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b. Learners Roles
Communicative language teaching was learners-centered approach in which it motivated learners to conduct the interaction during the learning process.
Learners were motivated because they learned something which they used everyday. The learners’ role in communicative language teaching was explained
by Breen as follows.
The role of the 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
It explained that learners were expected to interact with other learners by using certain activities and procedures. The errors were regarded as natural
learning process and it was teachers’ task to give the correct pattern. Learners were forced to be interdependent because they had chance to interact freely with
other learners. However, they still needed teachers to correct their errors Richards and Rodgers, 1986.
c. Teachers Role
Teachers had smaller portion in learning process rather than the learners. However, teachers had crucial role to assist the learners. Teachers were guide for
the learners whenever they made errors during the learning process. They were to improve learners’ strength and alienate learners’ weakness by monitoring them
Littlewood, 1983. Richards and Rodgers explained that teachers were also group process
manager in which they had responsibilities in organizing the whole learning
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process. They acted as manager who monitored and checked whether the learning process was going well. Communicative language teaching focused on fluency
and comprehensibility of the language so that the teachers should not revise every error at the time. They had to regarded error as natural learning process. Teachers
could take note when learners do the activities and they could correct the errors in the end of the learning process 1986: 168.
Teachers had new role in CLT, the teachers were no longer had full control to the learning process but they gave the responsibility to the students to
feel their own learning process. According to Rivers 1983: 78, he stated, “…the teacher becomes an adviser, guide, helper, supporter, and partner…”. The
relationship between the teacher and the students was interdependent. Teachers needed the students to fulfill the learning goal and the students needed the
teachers to guide them in the progress to achieve the goal. Being helper meant that teachers helped the students whenever they had problem in the learning process.
They also supported the students to develop their confident through speaking in the foreign language. Here, the process was more important than the result.
Other roles of the teacher in communicative language teaching were needs analyst and counselor Larsen-Freeman, 2004: 167. As the needs analyst,
teachers were to find learners language needs in order to know learners’ motivation for studying the language. Knowing learners’ motivation would help
the teachers to set goal and the steps to achieve the goal. Teachers were also expected to be a counselor for the learners by completing errors from both speaker
and hearer through the use of paraphrase, confirmation and feedback.
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d. Activities
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