11 abilities
to appropriately
accomplish communicative
functions and
sociolinguistics features in speaking to convey connection between events and communicate them, to convey nonverbal cues along with verbal language, and to
develop the use of speaking strategies. Meanwhile, the micro-skills of speaking are the abilities to produce different phonemes, chunks of language, English stress
pattern, fluent speech at different rate of delivery and natural constituent, reduce form of words and phrases, and to use an adequate numbers of words,
grammatical words classes and cohesive devices in spoken discourse. Speaking skill is always related to communication. Speaking skill can be
stated as the skill to use the language accurately to express meanings in order to transfer or to get knowledge and information from other people in the whole life
situation. Therefore, in order to be able to wage successfully fluent oral production the speaker must possess knowledge of the language and skill to use it
properly and precisely.
2. Communicative Language Teaching and Speaking Activities
As Brown in Vilimec 2006 : 17-18 describes that it has been the philosophy of communicative language teaching CLT for many years to teach
foreign languages through communicative approach which focuses „on speaking and listening skills, on writing for specific communicative purposes, and on
authentic reading texts ‟, the most important features of CLT has defined by means
of four characteristics. Brown formulated the features as follows: 1 Classroom goals are focused on all of the components of communicative
competence and not restricted to grammatical or linguistic competence; 2 Language techniques are designed to engage learners in the pragmatic,
authentic, functional use of language for meaningful purposes. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12 Organizational language forms are not the central focus but rather aspects
of language that enable the learners to accomplish those purposes. 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 In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed context.
Brown in Vilimec 2006, 18
In addition, Richard and Rodgers 2003 also stated that CLT is an approach and not a method. The goal of language teaching is to make
communicative competence and to develop procedures for the teaching of the four language skills. Further, CLT is a theory of language teaching that starts from a
communicative model of language and language use. According to Hymes‟s theory as cited in Richard and Rodgers 2003:159,
“communication competence was a definition of what a speakers needs to know in order to be communicatively competent in a speech community.” Richard and
Rodgers 2003:161 suggest some characteristics of communicative view of language as:
1 Language is a system for the expression of meaning
2 The primary function of language is to allow interaction and communication
3 The structure of language reflects its functional and communicative uses
4 The primary units of language are not merely its grammatical and structural
features, but categories of functional and communicative meaning as exemplified in discourse.
Moreover, Richards 2006 states that the one of goals of CLT is to develop fluency in language use. Fluency is natural language use occurring when a
