3 Language that is meaningful to the learner promotes learning. There are three elements of an underlying learning theory of CLT as stated by
Johnson and Rodgers 1986: 72. They are: 1 Communicative principle
Activities that involve real communication promote learning. For instance: asking questions, giving direction, role play, and others.
2 Task principle Activities in which language is used for carrying out meaningful tasks promote
learning. For instance: problem-solving task in group. 3 Meaningfulness principle
Language that is meaningful to the learner supports the learning process so we allow them to use their mother tongue in understanding the second language.
For instance: vocabulary, translation. Learning activities are consequently selected according to how well they
engage the learner in meaningful and authentic language use. CLT promotes to introduce the students to the authentic communicative situation. In other word, the
learning process should really give the students enough chances to experience the situation that are closely similar to the communication activities.
c. Learner Roles
According to Breen and Candlin as stated in Richard and Rodgers, the role of the learner in CLT is as negotiator between themselves, the learning process, and
the object of learning. It means that the learner needs to be involved in the process itself. The learner must take part actively in the process. Every learner is expected
to give hisher own contribution on the process of learning to reach a succeeded learning process. What they give to the process affects on what they get from it.
The learner may learn from what others contribute to the learning process and vice versa. It may create the interdependent learning situation.
d. Teacher Roles
According to Breen and Candlin as stated in Richar and Rodgers 1986: 85, in CLT the teacher has two main roles. They are:
1 The facilitator The teacher facilitates the communication between the participants in the class
and also facilitates the communication between the participants and the various activities and texts.
2 The participant The teacher also plays a role as a participant of the learning process.
The second main role is closely related with the secondary role of the teacher in the CLT. They are:
1 As an organizer of resources and the resource itself. The teacher accommodates the learner with books, texts and handouts which
are the source of knowledge and also acts as the resource itself who gives knowledge and information for the students.
2 As a guide within the classroom procedures and activities. The teacher gives explanation to the learners about what they are going to do in
the class, and what is expected from them. The teacher also guides them while they are doing the activity.
3 As a researcher and learner. The teacher may observe the learning activity to get more knowledge from it.
Based on the explanation above, the writer adopts Communicative Language Teaching. Communicative Language Teaching is the basic of Task-
Based Learning. It emphasizes on learning language by expressing meaning and conveying information. These two actions can make student have a motivation to
learn and a chance to interact. Soon, some researchers discover that realistic and interactive activities can perform well. Those activities are called “task.” This
term is become a conception of new teaching strategy.
6. Task-Based Learning
