17 activities where language is used for carrying out meaningful tasks that promotes
learning. The third element is the meaningfulness principle, which means that language which is meaningful for the learners that supports the learning process.
c. Classroom Activities
The classroom activities and exercise types in CLT can be varied and unlimited. Those exercises and activities are set in communicative situation for
the learner to be able to share information, negotiate meaning, and interact with others Richard Rodgers, 2001: 165. However, Littlewood 1981 in Richard
Rodgers 2001: 167 distinguishes communicative classroom activities between functional communication activities and social interaction activities of major
types of activities in CLT. The purpose of the functional communication activities is to direct the
learners to use the language they know to communicate in which they have to get the meaning of the language as effectively as possible. Some example of the
functional activities are comparing sets of pictures, recognizing similarities and differences, sequencing events in a set of pictures, discovering missing features in
a map, giving and performing instruction how to do something, solving problems from shared clues. On the other hand, the purpose of the social interaction
activities is to give the learners chance to use the target language in the social context. The activities include conversation and discussion, dialogues and role-
plays, simulations, skits, improvisation, and debates.
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d. Roles of Learners and Teacher
Since CLT underlines the process of communication rather than the mastery of the language forms, the roles of the learners and teachers are different
from those in traditional classrooms. Role refers to the part that learners and teachers are expected to play in carrying out learning tasks as well as the social
and interpersonal relationships between participants Nunan, 1989: 79. Breen and Candlin 1980 as cited in Richard and Rodgers 2001: 166 say
that in CLT, the learners’ roles are as negotiator between the self, the learning process, and the object of learning. Learners should be responsible for their own
learning, developing autonomy and skills in learning how to learn. Moreover, the learners are to be able to contribute as much as they gain and learn in independent
way. There are two roles of the teacher. The first is teacher as a facilitator in the
communication process between all participants, and between these participants and the various activities and texts. The second role is teacher as an independent
participant within the learning-teaching group 2001: 167.
e. Role of Instructional Materials
