Breen and Candlin as cited in Richards and Rodgers 2001:161, in describing the learner‟s role within Communicative Language Teaching in the terms as follows:
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 join 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 independent way.
1980:10
d. Teacher Roles
The success of the study is not far from people who teach the lesson. In this case, teacher has many roles in teaching English by using Communicative
language Teaching. As Bren and Candlin says as cited in Richards and Rodgers
2001:167 the teacher roles in Communicative Language Teaching are:
1 Facilitator
Teacher should facilitate the communication process between all participants in the classroom and various activities and texts.
2 Participant
Teacher is a guide and as a resource within the classroom. 3
Need Analyst Teacher assumes a responsibility for determining and responding to
learner language needs. 4
Counselor Teacher is expected to exemplify an effective communicator seeking to
maximize the meshing of speaker intention, hearer interpretation, through the use of paraphrase, confirmation and feedback.
5 Group Process Manager
Teacher‟s responsibility is to organize the classroom as a setting for communication and communicative activities.
Bren and Candlin 1980: 99 as cited by Richards and Rodgers 1986: 77 stated that in Communicative Languange Teaching, there are two main roles for
the teacher. The first one is as facilitator and the second one is as independent participant. Therefore, the three other roles mentioned before are the additional
roles for teacher.
e. The Role of Instructional Materials
Materials have the primary role of promoting communicative language use. There are three kinds of materials currently used in CLT:
1 Text-based materials
Text based materials use numerous textbooks that are designed to direct and support Communicative Language Teaching. The design
materials based on Communicative approach such as: dialogue, drills, visual cues, taped cues, pictures, sentence fragments to initiate
conversation.
2 Task- based materials
This refers to materials which are designed around a series of authentic tasks which give the learners experience of using the language in
ways in which it is used in the „real world‟ outside the classroom. They have no pre-determined language syllabus and the aim is for learners to
learn from the tasks the language that they need to participate successfully in them.
A variety of games, role plays, simulations and task based communication are the example of this materials. These typically are in
the form of one-of a kind item: exercise handbooks, cue cards, activity cards, pair communication practice materials, and student-interaction
practice booklets. Students have to communicate each other to complete the task.
3 Realia
Such kinds of realia are signs, magazines, advertisements, newspaper, graphic, and visual resources. These materials build the
communicative activities.
In this study, the researcher uses task-based materials in designing speaking materials for students in extracurricular English Club at SMP Kanisius
Pakem Yogyakarta . The activities in task-based materials are carried out as the
result of processing and understanding a language. Moreover, in task-based materials, the tasks are interrelated to the things people do in daily routines. Junior
high students, as they are characterized as beginners in their learning process, need more speaking practices based on the utterances of daily lives to advance
