus

Chapter and Topic

1. Strategic competence

“Do you remember any good

advice that has been given to you?

What was it? Tell your partner. “

p.1

(This strategic competence

presented through instruction, it

shows that the activity will involve

the students to be active practice

using the target language).

Chapter 1. Good

Advice

2.

Interactional

competence

p. 2.

(the picture show that it was

included in interactional

competence because 2 people are

showing interacting each other and

it was included in conversational

aspect turn taking, )

3.

Linguistic competence

p.2.

(it was included in linguistic

competence because the material of

textbook provide phonological

aspect. )

4.

Interactional

competence

p.3.

(the material of textbook show that

it was included in interactional





5.

Strategic competence “Work with a friend. Role-play the

dialogs in the previous task. Mind

your pronounciation, stress, and

intonation”. P.4.






6.

Linguistic competence

p.6.

(it was included in linguistic


textbook provide phonological

aspect. )

7.

Strategic competence

“work with your friend. Role-play

the following dialogs. Then,

identify which dialog is showing

advice for the present, past, and

future. Underline the expressions

showing advice. “. P.7






8.

Interactional

Competence

P.15.







Chapter 2. Invitation

9.

Interactional

Competence

P.16.







10.

Strategic Competence “Act out the previous dialogs with

a friend. Take turns”.






11.

Interactional

Competence

p.18.







12.

Interactional

Competence

p.20.







13. Strategic competence “read and study the dialogs on the

next page. Underline the

expressions of giving, accepting, or

declining an invitation in the

dialogs. Role play the dialogs with

your partner” p . 20.






14.

Interactional

Competence

p.21.







15.

Strategic competence “in some cases, it is common to

invite someone using a card or

letter. Read and study the texts

below. Discuss with your friends

the answers to the questions that

follow”. P.27.






16.

Formulaic Competence

p. 38.

Chapter 3. Agood life

It was included in formulaic


textbook provides about idioms).

17. Strategic competence “Act out the dialogs above in front

of class”. P. 44.






18.

Formulaic Competence

p.52.

It was included in formulaic


textbook provides about idioms).

19. Strategic Competence “Work with a afriend. Make short

dialogs using the expressions of

asking for and giving opinions”.

P.55.






20.

Interactional

competence

p.85.

(the dialog show that it was






Chapter 4. Observation

21. Strategic competence “present your letter in front of the

class. Read it load. Your teacher

and your friends will give

comments”. P. 101






22. Interactional

competence

p.113.







Chapter 6. Cause and

Effect

23. Interactional

competence

p.114.







24. Strategic competence “Practice the dialogs above. Mind

your pronounciation, stress, and

intonantion” p114. .






25. Strategic competence

p.152.


Chapter 7. Natural and

Social Phenomena

To sump up, the distribution of communicative competence contained in the

textbook 1 and textbook2 described in this following table :

Table 4.13. The accumulation of communicative competence presented

in textbook 1 and textbook 2.

No Components of

communicative

competence

Book 1 percentage Book 2 percentage

1. Linguistic

Competence 9 15%

60 42%

2. Discourse

competence 25 42%

44 31%

3. Sociocultural

competence 4 7%

0 0%

4. Formulaic

competence 0 0%

2 1%

5. Interactional

competence 11 19%

25 17%

6. Strategic

competence 10 17%

13 9%

Total

60

144

Based on the data inthe table above, it shows that the highest percentage of

communicative copetence often found in book 1 was discourse competence which

reach a score (42%) while in in book 2, the highest percentage was linguistic

competence which reach a score (42%). The second component frequently found in

book 1 was interactional competence (19%), it was different with book 2, the

second component frequently found was discourse competence (31%). The next

component frequently found in book 1 was strategic competence which reach a

score (17 %), while in book 2 was interactional competence (17%). The fourth

component frequently found in book 1 was linguistic competence (15%), while in

book 2 was strategic competence (9%). And the lowest component of

communicative competence presented in book 1 was sociocultural competence,

while formulaic competence was not found in textbook 1. It was different with






textbook 2 that the lowest percentage was formulaic competence (1%), while

sociocultural competence was not found in book 2.

In this case, A similar study was conducted by Ikhwan (2018) , the study focus

on analyzing communicative competence based on Celce-Murcia in 2007 covering

passport to the world 3 textbook for ninth grade of junior high school in Surakarta.

The result of the study found that there are 236 total of students’ activities covered

in passport to the world 3 textbook. While the dominant component of

communicative competence pointed out in percentages from six component, such as

linguistic competence is 12, 71 %, discourse competence is 23, 31 %, sociocultural

competence is 10, 17 %, formulaic competence is 13, 98%, interactional

competence is 11,86 %, and strategic competence is 13, 98 %, so, discourse

competence has fulfilled the highest percantage of communicative competence

component covered in the textbook . In the other word, we can say that this study

has the similar result the previous study which discourse competence become the

first dominant contained in the textbook analyzed.

Furthermore, Nuraningtyas (2018) also conducted the research focusing on

evaluating Bahasa Inggris textbook for tenth grade students of senior high school

semester 1 in Kurikulum 2013 published by Ministry of Education based on

scientific approach and communicative competence aspects. It was aimed to

describe how the aspects of scientific approach and communicative competence in

the textbook. It was analyzed through four stages, they were: (1) defining criteria,

(2) subjective analysis, (3) objective analysis, and (4) matching. The result shows

that the textbook develops 65% observing activities, 0% questioning activities, 21%

exploring activities, and 0% associating activities, and 14% communicating

activities in terms of scientific approach based on the syllabus of kurukulum 2013.

In terms of communicative competence, the textbook develop 2% sociocultural

competence, 58% discourse competence, 30% linguistic competence, 6% formulaic

competence, 4% interactional competence, and 0% strategic competence. It means

that the textbook does not convey completely in both of the aspects.


school textbooks

After describing and analyzing all of the components of communicative

competence frequently found in the two English textbooks, the writer took some

examples from those two tables of findings (Table 4.1 and 4.2). it could be seen that

communicative competence were presented in some different ways by the authors

of the two EFL textbooks. There are 6 categories that the researcher found from the

way the author represented component of communicative competence, namely : 1.

Pictures, 2. Exercises, 3. Instructions, and 4. Materials. 5. Dialogs , and 6.

Sentences.

To make it easier in knowing the distribution of the way the authors present

communicative competence in the two EFL textbooks, the researcher describe the

sample in these following table:

Table 4.14. Categories of how the way the authors of the two EFL

textbooks present communicative competence

No

Categories

Book I

Book II

1. Picture

2. Exer

cise

3. Instr

uctio

n

Complete the trsansactional

conversations based on the suggestions

and offers given below. The first one is

done for you”. P.12

“Read and study the expressions

below. Discuss their differences with

your teacher”. P.6

Based on the table above, it can be shown that there are 4 categories of how

the way the authors of the two textbooks presented components of communicative

competence. The first is through the picture, exercise, instruction, and material. As

it can be seen no 1 in the table above, the picture shows that there are 2 people are

having the conversation and interaction each other. The picture shows that it

includes in interactional competence because it is kind of conversational aspect.

While in textbook 2, the picture also show that there are two people are interacting

each other while having toucing in their conversation and dialogs. It also includes in

part of interactional competence.

The second way of how the author represent communicative competence is

through exercise. It can be seen in the number 2 of the table, textbook 1 show that

the author tried to represent interactional competence by using an exercise that the

students have to do the activity to have a dialog and conversation with their partner.

The same way with the textbook 2, the author also tried to represent interactional

competence through an exercise that the students have to do in compliting a dialog,

then practice it with their partner.

4.

Mate

rial

p.5.

p.6.

1. Dial

ogs

P.40.

P.3.

2. Sent

ence

s

“You can use this example to start your

conversation”. P.54.

“Listen and study the following

dialogs”p. 1

The next way is through instruction, for instance in the table of no 3 in the

textbook 1 “ Complete the transactional conversations based on the suggestions and

offers given below. The first one is done for you “. This statement is kind of the

instruction that the students have to follow to complete the conversation. In the

instruction, the word below includes in kinds of deixis as the textual reference in

discourse competence.

While in textbook 2, the instruction is such in the example “Read and study

the expression below. Discuss their differences with your teacher”. In the

instruction, the word below includes in deixis as the textual reference in discourse

competence. Moreover, the students also have to discuss that differences with their

teacher. It means that they will be engaged to be actively practice the target

language.

The last categories of how the way the author represent communicative

competence is through the material. There are some materials convied by the

authors while it includes in of the component of communicative competence. For

instance the example of no 4 in the textbook 1, the material is about grammatical

structure which includes in part of linguistic competence. While the example in the

textbook 2, the material is about phonological aspect in part of linguistic

competence.

Similarly, Sidik (2018) has conducted the study about the representation of

communicative competence aspects in the spoken dialogue instances contained in

Indonesian EFL textbooks. Three English textbooks, prepared and designed under

the auspices of the Indonesian Ministry of Education and Culture, are selected for

the analysis. The findings suggest the textbooks have not provided sufficient

dialogues that give useful models for students to use in communication. Amid the

scarcity of the models, the available dialogues also do not much reflect how

authentic spoken dialogues occur in real-life communication due to inadequacy to

reflect real-life communication as insufficient representation of the communicative

competence particularly in contained dialogue models.


competence the most

To answer this research question, the researcher collected the data from the

acumulation from the first research question. Based on the data which has been

collected from the two English textbooks, the researcher then accumulated all of

the data of communicative competence represented in each textbook in this

following table, then the researcher compared between the two books which book

covered communicative competence the most. See the following table.

Table 4.15. the acumulation of communicative competence presented in

each the two EFL textbooks.

No Components of

communicative

competence


1. Linguistic

Competence 9 15%

60 42%

2. Discourse

competence 25 42%

44 31%

3. Sociocultural

competence 4 7%

0 0%

4. Formulaic

competence 0 0%

2 1%

5. Interactional

competence 11 19%

25 17%

6. Strategic

competence 10 17%

13 9%

Total

60

144

Based on the data on the table above, it shows that the book 2 has more

communicative competence than book 1. The book has totally covered 60

communicative competence, while book 2 has totally covered 144 communicative

competence. The first component presented is linguistic competence, book1 has

totally 9 linguistic competence, while book 2 has 60. It was significanly different,

book 2 covered more linguistic competence than book 1. The next is discourse

competence, book 1 has 25 discourse competence, and it was different with book 2

which has discourse competence more than book 1, book 2 totally has 44 discourse

competence. The third component is sociocultural competence. The sociocultural

competence has only covered in book 1, there were only totally 4 discourse

competence presented in book 1. The fourth component is formulaic competence. It

was only 2 formulai competence presented in book 2. While book 1 has no

formulaic competence presented. The next component is interactional competence.

There are 11 interactional competence presented in book 1, while book 2 has more

interactional competence, it were 25. The last strategy is strategic competence.

Book 2 also has more strategic competence than book 1. Book 1 has 10 strategic

competence while book 2 has 13. It was significanly different between book 1 and

book 2, book 2 covered component of communicative competence more than book

1.

Here are the percentage of communicative competence presented in the two

textbooks.


presented in the the two EFL textbooks.

On the other hand, another similar study was conducted by Klaudia (2020) , the

goal was to find out how different textbooks of English develop communicative

competence at the primary level of education in Slovakia. The secondar aims were

to compare the results collected from the textbooks with the recommendations from

the reference documents, and lastly, to discover whether there are any major

differences between the textbooks and the ways they address the issue. To conclude

and answer the previously stated research questions, it was found out that

communicative competence in its complexity is addressed in the textbooks very

differently. Within the communicative competence, all the seven competences have

various presence in the textbooks Three competences dominate the development of

communicative competence: lexical competence, grammatical competence and

discourse competence. Sociolinguistic competence and functional competence are

the two lacking both enough presence and practice. The textbook that develops

communicative competence in the most complex way is the Slovak Cool English

School, which provides adequate number of occurrences and practice for 14 out of

the 16 codes.

B. Discussion


two EFL high school textbooks

To answer this research question, the researcher tried to discuss the

components of communicative competence frequently found in the two EFL high

school textbooks. Based on the data on the findings, the researcher then

0%

10%

20%

30%

40%

50%

Chart Title

Book 1 Book 2

accumulated the number of components of communicative competence integrated in

each two textbooks.

Based on the table in 4.9, it shows that there are 5 components of

communicative competence presented in textbook 1. They are linguistic


competence, and strategic competence.

There are 2 linguistic competence presented in chapter 1, 1 linguistic

competence in chapter 2, 4, 5, and 6. While in chapter 3 and 7, there no linguistic

competence existed, it was found 3 linguistic competence in chapter 8. So, there are

9 linguistic competence integrated in textbook 1 in total.

While the number of discourse competence represented in the textbook 1 is 26 in

total. There are 4 discourse competence in chapter 1, 2 discourse competence in

chapter 2, 5 discourse competence in chapter 3 and 5, 3 discourse competence in

chapter 4 and 8, 4 discourse competence in chapter 6, and there are no discourse

competence existed in chapter 7.

While sociocultural competence is only presented in chapter 1, there are 4

sociocultural competence in that chapter. It is different with formulaic competence

that did not existed at all in the whole chapter of textbook 1.

Moreover, there are 10 interactional competence presented in the textbook

1. 2 interactional competence presented in chapter 1, 3, and 4. 3 interactional

competence presented in chapter 2, 1 interactional competence presented in chapter

6, while in chapter 5, 7, and 8, there are no interactional competence existed.

While the total of strategic competence presented in textbook 1 is 11. 2

strategic competence presented in chapter 1, 2, and 7, and 1 strategic competence

presented in chapter 3, 4, 5, 6, and 8.

Based on the data on the table 4.13, it can be understood that the

components of communicative competence integrated in the first textbook were

existed and presented in different number in each chapter of the textbook. While

textbook 2 had more components of communicative competence presented in the

textbook 2. The number of all component is 144. There are totally 60 linguistic

competence presented in the textbook 2, 11 linguistic competence in chapter 1, 5

linguistic competence in chapter 5, 9 linguistic competence in chapter 2 and 6, 4

linguistic competence in chapter 7, and there is no linguistic competence existed in

chapter 8.

While the total of discourse competence presented in textbook 2 is 44. 3

discourse compoetence in chapter 1 and 6, 8 discourse competence in chapter 2, 15

discourse competence in chapter 3, 9 discourse competence in chapter 4, 4

discourse competence in chapter 5, 3 discourse competence in chapter 6, and 2

discourse competence 7, while in chapter 8, it was not found discourse competence.

While sociocultural competence was not found in the whole chapter of

textbook 2, and 2 formulaiac competence was found in chapter 3, it is different with

interactional competence that found 25 in total. 8 interactional competence in

chapter 1, 11 interactional competence in chapter 2, and 2 interactional competence

in chapter 3, 4, and 6. While in chapter 7 and 8, it was not found interactional

competence.

Moreover, strategic competence was found 13 in total, 3 strategic

competence was found in chapter 1, 4 strategic competence in chapter 2, 2 strategic

competence in chapter 3 and 6, and 5 strategic competence in chapter 5 and 7, while

it was not found strategic competence in chapter 4 and 8.

The accumulation of all communicative competence integrated in the two

EFL textbooks with 16 chapters were 202 components of communicative

competence. There were 60 components of communicative competence found in

the first textbook, and 144 components found in the second textbook.To make it

easier in knowing the distribution of the communicative competence component,

Based on data in the Table 4.13 above, it can be understood that the

components of communicative competence integrated in the two textbooks really

existed and were presented in different number in each chapter of the textbooks.

Based on the data in Chart 3, it shows that the highest percentage of

communicative copetence often found in book 1 was discourse competence which

reach a score (42%) while in in book 2, the highest percentage was linguistic

competence which reach a score (42%). The second component frequently found in

book 1 was interactional competence (19%), it was different with book 2, the

second component frequently found was discourse competence (31%). The next

component frequently found in book 1 was strategic competence which reach a

score (17 %), while in book 2 was interactional competence (17%). The fourth

component frequently found in book 1 was linguistic competence (15%), while in

book 2 was strategic competence (9%). And the lowest component of

communicative competence presented in book 1 was sociocultural competence,

while formulaic competence was not found in textbook 1. It was different with

textbook 2 that the lowest percentage was formulaic competence (1%), while

sociocultural competence was not found in book 2.

Mart (2018) stated that communicative competence is a term which alludes to

tacit knowledge of language and the ability to understand and use the language

effectively for communication purposes. Simply put, it refers to the ability of

forming correct utterances and using them appropriately. In the other word,

communicative competence is a collection of competencies that are required in

order to be able to apply real communicative use of language. The result of this

study convinced that the textbooks used in English teaching can accommodate the

insertion of communicative competence. The two English textbooks which was

analyzed by the researcher are proven accommodative with the communicative

competence components.

There are many components of communicative competence identified by some

experts, as on them is the ideas of communicative competence component by Celce-

Murcia. As (Celce-Murcia, 2007) has suggested an updated and revised model of

her and her colleagues’ to become six types of competence, they are: sociocultural,

discourse, linguistic, formulaic, interactional, and strategic competences.

Firstly, sociocultural competence refers to the speaker’s pragmatic knowledge,

how to express messages appropriately within the overall social and cultural context

of communication. This includes knowledge of language variation concerning the

sociocultural norms of the target language. The second one is discourse

competence, it refers to the selection, sequencing, and arrangement of words,

structures, and utterances to achieve a unified spoken message. The next one is

linguistic competence related to phonological, lexical, morphological, and syntactic

patterns. Afterward, formulaic competence refers to those fixed and prefabricated

chunks of language that speakers use heavily in everyday interactions. The next one

is interactional competence that is related to the bottom-up counterpart to the more

global top-down sociocultural competence. It contains two sub-components that are

actional competence and conversational competence. The last one is strategic

competence that is related to the knowledge of communicative strategies and how to

use them.

As the goal of language learning is to use the language in real communication,

so the teaching materials should reflect the authentic use of language in practice.

The representation of communicative competences in the textbooks can help the

students to achieve that goal. Accordingly, it is important to balance all the aspects

of communicative competence in a textbook with the students’ needs in

communication so that they can meet the objective of language learning.

Some scientific articles related to this issue are also published in journal.

Such as; (Sidik, 2018) investigating the representation of communicative

competence in English language textbooks in Indonesia. There are three English

textbooks, prepared and designed under the auspices of the Indonesian Ministry of

Education and Culture, are selected for the analysis. The findings suggest the

textbooks have not provided sufficient dialogues that give useful models for

students to use in communication. Amid the scarcity of the models, the available

dialogues also do not much reflect how authentic spoken dialogues occur in real-life

communication due to inadequacy to reflect real-life communication as insufficient

representation of the communicative competence particularly in contained dialogue

models.


school textbooks

After describing and analyzing the ways of the components of

communicative competence presented in the two English textbooks, the writer took

some examples from those two tables of the appendix. It could be seen that the

communicative competences were presented in some different ways by the authors

of the two English textbooks. The following explanations below found that there

some ways used by the authors in two English textbooks to include those

communicative competence component, namely:1 pictures, 2. instructions, 3.

materials, 4. exercises, 5. dialogs, and 6. Sentences.

a. Pictures

Pictures were one of media used by the teacher. It is commonly recognized that

a picture is a powerful tool to describe people, places, or things. Here, pictures were

used to help students easily comprehend object. Moreover, their effectiveness as the

media to facilitate students to make a description, pictures are extremely useful for a

variety of communication activities (Krizanova, 2019).

b. Instructions

Instruction provides the basic evidence of what can be achieved in attering

student performance. Metzler (2017) argued that instruction is a statement, an order

or command that describes how to do something. Here, by the instruction, students

could get advice and information how to do, practice or answer something. So it is

expected that the instruction could guide the students. Its significance in the

learning activities makes it very essential to be clearly conveyed to the students.

c. Materials

To emphasize something that explains or supports what you are saying or

studying, every teacher requires explain and deliver the materials for their students

in order to have a successful classroom. Basal (2015) said that materials are used to

make the students understand the subjects of lessons. Here, by the materials given,

students could be easy to get the teachers’ or authors’ point of view to comprehend

the lesson, practice the instruction, imitate the order or answer the question. So it is

expected that the materials could make the students understand the lesson. Its

significance in the learning activities makes it very essential to be clearly conveyed

to the students. In the same time, the integration of communicative competence

could be executed in the materials given in the textbook.

d. Exercises

There are some learning activities in the textbook. One of them is such

exercises, an exercise is aimed to guide the students to get more practice related to

the material they have learned before (Maijala & Tammenga, 2019). For instance in

the form of question and answer activities, filling in the blank and true and false. In

the same time, the integration of communicative competences could be executed in

some exercises in the textbook.

e. Dialogue

Dialogue is a culturally and historically specific was of social discourse

accompolished through the use of language and verbal transactions. It suggests

community, mutuality, and authenticity. So it can be understood that dialogue

provides a meeting ground, communitas, and manifests itself in a variety of

spontaneous and ritual modes of discourse in which nature and structure meet.

Dialogue is introduced as form of conversation that enables our species to

connect within and across cultures, forming and sustaining communities through

intersubjectivity and cultural creativity. Moreover, Liang, etc. (2017)stated that

dialogues are of considerable potential value in providing different types of

language learning opportunities. Sunderland further stated that dialogues served

several purposes. Dialogues provided a model of the target language in term of

language form and social context in which the targe language should be used.

f. Sentence

A sentence is commonly defined as a group of words that express a complete

thought or idea. Meanwhile, a sentence is a group of words that are tied together

and convey an idea, event, or description. Winter (2020). ) stated that traditional

definition of sentence talk of grammatical unit built up from the smaller unit.

The resesarcher then accumulted the number of the categories of how the

way the communicative competence presented in the book 1 and book 2. Here are

the table description of the number how the way the component of communicative

competence presented in the textbook 1.

Table 4.16. The number of the way communicative competence presented in

five categories in the textbook 1.

Based on the data on the table above, it shows that there are six ways of

how the component of communicative competence presented in book 1, every

chapter has different number of the categories. The first category is the picture,

there are 2 categories of picture presented as the form of communicative

competence presented in the chapter 1 of book 1, 3 pictures in the chapter 2, and 1

picture in the chapter 6.

The second category of the way the component of communicative

competence presented in book 1 is through instruction, there are 2 instructions in

chapter 1 presented as the form of component of communicative competence, 3

instructions in chapter 2, 5 instructions in chapter 3, 2 instructions in chapter 7, and

3 instructions in chapter 8.

The next category is through the material. There are 14 components of

communicative competence in total presented in the form of material in book 1, it

has different number in each chapter, 3 forms of material in chapter 2, 3, and 6, 2

forms of material in chapter 4 and 5, and 4 forms of materials in chapter 8.

The fourth category is exercise, there are 6 categories of exercis presented

as the form of componenent of communicative competence in book 1, 2 forms of

exercise in chapter 1 and 4, 1 form of exercise in chapter 2 and 5.

The last category as the way of component of communciative competence

presented is dialog, there are only 2 dialogs presented as the form of communicative

competence in chapter 3. And the last category is sentence, there are 6 categories of

sentence as the form of communicative competence in textbook 1, 4 forms of

sentence in chapter 1, 1 form of sentence in chapter 2 and 4.

No Categories Chapter Total Percentage

1 2 3 4 5 6 7 8

1 Picture 2 3 - - - 1 - - 6 10%

2 Instruction 2 3 5 2 4 5 2 3 26 43%

3 Material 3 1 1 2 2 1 - 4 14 23%

4 Exercise 2 1 - 2 1 - - - 6 10%

5 Dialog - - 2 - - - - - 2 3%

6 Sentence 4 1 - 1 - - - - 6 10%

Total 60 100%

Chart 4. The percentage of the way communicative competence


Based the data on the chart above, it shows that there has different

percentage of how the component of communicative competence presented through

those categories, the most category frequently found is instruction which reach a

score (43%), the second category frequently found is material that has a score (23

%), the next category were picture, exercise, and sentence which reach a score

(10%), and the lowest percentage was dialog (3%) . Moreover, Here is the table

description of the number how the way the component of communicative

competence presented in the textbook 2.

10%

43%

23%

10% 3% 10%

0%

10%

20%

30%

40%

50%

Picture Instruction Material Exercise Dialog Sentence

Chart Title

categories

percentage

Table 4.17. The number of the way communicative competence presented in

five categories in the textbook 2.

Based on the data on the table above, it shows that there are 5 categories of

how the way the compoenent of communicative competence presented in book 2,

that were through picture, instruction, material, exercise, and sentence. The first

category was a picture, there are 6 communicative competence presented in the

form of picture in textbook 2, 3 in chapter 1, and 2 in chapter 2 and 1 in chapter 6.

The next category was instruction, there are 51 instructions as the forms of

communicative competence , 6 in chapter 1, 11 in chapter 2, 16 in chapter 3, 8 in

chapter 4, 4 in chapter 5, 5 in chapter 6, and 1 chapter 8. It was different with the

material that has 32 in total, the number of component of communicative

competence presented in the form of material are 6 in chapter 1, 4 in chapter 2, 3 in

chapter 3, 9 in chapter 4, 2 in chapter 5, and 8 in chapter 6. While exercise, there

are 19 forms of exercise presented as the form of communicative competence in

textbook 2, 5 forms of exercise in chapter 1, 8 in chapter 2, and 2 forms in chapter

3, 4, and 6. And the last category is through a sentence, thera are 36 forms of

sentence as the component of communicative competence presented in textbook 2,

4 forms of sentence in chapter 1 and 5, 7 forms in chapter 6, and 3 forms of

sentence in chapter 8.

No Categories Chapter Total Percentage

1 2 3 4 5 6 7 8

1 Picture 3 2 0 0 0 1 1 0 7 5%

2 Instruction 6 11 17 7 4 5 0 0 50 35%

3 Material 4 5 8 7 4 2 3 0 33 23%

4 Exercise 6 5 3 9 2 7 2 0 34 24%

5 Dialog 5 9 2 2 0 2 0 0 20 14%

6 Sentence 0 0 0 0 0 0 0 0 0 0%

Total 144 100%

Chart 5. The percentage of the way communicative competence


Based on the data on the chart above, it shows that the component of

communicative competence presented in book 2 has different percentage based on

their categories, the highest category of the way the communicative competence

presented was instruction which reach a score (35%), the next category frequently

found was exercise which reach the score (24%), the third category frequently

found was material which reach a score (23%) , after that, the fourth category is

dialog which reach a score (13 %), and the lowest percentage is the picture which

has a score (5%), while sentence, it was not found any forms of dialog as the way of

communicative competence presented in any chapter of textbook 2.

Table 4.18. The acumulation of the way communicative competence presented

in five categories in the the two EFL textbooks.

No Categories Book 1 percentage Book 2 Percentage

1 Picture 6 10% 7 5%

2 Instruction 26 43% 50 35%

3 Material 14 23% 33 23%

4 Exercise 6 10% 34 24%

5 Dialog 2 3% 20 14%

6 Sentence 6 10% 0 0%

Total 60 100% 144 100%

5%

35%

23% 24%

14% 0%0%

10%

20%

30%

40%

50%

Chart Title

Categori

percentage

Based on the table above, we can see that there has different number of

how the way the component of communicative competence presented in the form of

those 6 categories, whether it was in book 1 or book 2, the book 1 has 6 categories

of picture presented as the form of communicative competence, it was not same

with book 2, it has 7 form of pictures in total.

While category of instruction, book 2 has more instructions as the form of

component of communicative competence than book 1, there are 50 forms of

instruction in book 2, and 26 instructions in book 1.

The next category was material, there were totally 14 forms of material as

the form of component of communicative competence presented in book 1, and 33

forms of material in book 2.

While category of exercise, there were 6 six forms of exercise in book 1 and

34 forms of exercise in book 2 presented as the form of component of

communicative competence. While dialog, there were only 2 forms of dialog

presented as the component of communicative competence, while 20 category of

dialogs presented in book 2.

The last category was a sentence. There were 6 categories of sentence

presented as the component of communicative competence in book 1, and 0 forms

of sentence in book 2.

Chart 6. The percentage of the way communicative competence presented in

the two EFL textbooks.

0 0 0 0 0 0

10%

43%

23%

10%

3%

10%

5%

35%

23% 24%

14%

0%0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Picture Instruction Material Exercise Dialog Sentence

categories book 1 book 2

Based on the chart above, it shows that there are different number

categories as the way of the component of communicative competence presented in

book 1 and book 2. The highest percentage was the instruction which reach a score

43 % in book 1 and 36 % in book 2, while the next category frequently found in

book 1 was sentence which reach 26 % in book 2, but in book 1, it was only reach a

score 10%, while the next category frequently found was the material that reach a

score 23% whether in book 1 or in book 2.

The next category that most frequently found in book 2 was exercise which

reach a score 13 %, and it was only 10% in book 1. The next category was the

picture that only reach a score 10 % whether in book 1 or in book 2. While the

lowest percentage was dialog which reach a score 3 % in book 1, but there was 0 %

score in book 2, it means that there was no dialog presented in book 2.

This study is realted with what have investigated by Al-Musqba (2017)

about the extent to which the listening and speaking lessons which are presented in

textbook entitled “Mosaic One Listening and speaking (Student’s Book)” are

characterized with appropriateness and meaningfulness in light of communicative

competence and meet the Principles and features of communicative language

teaching. The result shows that the English textbook entitled “Mosaic One Listening

and speaking (Student’s Book)” fulfilled 84% of communicative competence’s

criteria of the good EFL textbook adapted from some experts in the light of


According to the percentage of fulfilment, it can be concluded that the

textbook was categorized as a very good in fulfilling the requirements of good EFL

textbook criteria in the light of communicative competence covering the availability

all of the components of communicative competence in the textbook, availability of

techniques to engage learners in using language for meaningful purposes,

availability of dynamic modes activities of learning to negotiate meaning,

availability of the components of grammatical competence, availability of the

components of sociolinguistic competence, availability of the components of

discourse competence, availability of the components of strategic competence.


competence the most

To answer this question, the researcher tried to analyze and compare which

of the two EFL textbooks covered communicative competence the most. See the

following table.

Table 4.19. The acumulation of the communicative competence covered in the


No Components of

communicative

competence


1. Linguistic

Competence 9 15%

60 42%

2. Discourse

competence 25 42%

44 31%

3. Sociocultural

competence 4 7%

0 0%

4. Formulaic

competence 0 0%

2 1%

5. Interactional

competence 11 19%

25 17%

6. Strategic competence 10 17%

13 9%

Total

60

100 % 144

100 %

Based on the data on the table above, it is clear that book 2 has covered

communicative competence the most. Book 2 has 144 communicative competence

covered but book 1 has only 60 communicative competence covered. . to make it

easier, in knowing the distribution of which textbook covered communicative

competence the most, see the following chart based on the percentage.

Chart 7. The percentage of communicative competence covered in each


Based on the data on the chart above, it shows that book 1 and book 2 has a

significanly different percentage. Book 1 has a score 15 % of linguistic competence

but book 2 has 42 %. It is clear that book 2covered linguistic competence more that

book 1.in the data of discourse competence, it shows that book 1 has a score 42 %

but book 2 has only 31 %, it means that book 1 has covered discourse competence

more than book 2. Another component is sociocultural competence, based on the

data on the table above, it shows tht book 1 has sociocultural competence which

reach a score 7 % while book 2 has 0 % percentage, this means that book 1 covered

sociocultural competence while book 2 has not covered at all. The next component

is formulai competence. In this case, book 1 has not covered formulaic competence

but book 2 covered only 1 %. The next component is interactional competence,

book 1 has 19 % percentage of interactional competence while book 2 only has 17

% percentage of interactional competence. So, this means that book 1 covered

interactional competence more than book 1. While the last competence is strategic

competence, based on the data on the table above, book 1 has 17 % score of

strategic competence, but book 2 only has 9 % score of strategic competence, so in

this case, book 1 has covered strategic competence more than book 2. But totally, it

can be stated that book 2 has covered component of communicative competence the

most rather than book 1.

This is in line with what Pavlikova (2020) investigated about

communicative competence in primary English textbooks. The result of the study

show that it was found out that communicative competence in its complexity is

0%

10%

20%

30%

40%

50%

LinguisticCompetence

Discoursecompetence

Socioculturalcompetence

Formulaiccompetence

Interactionalcompetence

Strategiccompetence

Chart Title

Book 1 Book 2

adressed in the textbooks very differently within the communicative competence, all

the seven competences have various presence in the textbooks. Three competences

dominate the development of communicative competence: lexical competence,

grammatical competence, and discourse competence. While sociolinguistic

competence and functional competence are the two lacking both enough presence

and practice the textbook that develops communicative competence is the most

complex way is the Slovak Cool English school, which provides adequate number

of occurences and practice for 14 out of the 16 codes.

96

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The results of this study can be separated into three parts based on the findings

and discussions in earlier chapters. To begin with, the results demonstrated that

Celce-idea Murcia's of communicative competence could be easily included into a

textbook, despite the fact that the frequencies of communicative competence

revealed in the distribution were not equal. For example, the largest proportion of

communicative competence by Celce-Murcia usually discovered in textbook 1 was

discourse competence (42 percent), while the lowest numbers were formulaic

competence (0 percent ). In contrast, in textbook 2, Celce-Murcia frequently

observed that the highest proportion of communicative competence was linguistic

competence, which reached a score of (42 percent), and the lowest percentage was

sociocultural competence (0 percent ).

Second, the communicative competencies were presented in a variety of ways by

default. The aouthors in the two English textbooks employed six methods to include

certain communicative competencies in each chapter: 1. 2. Photographs 3rd

Exercise 4. Instructions and Materials. 5. Dialogs. 6. Sentences. This suggests that

communication competencies could be embedded in the majority of parts of the

textbook. As a result, when textbook authors recognized the need of integrating

communicative competences, textbooks might become an effective medium for

promoting and deepening communication competences among students.

Finally, book 2 was the textbook that focused the most on communicative

competence.

B. Suggestions

It is possible to provide some advice based on the conclusion:

First, the researcher suggests distributing the six domains of Celce-

communicative Murcia's competences in those English textbooks in a

communicative competence balance: 1) linguistic competence, 2) discourse

competence, 3) sociocultural competence, 4) formulaic competence, 5) interactional

competence, and 6) strategic competence. A committee of researches and

workshops tasked with evaluating the content of textbooks should be established by

the Indonesian government in order to update and enhance them in line with global

challenges and communicative skill.

The Second, researcher made the following recommendations to the writers

of the two EFL textbooks:

1. Increase the variety of assignments and include a CD guide to make teaching

English easier.

2. The textbook's linguistic content is appropriate for children' ages, and there is

a lot of material that demonstrates communicative competence.

3. Textbook content may motivate teachers and students to incorporate

technology into the teaching process and create game-based learning. In a nutshell,

English textbooks should be updated to reflect worldwide advancement.

4. The last to include more vocabulary glossaries so that students may easily find

difficult and unfamiliar words.

Third, in the process of integrating communicative competence into

textbooks, teachers must be familiar with specific approaches or methods that will

enable them to contextualize communicative competence in the textbook into

practical application in learners' day-to-day lives, allowing students to learn

communication skills more easily and effectively. According to the study, materials

including communicative competence should include information and guidance on

how to use and handle communicative competence content in a way that students

and teachers can understand.

The fourth point is that English teachers should take the lead in

implementing communicative competence in their classrooms, because students

require not only theories but also practices of communicative competence in their

daily lives.

Finally, it was suggested that other types of studies in integrating

communicative competence and their implementations in teaching and learning

English language be conducted again to enrich those discourses so that the strengths

and weaknesses can be described in order to build good students as the next

expected generations.

C. Implication

The implication of this research for education field is:

For the teacher: teacher should encourage students to integarete and imply

communicative competence in their teaching process. The teacher can prepare the

lesson plans by integrating the communicative competence. For instance in the pre

teaching, the teacher can apply some conversation or dialog with the students. In the

main teaching, students are getting interaction and involved to be actively use the

target language. While in the post teaching, the teacher can evaluate the material

that has been presented in the post and main taching by elaborating the students to

be actively use the target language and integrate the communicative competence

component.

For the students : students should be aware to have communicative competence in

order to be able using their target language effectively. For isntance, the students

should be aware in using the target language based on the communicative

competence context.

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