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a. The Nature of Communicative Language Teaching CLT
Communicative Language Teaching is one of methodology in language teaching. Richards 2006: 2 says, “Communicative language teaching can be
understood as a set of principles about the goals which is the communicative competence, how learners learn a language, the kinds of classroom activities that
best facilitate learning, and the roles of teachers and learners in the classroom.” However, the communicative competence has some aspects. According to
Richards 2006, 3, the aspects of the communicative competence involve knowing how to use language for different intentions and goals, knowing how to
vary the use of language according to the situation, knowing how to produce and understand different types of texts, and knowing how to maintain communication
Those aspects should be included in language teaching to create communication. Harmer 2007: 70 says that the aim of CLT is improving the
ability of students to communicate. Thus, the communicative competence can help students able to communicate.
b. Fluency Activities in CLT
Communicative Language Teaching or CLT has many goals. The example of
CLT’s goals is to build up fluency in language use Richards, 2006: 14. Thornbury 2000 explains that fluency focuses on the message not on the
form. Therefore, fluency tends to be the way people speak and it does not focus on structure of the utterance. There are six activities which focus on fluency based on
Richards 2006: 14. The first is to reproduce natural use of language. It means
27 that the activities should promote students to use common language. The second
is to focus on realizing communication. The activities should accommodate students to interact with other so the communication can occur. The third is to
involve significant use of language. The activities should provide language which is meaningful. The fourth is to involve the use of communication strategies. The
fifth is to create language that may not be expected. It means that language which is used in the class should be creative. The last is to try to link language use to
context. Activities should invite students to connect language to daily life context or certain situation.
Those activities refer to activities which encourage students to be more fluent in speaking. Thus, those activities may help students be able to
communicate. Those activities are related to fluency so it will be useful for students to be fluent in using language.
c. Mechanical, Meaningful, and Communicative Practice
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