28 language within a real communicative context is the focus, where real information
is replaced, and where the language used is not totally expected. The communicative practice can be used in this research since this
research is about the Communication Practice Model. This research considers the communicative practice to support the Communication Practice Model. Activities
which engage fluency can improve students’ ability to communicate. The communicative practice concerns students in using meaningful and fluent
language so that communication can exist. In conclusion, the Communication Practice Model is related to the
Communicative Language Teaching CLT. CLT involves fluency activities and communicative practice so it can be used to develop the Communication Practice
Model. The fluency activities and communicative in CLT provide activities and practice that promote students to communicate. Therefore, in this research, the
Communication Practice Model applies not only Fluency Development strand by Nation but also CLT theory to enable students to communicate fluently.
5 Speaking
Here, theory of speaking is discussed. There are two main points in this part. The first is the nature of speaking. The second is the speaking activities.
a. The Nature of Speaking
Since the focus of this research is on students’ speaking to communicate,
this research provides the theories of speaking. Bailey 2005: 124 as cited in KaU
29 2009:
1 states, “Speaking is the productive oral or aural skill and comprises producing systematic verbal utterances to convey meaning that involves
producing, receiving, and processing information.” On the other hand, “Competencies can be considered as a set of knowledge, skills and attitude a
person requires for carrying out a certain task” Van Mil Van Muyden, 2002 as cited in Meijles, Rip, Bakker and Epema, 2004: 2. Thus, speaking competence
can be referred as the combination of awareness, ability and thoughts which is to transfer meaning in spoken.
In addition, speaking also has a function which is interpersonal function. Harmer 2007: 343 describes “interpersonal function as all about maintaining and
sustaining relation between people.” Thus, speaking as interpersonal function is related to communication because interaction with other people occurs.
Consequently, theory of speaking is discussed here. A speaker of English can be called as a competent speaker when he or
she has competence. There are some combined views of several language teachers about a competent speaker. According to Goh and Burns 2012: 50, a competent
speaker can speak fluently and with few or no grammatical mistakes, can be understood easily by others, can speak fluently and clearly on a wide range of
topics, is confident when speaking to a large audience, and knows when to say the right things and says them in the most effective way possible.
Therefore, from the some combined views about a competent speaker, it may be concluded that speaking competence is related to many important aspects
such as fluency, grammar, motivation, etc. Besides, “speaking is the productive
30 skill in the oral mode” Ekbatani, 2011: 3. Speaking deals with oral activity of
transferring meaning. In delivering a message, oral system is important in speaking. However, speaking as a productive skill should consider aspects which
are beneficial. One of the important aspects in speaking can be fluency. Another important thing in speaking is repetition. Harmer 2007: 346
says, “Repetition allows students to improve on what they did before.” By practicing speaking continually, it will help students improve their ability.
Howarth as cited in Harmer 2007: 346 assumes repetition as a process of speaking. That process can be showed as follows.
plan → perform→ analyze ←→repeat
Figure 2.3 Repetition as speaking process
Figure 2.3 explains that repetition is included in speaking process. The process involves plan, perform, analyze and repeat. By repetition, students have
more time to practice. Harmer 2007: 346 state s that “if students have a chance to
rehearse and try out, they will do more fluently in the second time.” Therefore, repetition is required in speaking.
b. Speaking Activities
