This document discusses strategic and discourse competence in English education. It defines strategic competence as knowledge of communication strategies and how to use them to compensate for gaps in knowledge during communication. There are five main parts of communication strategies: avoidance strategies, achievement strategies, stalling strategies, self-monitoring strategies, and interactional strategies. Discourse competence concerns creating a unified text through cohesion and coherence. Cohesion deals with how sentences are structurally linked, while coherence means the text makes sense as a whole. Key aspects of cohesion are conjunctions, pronoun references, and repetition, and coherence relates to arranging ideas in a clear, logical way.

1. STRATEGIC AND DISCOURSE
COMPETENCE
ENGLISH IN EDUCATION

2. STRATEGIC COMPETENCE

3. • Strategic competence defined as knowledge of communication strategies
and how to use them. It helps language users compensate for gaps or
deficiencies in knowledge when they communicate.
• It is the ability to convey information to a listener and correctly interpret
information received. It includes the use of communication strategies to
solve problems that arise in the process of conveying the information.
• The presence of communication strategies is used to cope with
communication breakdowns and helps the speaker to improve their
speaking skill to be more effective.
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4. Main Parts of Communication Strategy
Celce Murcia (1995) described strategic competence by including five main parts as
follows:
1. Avoidance or reduction strategies. Responding to one’s message by either
message, avoiding topics, or abandoning message.
2. Achievement or compensatory strategies. Reaching communicative goal by
manipulating available language.
3. Stalling or time-gaining strategies. Include fillers, hesitation devices, and gambits
well as repetitions.
4. Self-monitoring strategies involve correcting or changing one’s own speech (self-
repair) as well as rephrasing.
5. Interactional strategies, involve appeals for help and meaning negotiation
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5. DISCOURSE COMPETENCE

6. • Discourse competence is the main components in
communicative competence.
• Richard as quoted by Agustien (2008) stated that learners
learn a language through using it to communicate.
• Discourse is language forms that are produced and
interpreted as people communicate with each other.
Therefore, discourse is the main competence in
Communicative.
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7. • Discourses competence concerns mastery of how to combine
grammatical forms and meanings to achieve a unified spoken or
written text.
• Celce-Murcia (2007) stated that discourse competence refers to the
selection, sequencing, and arrangement of utterances to create a
unified text.
• In other words, the unity of text is very important in communication
especially for discourse competence. In creating a unified text,
cohesion and coherence are important.
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8. • A text belongs to be a good text if it fulfils two properties; they are
cohesion and coherence.
• Cohesion is the internal property of paragraph, while coherence is
contextual properties of it.
• The internal property of paragraph means that cohesion is textual.
The understanding of the text can be found from the text itself.
• Then, coherence is contextual properties. It means that coherence is
a matter of content rather than of form. In coherent text, the reader
or listener can know how the speaker or writer organizes the text.
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9. Cohesion
• Cohesion deals with how utterances or sentences are linked
structurally and facilitate interpretation of a text.
• Halliday (1985:313) says that unity in a text can be achieved through
structural components and cohesive devices.
• Cohesive devices are words and phrases that connect sentences and
paragraphs together, creating a smooth flow of ideas. It consists of
conjunction, pronoun references, and repetition of key ideas.
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10. • Transition/Conjunction
Conjunction is used to connect sentences together or relate
ideas to one another. For example because, therefore, before, after,
next, etc.
• Pronoun references
A pronoun (he, she, it, they, etc.) takes the place of a noun (a
person, place, thing, or idea) or a noun phrase (several words that refer
to a person, place, thing, or idea.
• Repetition
Another way to connect ideas in an essay is by repeating
important words and phrases.
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11. Coherence
• A text is cohesive if its elements are linked together. A text is coherent if it
makes sense.
• Coherence is related to unity. Ideas that are arranged in a clear and
logical way are coherent.
Example: I am a teacher. The teacher was late for class. Class rhymes with
grass. The grass is always greener on the other side of the fence.
Each sentence is notionally linked to the one that precedes it, using both
lexical and grammatical means, but the text is ultimately senseless.
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13. THANK YOU