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encouragingly, but if the teachers are too adamant they risk taking initiative away
from students, if on the other hand, the teachers are too retiring the teachers may

not supply the right amount of encouragement for their students.
5. Participant

Harmer (2001: 60) states that ―the traditional picture of teachers is of

people who stand back from the activities.‖ Since the students do discussion, the
teachers let them get on with students‘ activities and the teachers only intervene

later to offer feedback and or correct their mistakes. However, there are also
opportunities when the teachers want to come together in an activity not as a

teacher, but also as a participant in teaching classroom process.
The teachers in CLT have many roles, but the CLT teachers can choose

some roles that are suitable for them for their classroom situation. CLT is based

on the idea that the aim of second language learning is to gain communicative
competency. In this approach learner have to know the rules of use of language in

order to generate language appropriately for certain situations. The teacher should

have also the knowledge of the use of techniques to communicate effectively. This
learning process draws attention toward on the use of language in everyday life.

Richards (2006: 6) states that the goal of communicative approach is to attain
learners‘ communicative competences. In learning process, the teacher is seen as a

facilitator of his students in the class.
Littlewood (2002: 19) states that while the learners are performing, the

teacher can monitor their strengths and weaknesses. Even though teacher may not

intervene at the time, he can use weaknesses as sign of learning needs which he
must cater for later, probably through more controlled, pre communicative

activities, and link between pre communicative and communicative activities in
the course. In making the point, it has been assumed that the teacher has no direct

role in the activity. There will be also activities, of course, in which the teacher
can take part as a communicator. A teacher can maintain this role without

becoming dominant. This role enables him to give guidance and stimuli from

inside the activity.
However, there are various roles of teacher and students in CLT that

applied linguists mention in different books. To choose the appropriate roles both

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