3 fluency and accuracy are seen as complementary principles underlying
communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully
engaged in language use,
4 students in a communicative class ultimately have to use the language,
productively and respectively, in unrehearsed context outside the classroom. Classroom tasks must therefore equip the students with the
skills necessary for communication in those contexts,
5 students are given opportunities to focus on their own learning process
through an understanding on their own styles of leaning and through the development of appropriate strategies for autonomous learning, and
6 the role of the teacher is that of facilitator and guide, not an all-knowing
bestower of knowledge. Students are therefore encouraged to construct meaning through genuine linguistic meaning through genuine linguistic
interaction with others.
The characteristics above indicate that the purpose of learning the language in CLT is to gain all components of language by engaging students
in meaningful communication. CLT also sees fluency as important as accuracy. Therefore, the teacher needs to balance the activities which focus
on both fluency and accuracy. The teacher should also provide classroom activities with many opportunities to use the language through appropriate
strategies and autonomous learning. Students are considered to be the center of the class by guidance from the teacher. In a way, some of the
characteristics make it difficult for a nonnative speaking teacher who is not very proficient in the foreign language to teach effectively.
c. The Goal of CLT
The goal of CLT is to reach communicative competence that refers to the use of language for meaningful communication Richards, 2006:3.
Richards 2006:3 also states that communicative competence includes the following aspects of language knowledge as follows: 1 knowing how to
use language for a range of different purposes and functions; 2 knowing how to vary our use of language according to the setting and participants;
3 knowing how to produce and understand different types of texts; and 4 knowing how to maintain communication despite having limitat
ion in one‘s language knowledge. It means that to reach communicative competence,
students need to know how to use the language according to its purposes and functions in many different situations. They also need to consider whom
they talk to and where the communication happens. It is also important to know how to keep the communication running well.
Harmer 2007:165 defined communicative competence as the ability to use the linguistic system to accomplish certain functions and to
carry out these functions within the social contexts. Harmer 2001:123 also states that when we communicate, we use language to accomplish some
functions, such as arguing, persuading, and promising. Therefore, when a speaker wants to talk about something, he needs to consider not only based
on his intention of his expressions but also on whom he talks so he can speak not only correctly but also appropriately.
Brown 2001:69 states that the communicative competence is the goal of a language classroom which can be achieved by giving attention to
language use and not just usage, to fluency not just accuracy, to authentic language and context, and students‘ eventual need to apply classroom
learning to previously unrehearsed contexts in the real world. It implies that students need to acquire communicative competence so that the can us the
language accurately, appropriately and effectively. Celce Murcia et.al. 1995:10 divides communicative competence into discourse competence,
linguistic competence, sociocultural competence, actional competence and strategic competence which can be formulated into the following model.
Figure 2.1 Model of Communicative Language Teaching by Celce Murcia et.al
The model of communicative competence proposed by Celce-Muria et. al. 1995:10 provides interrelationship among all the components of
communicative competence. Discourse competence concerns with the selection and sequencing of sentences to achieve a unified or written text.
Linguistic competence entails the basic elements of communication, such as sentence patterns, morphological inflections, phonological and orthographic
systems, as well as lexical resources. Sociocultural competence refers to the speaker
‘s knowledge of how to express appropriate messages within the social and cultural context of communication in which they are produced.
Actional competence involves the understanding of the speaker‘s communicative intent by performing and interpreting speech act sets.
Strategic competence concerns with the knowledge of communication strategies and how to use them.
From the model above, it can be concluded that students need to acquire all the competence in the model. Therefore, the teacher should help
students to get the main competence that is discourse competence. To gain this competence, the teacher also needs to consider the communicative
activities to promote strategic competence which influences the other four components of communicative competence.
2. Teaching Speaking Skills
