c. Manager
This role is dealing with teachers’ role as ones who plan lesson, modules, and courses, and who structure the larger, longer segment of classroom time. In
addition, this role also allows each individual to be creative within the parameters. d.
Facilitator This role is very common in student-centered learning. Here the teachers
facilitate the learning process, making learning easier for students, helping students to clear away roadblock, to find shortcut, to negotiate rough terrain.
e. Resource
As a resource, teachers become a counselor to give advice for students who have a problem in comprehending certain materials or for those who need
additional information about certain materials. Therefore, teachers should be available when the students need them to solve their problem.
Here, teachers should be aware when they have to be controller, director, manager, and the like. Otherwise, they combine those roles in certain case when
they have to do that.
4. Procedure of Doing Interaction
In doing the interactive teaching, Moore 1997: 26 also suggests the procedure of teaching and learning activities, those are, 1 presentation, 2
Support of the learners motivation, 3 Stimulate analysis and criticism, 4 Give advice and counsel, 5 Arrange practice, application, testing and evaluation, and
6 Arrange for student creation of knowledge. These things actually can be done in students’ mother tongue but as a resource it is suggested that teachers use
English as much as possible as a language exposure for students Pollard, 2008: 6.
Furthermore, Diana Cinamon 1994: 64 also suggests teachers do several things to develop the students learning and English by increasing the opportunity
for all children to work and talk together. She explains this way: To develop their learning and their English I planned more collaborative
work to increase the opportunities for all children to work and talk together. Being part of an interactive group provides opportunities for bilingual children to:
1. be involved at an appropriate conceptual level, learning, contributing,
listening, gaining in understanding without having to speak until ready to do so children’s receptive language is always in advance of their productive
speech and trying to get them to speak before they are ready may hinder progress;
2. take part a silent part perhaps in conversations about events and things in
which the children are engaged, which is the natural way to acquire language, whether first or second;
3. Hear models of the English language. The language the children will learn the
most readily will be the language of their peers. Even when most of the children are bilingual there will still be those who are more proficient than
others in English to provide models; 4.
Make language their own by using it in a variety of situations, which includes the opportunity to return to some learning via different routes. This gives
essential rehearsal and practice, more effective for language learning than sterile drills or exercises;
5. Experiment as they learn with the language structures they have acquired to
express meaning. The first language will not interfere with learning a second and such errors as do occur are likely to be evidence of learning in the same
way that young children acquiring their first language make errors as they sort out the structure of the language.
In conducting the teaching and learning activities, there should be a balance of Teacher Talk Time TTT, and Students Talking Time STT although
good TTT may have beneficial quality. The good TTT can be achieved if teachers know how to talk to students by using appropriate rough-tune which is used based
on students’ level. However, Based on Jeremy Harmer statement, the best lessons are ones that maximize the practice of STT in teaching and learning activities by
doing discussion, telling story, etc 1998: 3.
D. Group Work Activities
1.
Definition of Group Work
Nunnan 1999: 84 states that group work is essential to any classroom that based on principles of experimental learning. Through group, learners develop
their ability to communicate through task that require them, within the classroom, to approximate the kinds of thing they will need to be able to do communication
in the world beyond the classroom. Therefore, the communication in the classroom can be aroused among the students through group work.
In addition, Brown 2001: 177 defines that group work is a kind of technique in which two or more students work together to solve problem, do
classroom activities, and other matters due to the learning process. Group work
tends to be effective since learners are able to learn independently without much guidance from the teacher. In his definition, Brown indicates that pair work is also
a kind of group work consisting of two students. Brown 2001: 182 suggest that it is very reasonable to implement pair work for task which is short, linguistically
simple, and quite controlled in terms of the structure of the task.
2. Group Work Activities in Speaking Class
The examples of activity which can be carry out in pair work are practicing dialogue, simple question and answer exercise, performing certain meaningful
substitution or drill, quick brainstorming activity, checking written work with each other, and preparation for merging with a larger group Brown, 2001: 182.
Different from pair work, a bigger group work is usually implemented for activities which are structurally more complex or the activities need more than
two members. Several activities which need bigger groups are, communication game, role-play, drama, project, Interview, brainstorming, information gap,
jigsaw, problem solving and decision making, and opinion exchange. Furthermore, Harmer 2002: 271-274 also suggests a number of
classroom activities for group work in speaking class as follows. a.
Acting from the Script This type of activity allows the teacher to ask the students to act out scenes
from plays, course books, or dialogues written by themselves. Sometimes it can
