46 fourth step is implementing. The effective model is applied to enable students to
communicate. The last step is evaluating. Evaluating is done while it is needed to revise the effective model.
B. RELATED STUDIES
This part discusses relevant research report. Relating this research to other research reports is the focus of this part. This research will involve Fluency
Development strand to help students be able to communicate because that strand can be useful for communication practice. Coxhead 2010:4 assumes
, “The three strands comprise three meaning-focused strands called meaning-focused input,
meaning-focused output, and fluency. In these strands, the main focus is the communication of meaning.” That theory supports this research because from the
research conducted by Coxhead, it can be concluded if the strand that deals with communication is Fluency Development. Consequently, the Fluency
Development strand is employed in this Communication Practice Model because this research focuses on communication and the Fluency Development is
connected to communication of meaning. This research also engages the Communicative Language Teaching. In
addition, Brown 2001: 45 says, “In Communicative Language Teaching,
students are expected to interact with other people.” Thus CLT is adopted in this
research as theory for designing the model. Besides, Hedge 2000 as cited in Yang 2014: 195
“adds fluency competence into CLT, because speakers are strongly required to articulate smoothly, coherently and naturally without
47 e
xcessive repetitions or pauses.” Since fluency is also related to CLT, the Communication Practice Model utilizes the Communicative Language Teaching.
Accordingly, this research deals with CTL and the Fluency Development strand to enable students to communicate in English.
The Communication Practice Model uses the Contextual Teaching Learning theory in designing. Besides, Veniranda and Tutyandari 2008: 6
explain that the Contextual Teaching Learning will assist students to relate what they learn to the life context. Students will feel familiar with the material that is
given because they learn material which is close to their daily. Thus, CTL is useful for students. They can learn easier as they have been common with the
content that they are learning. Since, CTL can help students deal with learning language that can be used in the real life so this research also employs CTL in
designing the Communication Practice Model. This research relates those studies above to support the Communication
Practice Model. The Communication Practice Model uses those studies to connect with the theories of the Communication Practice Model. The study about fluency
strand can support the theory of four strands of language course about the Fluency Development. The study of the Communicative Language Teaching helps this
research relate CLT to fluency. Besides, the study of the Contextual Teaching Learning gives description or example about the materials that will be designed.
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C. THEORETICAL FRAMEWORK
