Englicious Coaches Research Benefits

10 Then, Englicious came up with a concept to learn English while having dinnersnacks in a public area such as cafe or restaurant. The purposes are: first, to give the participants opportunities to speak in English with various topics. Second, to provide guidance and motivation to the participants who think that learning English is difficult. Third, to shift people‟s paradigm that learning English can be fun. Fourth, to push the participants to speak up and make mistakes because without making ones, the learning process will never take place. Fifth, to be a community which promotes a new learning style. Englicious ‟ most influential activity is Englicious Chatime. That is the time when the participants and coaches gather to have conversation or chat using English. So far, the participants are college students from universities around Yogyakarta and from various majors. The coaches are mostly from ELESP, so they have good teaching ability and good basic English competence. The topic is changed every meeting, but it usually talks about something close to the participants‟ and coaches‟ life. They usually discuss about everything they know without any guideline. There is no writing activity except taking or making notes. There are two focuses of Englicious Chatime. The first focus is on the development of speaking fluency and grammar accuracy through group discussion. The second focus is on the public speaking skill development; because being able to present ideas in front of audiences is a significant competence that people should have in order to face this competitive world. At the end of the Chatime, there will be a feedback session from the coaches. In this session, the coaches will share mistakes made by the participants 11 and find the correction together. The feedback can be given personally or in the big group.

2. Communicative Language Teaching

Most of Englicious ‟ activities use the concept of Communicative Language Teaching CLT. This method focuses on how to communicate with others. Grammar mistake and mispronunciation will be corrected later. So, the participants can still learn on the right track of English. Richards 2005 states that CLT creates new roles for teachers and learners in the classroom or learning-teaching process. Learners now have to participate in classroom activities that are based on a cooperative rather than individualistic approach to learning. Students have to become more comfortable with listening to their peers in group work or pair work tasks, rather than relying on the teacher for a model. Teachers now have to assume the role of facilitator and monitor. Teachers have to develop a different view of learners‟ errors and of their own role in facilitating language learning. “This led to the emergence of a „fluency first‟ pedagogy in which students‟ grammar needs are determined on the basis of performance on fluency tasks rather than predetermined by a grammatical syllabus. We can distinguish two phases in this development, which we will call classic communicative language teaching and current communicative language teaching” Brumfit, 1979, as cited in Richards, 2005, p. 8 Lubis 1988 writes that there are fourteen types of communicative activities. They are guessing games, situational practice, the self-directed dialog ue, a “mixer”, dialogues, improvisations, plays, readings, compositions, speeches, small-group discussions, debates, group projects, and games.