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d. Roles of Learners and Teacher
Since CLT underlines the process of communication rather than the mastery of the language forms, the roles of the learners and teachers are different
from those in traditional classrooms. Role refers to the part that learners and teachers are expected to play in carrying out learning tasks as well as the social
and interpersonal relationships between participants Nunan, 1989: 79. Breen and Candlin 1980 as cited in Richard and Rodgers 2001: 166 say
that in CLT, the learners’ roles are as negotiator between the self, the learning process, and the object of learning. Learners should be responsible for their own
learning, developing autonomy and skills in learning how to learn. Moreover, the learners are to be able to contribute as much as they gain and learn in independent
way. There are two roles of the teacher. The first is teacher as a facilitator in the
communication process between all participants, and between these participants and the various activities and texts. The second role is teacher as an independent
participant within the learning-teaching group 2001: 167.
e. Role of Instructional Materials
Richards and Rodgers 2001: 168 state that Communicative Language Teaching views materials as a way of influencing the quality of classroom
interaction and language use. Many various materials can be applied in supporting communicative approaches to language teaching whose its primary role is to
promote communicative language use. According to Richards and Rodgers 2001: 186, there are three kinds of materials currently used in CLT. The material used
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19 are:
1. Text-based Material It can be taken from numerous textbooks which support the CLT
approach, such as texts containing dialogues, drills, sentence patterns and uses visual cues, or which consist of a theme, task analysis for thematic development
2001: 169. 2. Task-based Materials
The task-based materials here mean variety games, role plays, simulations, and task-based communication activities. They are typically by the exercise
handbooks, cue cards, and pair-communication practice materials 2001: 169. 3. Realia
Some materials required the use of “authentic”, “from-life” materials might be included in language-based realia. They can be found in signs,
magazines, advertisements, newspaper and many other materials which are easy to find in the real life 2001: 170.
To sum up, the writer applied Communicative Language Teaching CLT as an approach of the study after considering the characteristics of CLT
which are suitable to apply in the school of this study. However, it is crucial to select the method which supports the CLT approach in designing the materials.
Therefore, the writer implemented Task-Based Instructions as the method in the design of the materials since it could support and reflect the implementation of
CLT through the tasks and the classroom activities.
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Communicative Task
Nunan 1989: 10 clarifies communicative task as “a piece of classroom work which involves learners in comprehending, manipulating, producing or
interacting in the target language while their attention is principally focused on meaning rather than form.” It means that the students can learn and obtain the
target language by the existence of communicative tasks. The students can express or give opinion towards what is happening in their surrounding so that they really
learn and reach what they need to understand during the class, especially when it is really close to their real-life situation.
There are some components in analyzing the communicative task in the classroom. They are teacher’s role, learner’s role, setting, activities, input, and
goals. The components are described in Figure 2.2.
Figure 2.2: A Framework for Analyzing Communicative Tasks Nunan, 1989: 11
Those components will be used to determine the tasks that will be used in creating communicative exercises in the designed materials.
The communicative tasks are applied in this study since they could afford the components which have to exist in communicative exercises for the listening
Goals
TASK
Input Activities
Settings
Learner’s role
Teacher’s role
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21 materials for the first semester of the tenth grade students of SMA Dominikus
Wonosari. Clarke and Silberstein 1977: 51, as cited in Nunan 1989: 59, state that “Classroom activities should be parallel the ‘real-world’ as closely as
possible.” Since language is a tool of communication, both methods and materials should concentrate on the message. It is expected that the activities in the
designed materials would be closely related to the real-world situation and help the students to be familiar with the language used in the real-life communication.
4. Task-Based Instructions