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charge of the class and of the activity taking place in a way that is substantially
different from a situation when students are working on their own in group.‖

Teachers as controller should take useful roles for their students and should tell
things for their students in completing students‘ assignment.

2. Organizer

The important role of teachers is as organizer. The teachers as organizer
have to perform in language classroom in which they should organize their

students to do many activities, they involve giving students some information of
how the students are going to do their activities, putting the students into pairs or

groups, and ultimately closing things down when it is time to stop. Harmer (2001:
58) states that ―the first thing the teachers need to do when organizing something

is to get students involved, engaged, and ready.‖ In most cases this means making

it clear that something new is going to happen and that the activity will be
enjoyable or interesting, or good for the students.

3. Assessor

The other role of teacher that can be considered in CLT is as assessor.
Harmer (2001: 59) notes that ―one of the things that students hope from their

teachers in students‘ achievement is an indication of whether or not the students
are getting their English right. This is where the teachers have to do as assessor,

offering feedback and correction and grading students in different ways, deciding
the grades, saying whether students can pass from the achievement standard to the

next level.‖ As assessor, the teacher is able to decide whether the students have

enough competence to go to the next advanced level. If not, the teacher can
measure the teaching classroom what it is appropriate, effective and efficient.

4. Prompter
When the students lost some vocabularies in discussion for example, the

teachers need to help them but the teachers do not want at that stage to take charge
because the teachers occasionally keen to encourage their students to overcome

their problems creatively rather than have them hang on our every word. Then, it

is that the teachers offer words of phrases, suggest that the students say something
or write things down or suggest what should come next in a paragraph a student is

writing, for example. When the teachers prompt, they need to do it sensitively and

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