TEACHING ENGLISH AS A FOREIGN LANGUAGE

FLUENCY, ACCURACY, APPROPRIATENESS, AND

COMMUNICATIVENESS IN CLT

Lecturer : Dr. Syafrizal, M.Pd.

Arranged by Group 8:

1. Ismi Raiamanda 2223190003

2. Afinka Ramandani Nurhidayat 2223190006

Class: 5C

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SULTAN AGENG TIRTAYASA UNIVERSITY

2021
 TABLE OF CONTENTS

TABLE OF CONTENTS................................................................................................................2

CHAPTER I INTRODUCTION......................................................................................................3

1.1 Background of the Study.......................................................................................................3

1.2 Problem Formulations...........................................................................................................3

1.3 Purpose of the Paper..............................................................................................................4

CHAPTER II DISCUSSION...........................................................................................................5

2.1 The Definition of Fluency, Accuracy, Appropriateness and Communicativeness in CLT...5

2.1.1 The Definition of Fluency Related to CLT.....................................................................5

2.1.2 The Definition of Accuracy Related to CLT..................................................................6

2.1.3 The Definition of Appropriateness Related to CLT.......................................................6

2.1.4 The Definition of Communicativeness Related to CLT.................................................7

2.2 Implementation of Fluency, Accuracy, Appropriateness and Communicativeness..............9

2.3 The Important of Fluency, Accuracy, Appropriateness and Communicativeness in CLT..11

2.3.1 The Important of Fluency and Accuracy in CLT.........................................................11

2.3.2 The Important of Appropriateness and Communicativeness in CLT...........................11

CHAPTER III CONCLUSION.....................................................................................................12

REFERENCES..............................................................................................................................13

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 CHAPTER I
INTRODUCTION

1.1 Background of the Study

In this new era, communication is needed for every people in this world. When talking to
someone or sharing about something with other people, we can call it communication. Telling a
story with our friends, family, and partner is an example of communication in our daily life. So,
in other words, communication is the process of sending and receiving messages through verbal
or nonverbal means, including speech, or oral communication of course using a language. Based
on that explanation, we can communicate with other people in many aspects because we used in
our daily life. In this paper, the researcher will discuss communication in education aspects or we
can call it Communication Language Teaching (CLT), and the relation with fluency, accuracy,
appropriateness, and communicativeness.

For teachers in this world, they can use Communication Language Teaching to teach
students in the classroom. After teachers implement CLT in the classroom, teachers hope that
students can be able to speak English fluently in front of people, pronounce accurately, choose
an appropriate speech and apply with others in their life, and showing communicativeness in the
classroom. That will make a good atmosphere in the class and students can be easy to speak
English like a native speaker. So, they're expected to be mastered and improve the speaking of a
second language. Fluency, accuracy, appropriateness, and communicativeness is related to the
speaking skill. So, the goal of language education is the ability to communicate in the target
language.

1.2 Problem Formulations

According to the backround of the study above, there are several formulation of
problems regarding fluency, accuracy, appropriateness and communicativeness in CLT:

1. What is the definition of Fluency, Accuracy, Appropriateness, Communicativeness /

Intelligibility in CLT?
2. How to implement Fluency, Accuracy, Appropriateness, Communicativeness / Intelligibility
in the classroom?

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3. What is the important of Fluency, Accuracy, Appropriateness, Communicativeness /
Intelligibility in CLT?

1.3 Purpose of the Paper

1. To explain what is the definition of Fluency, Accuracy, Appropriateness,
Communicativeness / Intelligibility in CLT
2. To explain how to implement Fluency, Accuracy, Appropriateness, Communicativeness /
Intelligibility through CLT in the classroom
3. To explain what is the important of Fluency, Accuracy, Appropriateness,
Communicativeness / Intelligibility in CLT

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 CHAPTER II
DISCUSSION

2.1 The definition of Fluency, Accuracy, Appropriateness, Communicativeness /

Intelligibility in CLT
2.1.1 Definition of Fluency
One of the goals of Communicative Language Teaching (CLT) is to develop fluency in
our language. Fluency is natural language use occurring when a speaker engages in meaningful
interaction and maintains comprehensible and ongoing communication despite limitations in his
or her communicative competence. Fluency is developed by creating classroom activities in
which students must negotiate meaning, use communication strategies, correct
misunderstandings and work to avoid communication breakdowns.

According to journal (Ho, 2018) fluency defined as the ability to use the language
quickly and confidently without too much hesitation or too many pauses to cause barriers in
communication (Bailey, 2003; Byrne, 1986). In the process of learning English as a foreign
language has frequently occurred in the minds and though of both teachers and students recently.
In other word, fluency is an expectation for anyone who wish to be competent in a target
language that they have spent their time and efforts to acquire it. According to journal (Maisa,
2018) the concept of fluency has been used with a distinctive meaning clearly opposed to overall
proficiency or to an end state close to native performance.

Fluency in Communication Language Teaching (CLT) is about effectiveness of language

use within the constraints of limited linguistic knowledge. Brumfit (1984) defined fluency as
“the maximally effective operation of the language system so far acquired by the students”.
According to him, it could be regarded as “natural language use whether or not it results in native
speaker like language comprehension or production” (Brumfit, 1984, p.56). This definition is
different from the traditional view of fluency as broadly synonymous with language mastery and
native like performance. In CLT, the notion of fluency is used to assess how well learners use
their knowledge to achieve their linguistic and communicative purpose.

According to Fillmore (1979) there are four parameters that people may be thinking
about when making judgments about fluency. They are:

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 1) The ability to talk at length with minimum pauses;

2) The ability to package the message easily into “semantically dense” sentences without
recourse to lots of fillers (for example, “you know”, “the thing is that”, etc.);

3) The ability to speak appropriately in different kinds of social contexts and situations,
meeting the special communicative demands each may have;

4) The ability to use the language creatively and imaginatively by expressing ideas in new
ways, to use humour, puns, metaphors, and so on.

2.1.2 The Definition of Accuracy

According to journal (Thamarana, 2015) "Fluency and accuracy are seen as
complementary principles underlying communicative techniques” (Brown1994:245). However,
at times fluency may have to take on more importance than accuracy because "fluency and
acceptable language is the primary goal" (Finocchiaro and Brumfit1983:93) and accuracy is
judged not in the abstract butin contexts.
According to (Waugh, 1986) accuracy is seen as the fine tuning necessary to refine
communication skills. Some learners may want a higher overall level of accuracy. This could be
related to their role, personality, or objectives. For example, a second language speaker who
teaches English in an EFL context will be a model for correct English. Individuals with certain
personality types avoid speaking if they cannot speak with a high degree of accuracy. The
importance of accuracy may also vary for the same learner when doing different tasks. This can
depend on how important it is to transmit the message precisely, and the degree of accuracy that
this requires. The level of accuracy needed may also depend on whether or not there is a
sympathetic interlocutor and how much negotiation she or he is willing to do. For example, a
suspect questioned by a Royal Canadian Mounted Police officer may be unwilling to work very
hard to understand him/ her, while someone registering a complaint may likely have a much
higher interest in understanding and being understood
2.1.3 The Definition of Appropriateness
According to journal (Khan, Ahmad, & Shah, 2016) Communicative Language Teaching
(CLT) in ESL contexts is controversial due its appropriateness in various language teaching
settings. It has been recommended that a solid need for a contextual approach is required, rather

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than emphasizing upon CLT approach as a complete picture. The aspects of contexts involve
learners’ attitudes towards the target language, cultural differences, expectations and norms that
sometimes play more important role than the methods of teaching (Lee, 2014). And according to
journal (Dewaele, 2008) the concept of appropriateness is at the basis of the model of
communicative competence originally proposed by Hymes (1972).
The concept of appropriateness is also at heart of Lyster‟s (1994) definition of
sociolinguistic competence: “the capacity to recognize and produce socially appropriate speech
in context” . Hymes‟ concept of “appropriateness” has remained central in sociolinguistic
research. And Hymes’ focus on appropriateness caused a radical change in language teaching
practice. The application of Hymes‟ concepts in the Communicative Language Teaching
approach has been imperfect from a SLA point of view. Course material typically proposes a
decontextualised idealization of language use, i.e., idealized typifications of what native speakers
may say and do in specified contexts (Holliday 2005; Leung 2005).
2.1.4 The Definition of Communicativeness
According to journal (Heng, 2014) CLT is a learner-centred approach where teachers are
no longer regarded as knowledge givers and learners not knowledge receivers, and the prime
focus or ultimate goal of this communicative approach is to develop learners' communicative
competence through a variety of classroom tasks and activities. Lightbown and Spada (2013) see
CLT as an approach to teaching which emphasizes the communication of meanings in interaction
rather than the practice of grammatical forms in isolation. They believe that successful language
learning involves not only knowledge of the structures and forms of a language, but also the
functions and purposes that a language serves in different communicative settings. Moreover,
Littlewood (1981) states the communicative approach helps to broaden our perspective on
language and language learning. Therefore, the CLT approach aims to provide students with
opportunities and strategies to build up their communicative competence, a concept very central
to CLT.
a) Communicative Competence
According to Chomsky competence refers to "the speaker-hearer's knowledge of the
language" and performance is "the actual use of language in concrete situations" (1965, p.
4). In other words, competence is the knowledge of grammar or the linguistic system that

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 a speaker possesses while performance is the actual utterance or speech production which
reflects a speaker's competence.
Thus, the notion of communicative competence involves knowledge of the language and
the ability to apply the underlying knowledge in real communication in appropriate
contexts.
According to Richards (2005), the following aspects of language knowledge can be observed
in communicative competence:
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 the
participants (e.g., knowing when to use formal and informal speech or when to use
language appropriately for written as opposed to spoken communication).
3. Knowing how to produce and understand different types of texts (e.g., narratives,
reports, interviews, conversations).
4. Knowing how to maintain communication despite having limitations in one’s
language knowledge (e.g., through using different kinds of communication strategies)
(p. 3).

b) Communicative Activities
Littlewood (1981) highlights four purposes of communicative activities which positively
contribute to the process of language learning. The first purpose is to provide learners with
what he called "whole-task practice", the opportunity to practice a combination of individual
skills to master a larger one (p. 17). Second is to improve learners' motivation, which means
helping learners understand how they can achieve their objectives (ability to communicate
with others) through participating in different classroom activities. The third purpose
involves promoting learners' natural learning through using the target language for
communication both inside or outside the classroom. The last contribution that
communicative activities have to offer is to "create a context which supports learning" (p.
18).
Littlewood (1981), moreover, divides communicative activities into two main categories:
"functional communicative activities and social interaction activities" (p. 20). Functional
communicative activities involve an information gap or a problem for learners to solve using

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 the language available to them at their specific level. Thus, this kind of activities requires
learners to do whatever they can with the language at their disposal to share, discuss, and
evaluate information and to get their intended meanings across. As for the social interaction
activities, Littlewood argues that not only do learners have to pay attention to the aim of
communication, that is, to get the messages across effectively, but they also have to focus on
12 "the social context in which the interaction takes place" (p. 20). Thus, social interaction
activities are the kind of activities that provide learners with an opportunity to simulate
communication or interaction more likely to be found in the real world outside the classroom.
Such activities may include conversations, discussions, dialogues, role plays, debates,
improvisations, and other simulation activities.

2.2 Implementation of Fluency, Accuracy, Appropriateness, Communicativeness

Intelligibility through CLT in the classroom
Teaching English in the classroom means that the teacher should be able to speak English
and using English in the learning activity. From that, students learn to implement the language
that teachers use in their life. Fluency, accuracy, appropriateness, and communicativeness are
related to the four skills in English that is speaking, listening, reading, and writing. English is not
easy to say, we as a teacher also as the learners, but teachers have a goal to improve student's
English skills in the classroom using CLT. In the CLT, the teacher should give the message, and
the listener who receptive the message. Below is the implementation of Fluency, Accuracy,
Appropriateness, and Communicativeness in the classroom
1. Activity focusing on fluency
a. Reflect natural use of language
b. Focus on achieving communication
c. Require meaningful use of language
d. Require the use of communication strategies
e. Produce language that may not be predictable
f. Seek to link language use to context
Purpose: the primary purpose is to help students achieve accurate perception and
production of a target item which can be a sound, a word, or a sentence structure.
Material: the texts are usually composed of separate ("discrete") items: sentences or

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 words; texts may be used in any mode (skill), regardless of how they are used in real
life (dialogues may be written, written texts used for listening); the target items are
usually practiced out of context or situation; Activities: students' attention is focused
on a particular target item; their output is usually predictable; their performance is
assessed on how few language mistakes are made; students' errors are corrected; tasks
do not usually simulate real-life situations
2. Accuracy Activity
Accuracy in speaking performance deals with pronunciation, grammar and
vocabulary
a. Reflect classroom use of language
b. Focus of the formation of correct examples of language
c. Practice language out of context
d. practice samples of language
e. Do not require meaningful communication
Purpose: the primary purpose is to help students practice language in listening,
speaking, reading, and/or writing activities to so develop fluency in using the
language in spontaneous communication. Material: the texts are usually whole
pieces of discourses: conversation, stories, etc.; texts are usually used as they would
be in real life: dialogues are spoken, articles and written stories are read; an effort is
made to use authentic material from real life. Activities: students' attention is focused
on communicating information and expressing ideas; their output may not always be
predictable; their performance is assessed on how well ideas are expressed or
understood; students' errors are not corrected unless it interferes with communication;
tasks often simulate real-life situations.
3. Appropriateness and Communicativeness
Appropriateness means that students can be able to answer a question or something
like that in a polite way.
Below is the implementation of appropriateness in classroom;
a. Teacher give an exercise to students, and students can answer very well
b. Teacher ask the students to speak in front of class, and their speech is really good
because words are used politely

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 Students answers "yes ma'am, yes miss, alright miss or mister" than "yea, ok, hm"

The implementation of the communicativeness can be seen from the students active
participation in the classroom, for example;

a. Students ask the teacher about the material that they still not understood
b. Some student speak often than their friends
c. Students active in the discussion
d. Teacher make a good atmosphere in the class, so students are very happy to
responds

2.3 The important of Fluency, Accuracy, Appropriateness, Communicativeness /

Intelligibility in CLT

"It is now very clear that fluency and accuracy are both important goals to pursue in
CLT." (Brown, 2001, p. 268). Appropriateness and Communicativeness is the two that really
important too.

2.3.1 The important of Fluency, Accuracy in CLT

One might see someone speaking English fluently and people can understand that person
easily, Accuracy is about using correct grammar in speaking and writing. It is about
understanding the deeper meaning and usage of vocabulary and also involves the correct
pronunciation of words. It takes lots of practice to be accurate, and it is something we must work
towards little by little. That is why fluently and accuracy is very important to the English
learning activity.

2.3.2 The important of Appropriateness and Communicativeness in CLT

We as a human should speak politely to others, we should see the condition or the situation
to speak, if we want to speak informally to others, we can choose friend to speak informally. But,
if we in the critical condition or environment (school), we should pay attention to the language
that we used, that’s the important of appropriateness. Next, the important of communicativeness,
we as a teacher should engaged the students to response and active in our class, so from the
communicativeness, students will be able to ask, discuss, and present more and more.

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 CHAPTER III
CONCLUSION

Communicative Language Teaching is a one of the English language approach that is a

developing from previous approach like situational language teaching and audio lingual
approach, in this there is a combine between English aspects as structural and functional. In the
CLT, there are fluency, accuracy, appropriateness and communicativeness that have a big impact
to the English learning activity. Fluency and accuracy is important to the four skills in English,
appropriateness and communicativeness is important to attracting students attention in the
classroom, how to speak polite, how to communicate with the teacher. To conclude,
communication is important to our life and needed to every human in this world.

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