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C. THEORETICAL FRAMEWORK
Language has important role in people live. “A language is used widely for communication between people who do not share the same first or even
second language” Harmer, 2007: 13. Thus, it is clear that communication needs language as a media. Besides, language learning helps people acquire language so
they can communicate fluently. Consequently, this research deals with language learning.
Communication is important since it has many functions. The functions of communication are as control, as motivation, as emotional expression and as
information Robbins, 2001. On the other hand, students of the vocational high schools should be able to communicate in English to interact with others because
students of the vocational high schools are prepared to work. Marsigit 2008:2 state
s, “Vocational education, sometimes called Career and Technical Education CTE has its aim
to prepare learners for careers.” The vocational high schools prepare thir learning outcome to be able to connect to others in global world so
being able to communicate is the goal of learning English. However, practice in behaviourism means repeating Mitchell and Myles, 2004: 31. Thus, in this
research, practice refers to do continually to make students familiar and common with something. Therefore, the Communication Practice Model refers to practice
model that can be used for students of the vocational high schools to facilitate them to be able to communicate.
Besides, the Fluency Development strand by Nation 2007: 6 promotes activities which support students to communicate such as short writing, reading
49 and listening to easy story. Fluency activities and communicative practice in the
Communicative Language Teaching CLT invite students to communicate Richards, 2006: 16. On the other side, the Contextual Teaching Learning CTL
helps students relates to the real world Smith, 2006: 14. Communication is real in people lives so CTL can deal with communication. Considering the Fluency
Development strand, CLT and CTL, this research presents the Communication Practice Model.
Theoretically, the Communication Practice Model involves goal, procedure, and content. Firstly, the goal of the Communication Practice Model is
to enable students of the vocational high schools to communicate using English so they can cooperate with others. Specifically, students are expected to be able to
speak and present certain topics. Besides, this research aims to provide materials and activities that are related to CLT and CTL.
Secondly, in designing the model, this research uses ADDIE’s steps. The
steps belong to analysis, design, development, implementation and evaluation. Need analysis is used for gaining students need so that the design can be suitable
with students needs and the goal of learning. In design step, the model prototype is designed. This step deals with earning objective, topics, assessment, content,
and lesson plan. The model is served as module with consist of some units. Every unit engages the Fluency Development strand theory of four strands by Nation
2007 and involves CLT and CTL. The model prototype is developed based on analyzing step in development step. The media and instructions are involved in
this step. For implementation, the final product is implemented to students of
50 vocational high school. Then, evaluation is step for evaluating ad revising.
Revision is made as needed. Thirdly, since communication is important for vocational high school
students, the Communication Practice Model is designed. The Fluency Development strand by Nation 2007 involves many activities to promote
communication. The communicative practice in CLT also provides activities that encourage students in communicating. Besides, CTL is considered to relate to the
real world. Thus, the Communication Practice model employs the Fluency Development, CLT and CTL.
This model consists of fifteen units. This model uses the Fluency Development strand of language course by Nation 2007. The Fluency
Development strand concerns language course with four English skills. Besides, the fact is that English for the vocational high schools is integrated. Reading,
listening, writing and speaking are integrated as an English course in the vocational high schools. Consequently, the Fluency Development is used in this
research. This model also employs CLT and CTL. This model offers activities which are related to English skills. However, the focus is on the productive skill
which is speaking because this model is intended for communication practice. Thus, the activities consist of presentation, role play, interview, debate, mini-
dialogue and discussion. The concept of the iconic model can be summarized as follows.
51
Figure 2.6 Concept of the iconic model
Figure 2.6 shows the concept of iconic model which covers summary of goal, procedure and content of this design. The goal of this design is to enable
students to communicate. The procedure includes ADDIE’s steps and the content
of the design is related to the Fluency Development strand of language course by Nation, the Communicative Language Teaching and the Contextual Teaching
Learning. The design consists of fifteen units. Besides, the summary of the logical iconic model can be shown in Table 2.1.
COMMUNICATION PRACTICE MODEL
FLUENCY DEVELOPMENT
Students are able to communicate
Communicative Language Teaching
Contextual Teaching Learning
Unit 1 Unit 2
Unit 3 Unit 4
Unit 5 Unit 6
Unit 7 Unit 8
Unit 9 Unit 10
Unit 11 Unit 12
Unit 13 Unit 14
Unit 15
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Table 2.1 Summary of logical iconic model
UNIT TOPIC
COMMUNICATION PRACTICE COMMUNICATION
MEASUREMENT
1 Greeting
Listening Writing
Interviewing 2
About Me Reading
Writing Presenting profile
TEST 1 INTERVIEW
Using Speaking rubric 3
Describing People
Reading Writing
Presenting 4
Describing Things
Reading Writing
Presenting TEST 2
PRESENTATION Using Speaking rubric
5 Offering
Reading Writing
Role play 6
Suggestions Reading
Writing Presenting
TEST 3 ROLE PLAY
Using Speaking rubric 7
Opinion Reading
Writing Debating
8 Advertisement
Listening Writing
Presenting TEST 4
PRESENTATION Using speaking rubric
9 Invitations
Reading Writing
Role play 10
Apology and Permission
Reading Writing
Mini-dialogue TEST 5
ROLE PLAY Using speaking rubric
11 Memo
Reading Writing
Discussing 12
My Holiday Listening to short story
Writing Presenting
TEST 6 PRESENTATION
Using speaking rubric 13
Handling Telephone
Listening Writing
Role play 14
Directions Reading
Writing Interviewing
15 Job Interview
Reading Writing
Interviewing TEST 7
INTERVIEW Using speaking rubric
Table 2.1 describes the content of the design. The design will have fifteen units which discuss fifteen topics. There are seven tests for students after
53 finishing two until three units. This table also explains the activities that are
included in the design. The activities apply the Fluency Development, CLT and CTL.
54
CHAPTER III RESEARCH METHODOLOGY
This chapter provides the methodology which was used to verify the iconic model of the Communication Practice theoretically and empirically. The
discussion in this chapter includes research method, research participants, research instruments, data gathering techniques, data analysis technique and procedures.
A. RESEARCH METHOD
This goal of this research was to produce the Communication Practice Model. Thus, this research used a method which was Research and Development
R D. Borg and Gall 1983: 772 state, “Educational research and development
RD is a process used to deve lop and validate educational products.” Therefore,
for doing this research, R D was conducted. Actually, there are ten major steps in R D cycle based on Borg and Gall 1983. However, this research adopted
six steps of R D steps for designing materials which were classified into two main focuses. Two main focuses were the conceptual model and the iconic model.
Besides, the R D was combined with ADDIE’s steps by Danks 2011. Those six major steps based on Borg and Gall 1983: 775-776
, combined with ADDIE’s steps by Danks 2011 are:
1. The Concept of the Iconic Model
This concept of the iconic model included two major steps based on Borg and Gall. They were research information collecting and planning.
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