exchanges of affect.( apud RICHARDS &RODGERS: 91). The CLL combines innovative learningtask and activities, they are translation.The classmate can talk about something and to express. And the teachertranslates it into, to provide more security in the pronunciation. Group work. Learning may discussionabout a topic in group and to express freely and recording the conversations for after transcribe (transcription). After that, the studentsanalysis and study transcriptions of target language. Learners do reflection and observation the experience as a class or a group.The next step is listening a monologue by the teacher involving elementsthey might have elicited or overhead in class interactions. In the other step,the students engage in free conversation with the teacher or with otherlearners. (RICHARDS & RODGERS: 94) According to Bertrand, Communitylanguage learning or CLL was primarily designed for monolingual conversationclasses where the teacher counselor would be able to speak to speak thelearners in the mother language. This a method that is based on English forcommunication and is extremely learner focused (Bertrand, 2004) In this course, each class isdifferent because the student choose the subject that they want to study.THEROUTINE It's better to describe how to doand apply this method. According to Bertrand (2004) we can divide the class infive stages. Each stages has a particular characteristic. The stage 1 is reflection. Theroutine starts when students sitting in a circle around a tape recorder tocreate a community atmosphere. The students should think in silence about whatthey'd like to learn about, while the teacher remains outside the circle toavoid a lack of ideas students can brainstorm their ideas on the board beforerecording (BERTRAND, 2004). The stage 2 is recordedconversation. After the students have chosen a subject they tell the teacher intheir first language what they'd like to say and the teacher discreetlycomes up behind them and translate the language chunks into English(BERTRAND, 2044). With higher levels if the students feel comfortable enoughthey can say some of it directly in English and the teacher gives the full Englishsentence. When they feel ready to speak the students take the microphone andrecord their sentence. It's the best if you can use a microphone as the soundquality is better and it's easier to pick up and put down. Here they're workingon pace and fluency. They immediately stop recording and then wait untilanother students wants to respond. This continues until a whole conversationhas been recorded. The stage 3 is discussion. Next thestudents discuss how they think the conversation went. They can discuss howthey felt about talking to a microphone and whether they felt more comfortablespeaking aloud than they might do normally. This part is not recorded. The stage 4 is transcription. Nextthey listen to the tape and transcribe their conversation. The teacher onlyintervenes when they ask for help. The first few times, when someone uses thismethod or try it with a class, they might try and rely on teacher a lot but aimto distance yourself from the whole process in terms of leading and push themto do it themselves. The stage 5 is language analysis.The teacher gets students to analyze the language the same lesson or sometimesin