Communicative competence in teaching speaking

Linguistic aspects

Phonology and orthography

Grammar

Vocabulary

Discourse (textual)
Pragmatic aspects

Functions

Variations

Interactional skills

Cultural framework
Communicative competence is measured by
determining if, and to what degree, the goals of
interaction are achieved. Communicative competence is
dependent on the context in which the interaction takes
place. Communication is successful with one group in
one situation that may not be perceived as competent
with a different group in another situation. Brown, D
(2000: 250) states the domain of communicative
competence includes learning what are the available
means (available strategies), how they have been
employed in various situations in the past, and being able
to determine which ones have the highest probability of
success in a given situation.
Bachman (1990: 26) divides communicative competence
into the broad headings of "organizational competence,"
which includes both grammatical and discourse (or
textual) competence, and "pragmatic competence,"

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which includes both sociolinguistic and "
illocutionary
"
competence. Strategic Competence is associated with the
interlocutors' ability in using communication strategies.
In conclusion, communicative competence is
admitted as the ability to use the language system
appropriately in any circumstances with regard the
function and varieties of language as well as shared
social cultural supposition.
DEVELOPING 
COMMUNICATIVE
COMPETENCE IN TEACHING SPEAKING
As a frequently suggested matter, the goal of
teaching 
speaking 
should 
be 
related 
to 
the
communicative competence. Developing communicative
competence in teaching speaking is viewed very
necessary because it will be highly valued in the process
of communication. In developing the communicative
competence, the primary point will be focused on the
meaning and
the
understanding of information.
Widdowson (1978: 67) strengthens, the ultimate aim in
languge 
learning 
is 
to 
acquire 
communicative
competence 
in 
talking 
and 
corresponding 
and
psychological activity underlying the ability to say, listen

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to, write and read. In this case, the students feel free to
communicate their ideas naturally in their speaking
without hardly burdened with the grammar aspect. Real
life communication and social- culture interaction will
highlight the existence of communicative competence in
teaching speaking.
Zainil (2008: 37) claims that in natural communication,
developing 
communicative 
competence 
must 
be
practiced that the senders should develop their
communicative competence by focusing on the use, not
the usage.
High motivation and prepared communicative
tasks to the students are importantly considered in
developing communicative competence in teaching
speaking. They will be brought into situations of
speaking atmosphere that really enable them to speak
naturally. Interactional dialogue or face to face
interaction, spontaneous improvised drama, and other
communicative applied strategy and techniques become
important parts for them in developing communicative
competence. Absolutely, all can improve their speaking
ability through the implementation of communicative
competence in teaching speaking on them. Hymes (in
Brown 2000: 246) explains communicative competence
as the aspect of our competence enables the students to
convey meaning and interpret messages and to negotiate
meanings interpersonally within specific context.

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When the students’ speaking of English is
natural, their communicative competence for that their
performance 
is 
already 
developed. 
Developing
communicative competence in teaching speaking is
faster and better if they are exposed to maximum natural
communication. Consequently, the speaking teachers
must speak, teach, and communicate English naturally
and fluently. As informed at previous statement, during
natural communication process, the meaning or
understanding is primary. It means that the use is priority
to develop the students’ comprehension on messages or
information communicated by their interlocutors. The
use is natural verbal that must be understood by the
teacher in guiding the students in teaching speaking.
Absolutely, understanding this way will be helpful to
develop the students’ acquisition. The acquisition meant
here is the students’ mastery of the language.
More interesting, challenging materials, and
prepared oral communicative tasks offer the success of
developing communicative competence in teaching
speaking. According to Savignon (in Murcia 2001: 24)
communicative competence obviously does not prevent
communicatively- based materials from being subjected
to grammar- translation treatment, just there may be
nothing to prevent a teacher with only an old grammar-
translation book at his or her disposal from teaching
communicatively.
However, 
the 
development 
of

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communicative ability supports the integration of the
form-
focused exercise with meaning-
focused
experience. It means the grammar relates to their
communicative needs and experiences.
Meanwhile, Harmer, J (1983: 15) supports, in
teaching speaking communicatively, conversation should
constantly interpret what is being said as the
conversation continues that interacting with
the
interlocutor will focus on the analysis of the context
being conversed.
In this case, the students in speaking, of course,
use the language in context, in real- life situation, and it
is one of the jobs considered by the speaking teacher in
applying materials and oral communicative task in
developing communicative competence.
In conclusion, whatever is given by the speaking
teacher to the students should be related to
communicative ones as expected in developing
communicative competence.