Ika Lestari Damayanti
A Japanese man who just arrived in Coventry got a terrible car accident. Not long from the crash, a policeman came into the site and checked on the man who was greatly injured but somehow conscious.
“How are you, Sir?” asked the policemen attentively.
“I’m..fi..ne, Sir, thank..you. Nnn, and..you?” replied the man in pain.
Do they (the Japanese man and the policeman) speak in comprehensible English? It seems that there is almost no way to say the otherwise because the Japanese did not make any grammatical errors. He has indicated his ability to observe linguistic competence, i.e. knowledge of sentence structure, linguistic semantics (Hedge, 2000) but left out other components integrated as Communicative Competence. This imbalance has made this tragic story funny.
The term ‘communicative competence’
This paper highlights the term ‘communicative competence’ as theory as well as practice.
Varieties of methods and approaches to language learning have opened wide-range opportunities for teachers to choose the best method to be applied in their classrooms. From Grammar Translation Method to Audio-lingual Method and even current trend so called the Communicative Approach, they all seem to pursue similar goal, i.e. ability to communicate in the target language.
The ability to communicate in English becomes important as it is used as the international language
•many countries including Indonesia strive to introduce English in school
•changing curriculum in order to make English learning and teaching successful
•goal to be able to communicate effectively in TL
Hedge, Tricia. 2000. Teaching and Learning in the Language Classroom. Oxford: Oxford University Press