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grammar; a set of shared views about how language works, along with a willingness of participants to cooperate in the negotiation of meaning Savignon, 2002.
Actually, the implementation of CLT is aimed at improving students ‟
communicative skill. However, all of the participants of this study still want their students to also learn about grammar. Many theories see Thornbury, 1999 for review stated that
there are different points of view about the importance of grammar in CLT. CLT recommends avoiding explicit explanation of grammar rules in favor of English-based
meaningful communication The data shows that one controversial aspect of CLT between the theory and its
implementation is the role of grammar instruction. There is a mixture of beliefs regarding grammar instruction. Some scholars support the neglect of grammar learning e.g.
Prabhu, 1987, as cited in Wong-Marlys, 2012, while other researchers emphasize the need to include grammar teaching in CLT e.g. Lightbown Spada, 1990; Nassaji, 2000;
Spada Lightbown, 1993, as cited in Wong-Marlys, 2012.
2. CLT Develops Language Abilities through Use
The findings from the interview question number 2 “How does group work or pair-
work develop the learners‟ communicative ability?” showed the positive responds. The teachers are in favor of using CLT because it is the most appropriate approach to
improve students‟ communicative ability. To accomplish this goal, the teachers are expected to develop some activities which can raise students‟ interest in practicing their
speaking ability. They believe that the most effective way is by using pair or group work. For example, during the interview, Participant 2 answered,
“Since communication means to communicate with others, pair or group work can be used to develop students‟ communicative ability
because they can actually communicate with their friends within the group.”
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In line with that, Participant 1 also stated, “When they speak in small group, the tension is lower; they don‟t feel
that they have to speak in front of a very big group.” From the interview, the teachers believe that there are several advantages of pair
or group work. First, students can really communicate with their friends as their partners and they can practice their English. Second, students will feel brave and confident to
communicate because pair or group work is believed can reduce the tension. It is because the students have known each other and known their fri
ends‟ ability in English. During the pair or group work activity, teachers give some tasks that students need
to discuss while also expressing their ideas through speaking. Therefore, in this setting, students can share their knowledge about the material to each other and practice their
communicative skill. That is like what Thompson 1996: 13, as cited in Dailey 2010, p. 14 described,
“CLT encourages students to take control of their own learning by engaging in pair work to develop ideas, solve problems and provide
knowledge and skills in a non-threatening e nvironment”.
However, one participant Participant 3 of this study stated that sometimes, this
way of giving activities does not work. “Well, sometimes, it doesn‟t work. However, when I make group work
sometimes, I should make the students. For example when in a group there are some students who are quite, we put one or two students who
are quite talkative or active. So, they will make the group alive.
” Every student has different willingness and ability in learning English within pair
or group work. Therefore, teachers should have a certain strategy to overcome this situation. Based on the interview, the strategy used is by dividing the groups by
combining the students who are quiet with them who are active within a certain group. Here, teacher becomes the group-maker. By applying this strategy, teachers will have the
groups whose the members can communicate actively.
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3. CLT Needs Correction on Students’ Speaking Errors
