23 figure 2.2 means learning langua
ge through speaking and writing. “The focus of the learners in this language output is on conveying ideas and messages” Nation,
1996: 7. On the other hand, Language Focus in figure 2.2 refers to learning through language items and language figure such as grammar explanation,
spellling excercises, or vocabulary study” Nation, 1996: 7. Fluency Development in figure 2.2 includes listening, speaking, reading, and writing in the
learning. Thus, “the activities in this Fluency Development consist of speed reading, repeated retelling, ten-
minutes writing, and listening to easy story” Nation, 2007: 6. The learners should accept and communicate the information in
Fluency Development. However, this research uses one strand that is Fluency Development
strand. Fluency Development strand engages four English skills. This strands is suitable with English for the vocational high schools because English is intregated
in the vocational high schools. Therefore, this research considers Fluency Development to design the Communication Practice Model.
b. Fluency Development Strand
In this Fluency Development strand, some activities to promote communication may be used such as speed reading, short writing and listening to
easy story Nation, 2007: 6. In this research, the Fluency Development may be combined with some pedagogical principles of four strands. There are ten
pedagogical principles by Nation. However, this research only employs five principles because these five principles may be suitable for Fluency Development.
24 The five pedagogical principles may guide teacher in language course.
The five pedagogical principles are based on Nation 2007: 9-10. The first pedagogical principle is to encourage students to create spoken and written output
by using communication activities in variety of circumstances, employing role plays, or matching writing and speaking tasks to student needs. The second
pedagogical principle is to offer chances for cooperative communication by doing group work and getting students to work together on writing and reading. The
third pedagogical principle is to guide students in strategies that will contribute to language learning by guessing from context, using dictionary, analyzing word part
and learning through word cards. The fourth pedagogical principle is to offer Fluency Development activities in each of the four skills of listening, speaking,
reading and writing by running a speed reading course, including repeated reading, providing an extensive reading program, doing 432activities, organizing
a regular ten-minute writing program and listening to stories. The fifth pedagogical principle is to apply analysis, monitoring and assessment to help in
dealing with students’ language and communication needs.
Those five pedagogical principles may be realized to invite students to communicate and encourage students to speak more. Those five pedagogical
principles give an opportunity for students to communicate in the classroom through doing activities which focus on communication. Besides, the Fluency
Development is really essential to help students communicate to create communication in the classroom.
25 Although the four strands by Nation can be helpful for students, this
research takes the last strand which is Fluency Development strand to be the basic of the effective model. Thus, the Communication Practice Model employs
Fluency Development. Since Fluency Development strand considers about transferring and receiving message and engages listening, reading, speaking and
writing Nation, 2007: 6, the Communication Practice Model prefers the Fluency Development strand to other strands.
In conclusion, the Fluency Development strand is used in designing the Communication Practice Model. By using that strand, communication can occur
so that students can practice communicating more. The Fluency Development strand is selected in order to build activities to promote communication. It can be
concluded that the Communication Practice Model puts the Fluency Development strand as its focus to allow students in improving their ability to communicate in
English.
4 Communicative Language Teaching CLT
Communicative Language Teaching is useful in this research to provide theory needed. The Communicative Language Teaching is utilized as a theory to
create the Communication Practice Model. Indirectly, the Communication Practice Model applies the Communicative Language Teaching.
26
a. The Nature of Communicative Language Teaching CLT
