Classroom activities Communicative Language Teaching CLT

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b. Teacher Roles

The success of the teaching learning is not far from the teacher or trainer. Bren and Candlin 1980 as cited by Richards and Rodgers 1986 states that in Communicative Language Teaching, there are two roles for teacher: facilitator and monitor. In short, the teacher facilitates and monitors the activity of the process of learning.

2. Classroom activities

a. Accuracy Versus fluency activities The goal of Communicative Language Teaching is to develop fluency in language use Richards and Rodgers, 2006. Fluency is natural use occurring when a speaker engages in meaningful interaction According to Merriam-Webster online dictionary, fluency is the ability to speak a foreign language easily and smoothly. Fluency is developed by creating activities in which the students must negotiate meaning, use communication strategies, correct misunderstandings, and avoid communication breakdowns. While accuracy focuses on creating correct examples of language use. In short, the teachers are recommended to use both fluency and accuracy activity to support fluency activities. The teacher gives fluency‟s task to the students, the teacher could assign accuracy work to deal with grammatical or pronunciation problems while the students carrying out the task as in weekly public speaking. b. Information-Gap activities Information-gap is an important aspect in communicative language teaching. Information-gap is the fact that in real communication, people 30 communicate each other to get information they do not posses. This activity is called information-gap in which the students give information to the others which have no information related to the task given by the teacher. c. Jigsaw activities These activities are based on the information-gap principle. The class is divided into two groups and each group has part of the information needed to complete an activity. The class must fit the pieced together to complete the whole. The students should use the language resources to communicate meaningfully and take part in meaningful communication practice. Based on the explanations above, Communicative Language Teaching CLT is an approach to language teaching. It is based on the theory that the primary function of language use is communication. The goal is to make the students use language to communicate. The activity requires interaction among students to exchange information. In conclusion, Communicative Language Teaching CLT is the use of language to allow interaction and communication.

2. Theoretical Framework