g. Learner’s Roles
The emphasis of CLT is on the processes of communication, rather than mastery of language forms. Breen and Candlin, as quoted in Richards and Rodgers
2001: 166, describe the learner’s role in CLT as in the following terms: The role of learner as negotiator-between the self, the learning process, and the
object of learning- emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities which the
group undertakes. The implication for the learner is that he should contribute as much as he gains, and thereby learn in an interdependent way. 1980:110
h. Teacher’s Roles
According to Breen and Candlin, as quoted in Richards and Rodgers 2001: 167, the teacher has two main roles. The first role is to facilitate the communication
process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independent
participant within the learning-teaching group. Other roles assumed for teachers are needs analyst, counselor, and group process manager.
i. The role of instructional materials
Materials are viewed as a way of influencing the quality of classroom interaction and language use. They have the primary role of promoting
communicative language use. Richards and Rodgers 2001: 169-170 promote three kinds of materials currently used in CLT. First is text-based material. Numerous
textbooks have been designed to direct and support Communicative Language Teaching. A typical lesson consists of a theme e.g. relaying information, a task
analysis for thematic development e.g. understanding the message, asking questions to obtain clarification, asking for more information, taking notes, ordering and
presenting information, a practice situation description, a stimulus presentation, comprehension questions, and paraphrase exercises. Second is task-based material.
A variety of games, role plays, simulations, and task-based communication activities have been prepared to support Communicative Language Teaching. Examples of
materials are in the form of one-of-a-kind items: exercise handbooks, cue cards, activity cards, pair-communication practice materials, and student-interaction
practice booklets. Third is realia. The use of “authentic”, “from-life” materials in the classroom has been advocated in Communicative Language Teaching. These might
include language-based realia, such as signs, magazines, advertisements, and newspapers, or graphic and visual sources which can build communicative activities,
such as maps, pictures, symbols, graphs, and charts. A plastic model also can be used to assemble from directions.
7. Scaffolding a. Definition of Scaffolding
The process of learning language is a series of scaffolded developmental steps which address different aspects of language. Vygotsky, as quoted in Feez and Joyce
2002: 26, proposes that learning is collaboration between teacher and student with the teacher taking on an authoritative role. In addition, this collaboration always
involves language in the form of a dialogue between teacher and student. Bruner 1986: 74, as quoted in Feez and Joyce 2002: 26, uses the term “scaffolding” to
describe the teacher’s role in the learning collaboration. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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