The role of the teacher and the student in CLT The Nature of the Interactions

21

b. The role of the teacher and the student in CLT

Based on Larsen and Freeman 2000, p.128, the teacher’s role in CLT is only as a facilitator. The teacher facilitates the communication in the classroom. The teacher acts as an adviser, answering students’ questions, and monitoring their performance. On the other hand, the role of the students is as the communicators. The students are more responsible in managing their own learning because the teacher’s role is less dominant. As stated in the previous paragraph that the teacher is only as the facilitator and the role of the students are more dominant. From that statement, the activities in the materials which were designed had those roles. It meant that the activities involved the students’ participation a lot rather than the teacher. It is because the teacher is only the facilitator so that the teacher’s participation is less dominant than the students.

c. The Nature of the Interactions

In CLT, there will be two kinds of interactions. They are student-teacher interaction and student-student interaction. Taylor 1983 adds that in CLT classroom, the students must be made to feel secure, unthreatened, and non- defensive, so teachers who are adopting CLT should avoid taking on teacher- centered learning as cited by Ozsevik, 2010. Therefore, the teacher may only present some parts of the lesson such as when dealing with the linguistic accuracy. Since the teacher as the facilitator, the teacher does not always interact with the students. The students mostly interact with one another student-student interaction. The students may do the interaction in pairs, triads, small groups, and 22 whole groups. Those are based on Larsen and Freeman 2000, p.128. In addition, a small group work can be regarded as an important tenet of CLT Ozsevik, 2010. CLT itself describes the nature of the language and of the language learning and teaching Johnson’ 1998 as cited by Hunter, 2009. The materials which were designed, of course, had those kinds of interactions of CLT such as in pairs, triads, small groups, and whole groups for the activities in class.

d. The Techniques and the Materials