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2 Participant
Teacher should act as an independent participant within the learning- teaching group. Teacher is as a guide and as a resource within the
classroom. 3
Needs Analyst Teacher assumes a responsibility for determining and responding to
learner language needs. It may be done formally through administering a needs assessment instrument where teachers are expected to plan group
and individual instruction that responds to the learners’ needs. 4
Counselor Teacher is expected to exemplify an effective communicator seeking to
maximize the meshing of speaker intention, hearer interpretation, through the use of paraphrase, confirmation, and feedback.
5 Group Process Manager
Teacher is expected to manage the communication among learners in group. Teacher’s responsibility is to organize the classroom as a setting for
communication and communicative activities.
d. The Role of Instructional Materials
Materials have the primary role of promoting communicative language use. There are three kinds of materials currently used in CLT:
1 Text-based materials
Text based materials use numerous textbooks that are designed to direct and support Communicative Language Teaching. The design materials based on
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Communicative approach such as: dialogue, drills, visual cues, taped cues, pictures, sentence fragments to initiate conversation.
2 Task-based materials
A variety of games, role plays, simulations and task based communication are the example of this materials. These typically are in the form of one-of a kind
item: exercise handbooks, cue cards, activity cards, pair communication practice materials,
and student-interaction
practice booklets.
Students have
to communicate each other to complete the task.
3 Realia
Such kinds of realia are signs, magazines, advertisements, newspaper, graphic and visual resource. These materials build the communicative activities.
4. Task-Based Learning
Task-Based Learning is one of Process-Based Communicative Language Teaching approaches. According to Agustien 2004:30, the claim of Task-Based
Learning is that language learning will result from creating the right kinds of interactional processes in the classroom, and the best way to create these is to use
specially designed instructional tasks. In this research, the researcher uses Task-based Learning as the type of the
materials. By making the materials using this approach, students are expected to be more interested in learning English. As stated by Willis 1996, he proposes six
types of tasks as the basis of Task-Based Learning: listing tasks, sorting and
