Types of Teaching Learning Activities

33 actively engaged in negotiating meaning-in trying to make themselves understood and in understanding others- even when their knowledge of the target language is incomplete 2001: 129. It means that the students is responsible to their own learning process. In the other words, they become managers of themselves. 4 The Characteristics of the TeachingLearning Process According to Diane Larsen and Freeman 2001: 129, there are some characteristics of teachinglearning process based on CLT. They are described as follows: 1. Almost everything in classroom is done based on communicative intent. It means that the activities done in class should be able to promote communicative learning situation. 2. The materials used in CLT classroom are authentic. It is supposed to enable students to develop strategies for understanding language as it is actually used by native speakers. 3. Students in small groups often carry out the activities in CLT classroom. The small groups in CLT classroom will be very effective, especially to encourage each student to actively communicative because in small groups, the students will get more chance to speak than in a big class. 5 The Role of Instructional Materials Richards and Rodgers 2001: 168 state that there are a wide variety of materials have been used to support communicative approaches to language teaching. Practitioners of Communicative Language Teaching view materials as a way of influencing the quality of classroom interaction and language use. 34 Materials thus have the primary role of promoting communicative language use. There are three kinds of materials considered in CLT according to Richards and Rodgers: 1. Text-based materials Some textbooks are designed to direct and support CLT. The examples of these materials are visual cues, tape cues, pictures, and sentence fragments. These materials are created to help teachers to initiate conversation. 2. Task-based materials To support CLT, a variety of games, role plays, simulations, and task-based communication activities have been prepared. These are usually in the form of one-of-a-kind items: exercise handbooks, cue cards, activity cards, pair- communication practice materials, and student-interaction practice booklets. If it is in pair-communication materials, it is typically set to a material used for a pair of students. Each set contains different kinds of information, e.g. jigsaw. 3. Realia Realia is the use of “authentic”, “from-life” materials in the classroom and considered as proponents of CLT. These might include language-based realia, such as signs, magazines, advertisements, newspapers. Realia can also be built through maps, pictures, symbols, graphs, and charts. Other objects can be used to support communicative exercises such as a plastic model to assemble from directions.