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interaction activities”. Functional communicative activities have purpose to develop certain language functions. The kinds of activities include comparing sets
of pictures, identifying similarities and differences, sequencing a set of pictures, discovering missing features in a map, giving construction, following the
directions and solving the problem from shared clues. Meanwhile, the social interaction activities consist of conversations and discussions, dialogues and role
plays, simulations, skits, improvisations and debates.
2 Roles of Teacher and Learner in CLT
This section explains the roles of teacher and learner in communicative classroom. Basically, the roles of teacher and learner are complementary.
According to Littlewood in Larsen-Freeman, 2000, in the classroom, teacher facilitates communication. It insists the teacher to be responsible in
establishing situations likely to promote communication. During activities, teacher acts as an adviser, answering students’ questions and monitoring their
performance. At other times, teacher plays as a communicator engaging in the communicative activity along with the students.
Larsen-Freeman 2000: 129 affirms the role of learners in this case is to become communicators. Students are actively engaged in negotiating meaning, in
understanding others, and in trying to make themselves understood even when their knowledge of the target language is incomplete. Students are also
responsible for their own learning since the teacher’s role is less dominant in the classroom.
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3 The roles of Materials in CLT
The functions of instructional materials are significant in CLT. Larsen- Freeman 2000: 132 states students obviously find problems in classroom. Thus,
adherents of CLT advocate the use of language materials authentic to native speakers of the target language in order to overcome the critical problem that
students cannot transfer what they learn in the classroom to the outside world and to expose students to natural language in a variety of situations. In addition,
materials are very significant to promote communicative language use by applying the task-based materials and authentic materials.
6. Teaching with Video
Materials based on communicative approach are those which considered as authentic materials. These materials are used in a way that is real for learners.
Here, the writer provided videos to be the main materials of the design. Video is the real model of language learning.
a. Reasons of Using Video
Harmer 2001: 282 stated there are many reasons why video can add a special, extra dimension to the learning experience:
1 Seeing language-in-use
Students do not just hear language, they see it too. Video aids comprehension since general meaning and moods are often conveyed through
expression, gesture, and other visual clues. These give valuable meaning and help viewers to see beyond what they are listening to.
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2 Cross-cultural awareness
Video allows students to look at situations far beyond their classrooms and gives students a chance to see such things as what kind of food people eat in other
countries, and what they wear.
3 Motivation
Video for learning helps students to increase their interest particularly when they have a chance to see language in use as well as hear it, and when this is
coupled with interesting tasks.
b. Advantages of Using Video
Some advantages of using video proposed by Harmer 2001:304 are described as follows:
First, recorded material allows students to hear a variety of different voices apart from just their own teacher’s. It gives them opportunity to ‘meet’ a range of
different characters, especially where ‘real’ people are talking. Next, nowadays most course books include CDs or tapes, and many
teachers rely on recorded material to provide a significant source of language input.
Finally, because students are used to watching film at home-and may therefore associate it with relaxation-we need to be sure that we provide them with
good viewing and listening tasks so that they give their full attention to what they are hearing and seeing.
Sherman 2003: 2 also pointed out some advantages of video in language teaching as follows.
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1 As a Language Model
Authentic video provides a vast up-to-date linguistic resource of accents, vocabulary, grammar and syntax, and all kinds of discourse, which shows us
language in most of its uses and contexts – something neither course book nor classroom can do. Authentic video can be a model for specific language items for
students to pick and choose from since it illustrates the kind of interactive language most foreign-language students seldom to encounter.
2 As a Stimulus or Input
Video can be used for discussions, for writing assignments, as input for projects or the study of other subjects. The ‘film of the book’ is particularly useful
in the study of literature, and work-based scenarios and training films are useful in special-purpose language teaching.
3 As a Moving Picture Book
Video gives access to things, places, people, events and behavior, regardless of the language used, and is worth thousands of picture dictionaries and
magazines.
c. Viewing Techniques of Using Video
According to Harmer 2001:309 technique in using video are designed to awaken students’ curiosity through prediction so that when they finally watch the
film sequence in its entirety, they will have some expectations about it. Those techniques are:
