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FACULTY OF EDUCATION
MASTER OF EDUCATION IN EDUCATIONAL IN MANAGEMENT AND
LEADERSHIP
THE ROLE OF COMMUNICATIVE LANGUAGE TEACHING (CLT)
IN ESL WITH THEMATIC APPROACH IN UITM SHAH ALAM:
LECTURERS PERCEPTION AND ATTITUDES
COURSE NAME : RESEARCH METHODOLOGY
COURSE CODE : EDU 702
PROGRAMMES : ED705 (SEM 1)
LECTURER’S NAME : Prof. Dr. Hajjah Aziah
STUDENT’S NAME : WAN EZZA ATIKAH BT WAN SAZALI
MATRIX NUMBER : 2014326617
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Table of Contents
CHAPTER ONE
1.0 Introduction………………………………………………………………………...4-6
1.1 Background of the study……………………………………………………………6-7
1.2 Problem Statement…………………………………………………………………..7-8
1.3 ResearchObjectives…………………………………………………………………...8
1.4 Research Questions…………………………………………………………………...8
1.5 Operational Definition…………………………………………………………….....9
1.6 Scope and Limitation of the study…………………………………………………...10
1.7 Significant of the study………………………………………………………………..10
1.8 Summary……………………………………………………………………………….11
CHAPTER TWO
2.0 Introduction……………………………………………………………………………….12
2.1 Review of related
literature……………………………………………………………………..….....................12-15
2.2 Conceptual
Framework……………………………………………………………………………...........15
CHAPTER THREE
3.0 Introduction……………………………………………………………………………….17
3.1 Research Approach……………………………………………………………………….17
3.2 Research Design…………………………………………………………………………..17
3.3 Population and Sample………………………………………………………………….18
3.4 Research Instrument……………………………………………….…………………....18-19
3.5 Data Collection and Procedure…………………………………………………………21-22
3.6 Data Analysis……………………………………………………………………………..23-24
3.7 Validity and Reliability…...……………………………………………………………..24
3.8 Summary…………………………………………………………………………………25
Appendices……………………………………………………………………………………29-37
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THE ROLE OF COMMUNICATIVE LANGUAGE TEACHING (CLT) IN ESL WITH
THEMATIC APPROACH IN UITM SHAH ALAM: LECTURERS PERCEPTION
AND ATTITUDES
CHAPTER ONE
1.0 INTRODUCTION
The latest education policy of Malaysia Education Blueprint 2015-2025 for higher education
established based on an efforts to create a globalise students with an international level which
accordance to a global standard. The National Education Blueprint consists of both vision of
the education system and also student aspirations that Malaysia needs and deserves. There are
9 strategic and operational shifts includes in the policies in order to achieve our vision and
mission of Malaysia. Hence, the strategic plans of this policy were based on five Malaysian
education system aspirations which are access, quality, equity, unity and efficiency.
This is someday to help them empowering their skill in employability aspects and indirectly
put Malaysia among one of the better countries in the world. The latest policies were meant
to create a well-balanced student with high values identity that may contribute to the
economic growth of the nation (Najib Razak, April 2015). They are 11 shifts included in
these policies which emphasizes on the aspects of holistic values, bilingual proficiency,
thinking skills, leadership skills, knowledge, ethics and spirituality and also national identity.
The primary objectives of these which will be delivered through the schools in which to
provide the student‟s with a nurture human leader and the abilities to be globally and
internationally marketable with an innovations to create their own employment opportunities
instead of waiting for the jobs in the future.
Parts of National Academic Blueprint 2015-2025, consists of governance empowerment,
achieve global excellence, and transformed higher education learning which are all important
and link between another and to achieve this Malaysia needs another level of enhancement
which is language. Despite our love and respect towards our native language, but the
advantages of having another language as a medium of communication will not leave us
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backward from other global standards. Graduates nowadays have to empower at least more
than one language in order to make them more marketable in a working area. The
communicative language teaching in English as Second Language (ESL) will indirectly helps
to improve their abilities in empowering the second language which is globally used at an
international level as acceptance medium of communications. The term of „Communicative
Language Teaching‟ (CLT) may be various among the educators because some might
interpret this as a use of language in class with a greater highlights on orality aspects. To
others, this might be interpreted as communication medium in class with an exchange of
information between interlocutors. The approach of this method has been widely explored
and studied by many researchers especially on English filed.
Communicative Language Teaching (CLT) has first established in the 1970s in England. This
methodology was viewed as transformation that placed an essential aspect on communication
in language learning classroom. It rapidly used by Western countries and following the
emergence of CLT in Western speaking countries, it began to spread all over the world.
There are countries in Asian that has strongly adopting CLT as a language medium in class
(Li, 1984; Liao, 2004; Maley, 1984). It has been widely researched and studied by many
countries in the field of English Language and Linguistic regarding CLT. Since the
applications of CLT are widely used in most of education field, it has become a huge demand
in the worldwide for quality language teaching and language teaching materials and
resources.
According to the reports from Wang (1990), there are some positive results in learning
experiences using communicative language teaching in ESL context. The report shows a
success of communication-based teaching with a deeper attention towards oral competence in
a foreign language school in China. There is a positive improvement contributes to learners
development of reading and writing and not only in speaking and listening.
Thematic approach is quite similar with the holistic approach in terms of teaching
methodology which allows the lecturer to experience more independent and experienced
learning as a method of teaching. Thematic seems to be tremendously effective for
integrating the curriculum and also for teaching skill in context. Thematic approach will
make sense in terms of making a connection in knowledge, in example; when we learn
something, we will connect the new information with what we already know and then
merging it with our existing knowledge structures or attaching it to the concepts we are
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control. Referring to Wurman (2000), he demonstrated on how easily people become anxious
about the burden of having too much information to deal with. But, if we understand the ways
in which knowledge are connected to our uses, it will be easier for us to organize and to
understand what they are and how to apply.
The purpose of this study is to identify the role of communicative language teaching (CLT) in
ESL with thematic approach at UITM from the perceptions and attitudes of the lecturers. The
facets of thematic approach will be perceived towards lecturers perceptions of thematic
methodology in teaching at school. The approach of thematic methods and CLT will develop
more sustainable and balance students from the aspects of technical core, human
development and human capital.
1.1 BACKGROUND OF THE STUDY
This paper focuses on the lecturer‟s perceptions and attitudes toward CLT with thematic
approach. At present, Malaysia is currently highlighted on holistic development and English
literacy despites enhancing the native uses of a first language Bahasa Malaysia and this study
was to emphasize on the aspects of lecturer‟s perceptions and attitudes toward this method of
study at higher education which is UITM Shah Alam. This research was mean to investigate
English as a Second Language perception and attitudes among the lecturers regarding
Communicative Language Teaching (CLT) in UITM Shah Alam. Nowadays, English has
become one of the most effective global medium of communication and most institutions in
Malaysia has started to adequately apply an efficient medium of instruction in English
subjects with the objective to produce students that are not only technically comprehensive in
their study but also proficient in English.
According to Fernandez Fontecha (2001), integrated learning of curriculum subjects and
proficiency in a second language can be achieved through different methods of approach.
One of the examples is holistic approach that may develop students to be confident, critical,
and independent learners. The goals was to make learning as a process of self-improvement
which explicitly identifies the self and the social context of learning and teaching, and also
recognizing the needs of the individual learner in the interaction. Thus, this paper tends to
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provide an overview on the perceptions and attitudes of learners towards communicative
language teaching in ESL with holistic approach.
1.2 PROBLEM OF STUDY
This study is to identify the perceptions and attitudes of lecturers towards CLT with Thematic
approach in UITM Shah Alam, Selangor. The concept of holistic education in Malaysia was
highlighted in the National Philosophy of Education (NPE) 2015-2025 in raising the standard
of Malaysian high education system, to build on our strengths, and comparative advantages,
and to meet the demands and need of the ever-changing education background. Language is
also parts of the literacy which requires 21st century learners to empower at least more than
one aspect of languages.
English language use has increasingly become a demand align with the dynamic and new
development of new international communication networks beyond the English-speaking
world. Hence, if Malaysia want to achieve the vision of becoming a developed nation in
2020, Malaysian youth has to holistically develop and have some necessary values,
knowledge, and skills to succeed in an increasingly competitive and uncertain world
(Muhyiddin Yassin, 2015). Students are the future leaders of Malaysia and in achieving the
status of high economic growth, Malaysia has to come out with all sorts of possibilities that
may inspires the students in their study and independently confident to go for international
level and faces the outside world with confidence.
Communicative Language Teaching (CLT) approach will make students to communicate
with imaginary native English speakers, in imaginary contexts, and for imaginary purposes
and also helps them to develop an interest in English. Education is a need for the
development of a nation. Education is one of the core aspects that determine the status of
developed nations. Hence, literacy is comprehensive values for students to achieve since it is
a recognizable method of communication not only in the aspects of daily life‟s but also
toward working environment. Communicative Language Teaching is widely accepted by
many applied linguist and lecturers as one of the effective approaches.
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For ESL students, an effective method of teaching is vital to improve their language
proficiency. This study will help the lecturers to understand more about their perceptions and
understanding of CLT in ESL with thematic approach as to help them enhance their effective
approach in teaching with communicative approach
The research is design to explore the perceptions and attitudes of lecturers toward
Communicative Language Teaching (CLT) with thematic approach to potentially identify
some issues around CLT and challenges that the lecturers might has to face in their teaching
process. Graduates with good capability English skills are important for sustaining economic
development.
1.3 RESEARCH OBJECTIVES
1.3.1 To identify the perceptions of lecturers toward Communicative Language
Teaching (CLT) in ESL of the classroom practiced in UITM Shah Alam.
1.3.2 To examine the lecturers attitudes toward Communicative Language Teaching
(CLT) in ESL.
1.3.3 To determine the characteristics of the Communicative Language Teaching
(CLT) in ESL with Thematic approach.
.
1.3.4 To study the challenges face in adopting Communicative Language Teaching
(CLT) in ESL with Thematic approach.
1.4 RESEARCH QUESTIONS
1.4.1 What is the lecturer‟s perception toward Communicative Language Teaching
(CLT) in ESL of the classroom practiced in UITM Shah Alam?
1.4.2 What are lecturer‟s attitudes toward Communicative Language Teaching
(CLT) in ESL?
1.4.3 What are the characteristics of Communicative Language Teaching (CLT) in
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ESL with Thematic approach?
1.4.4 What is the challenges face in adopting Communicative Language Teaching
(CLT) in ESL with Thematic approach?
1.5 OPERATIONAL DEFINITIONS
1.5.1 Communicative Language Teaching (CLT)
According to Richard (2001), CLT referred as a language system for the
expression of meaning in which the main function of language is to permit
interaction and communication. The aspects of CLT are viewed as systematic
attention to both functional and structural aspects of language merging into a
communicative view (William Littlewood, 1981). The function of CLT was to
involve students in real or realistic communication through different activities.
1.5.2 ESL
According to Carter and Nunan (2001), ESL referred as a situation in which
English is being taught and learned in countries, contents and cultures in
which English is the second language.
1.5.3 Thematic Approach
Wesley (1992) explains that thematic approach as a way of teaching and
learning, by which many areas of the curriculum are organised together and
integrated within a theme. This approach allows learning to be more natural
and less fragmented. According to Vygotsky (1984), he stated that thematic
approach offers every children with enjoyable activities, accessible activities
that provide opportunities for occasional help or intensive support through the
core play and communication. On the other hand, this approach seems to
encourage holistic study of a subject.
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1.6 SCOPE AND LIMITATION OF THE STUDY
The first limitation is the respondent of the study. The scope of this study is limited to
lecturers in UITM Shah Alam. The lecturers that involve are from the Faculty of Education
and Academy of Language Studies (ALS), Teaching in English as a Second Language
(TESL) from both programs of pre-degree TESL to undergraduate‟s lecturers as well as
Linguistic lecturers from English as a Professional Communication courses. This survey will
properly conduct through a questionnaire data that adopted from the previous researcher.
The second limitation of this study is the sample size of the study. The sample size used in
this study doesn‟t generalise all perceptions and attitudes of TESL and Linguistics lecturers
in all universities whereby the sample size of this study is too small. The population is limited
only to 120 respondents consists of lecturers of TESL from Faculty of Education and English
lecturers from ALS, UITM Shah Alam. The size must be in major numbers in order to
conclude with a general conclusion based on lecturer‟s perception and attitudes toward
Communicative Language Teaching in ESL with Thematic approach.
The third limitation of this study is the selection of place for this study. The researcher
samples were only made among the lecturers in UITM Shah Alam, Selangor. Since it is only
conducted within lecturers from two courses of two different faculties in UITM Shah Alam,
Selangor, thus the sample cannot represent the rest of populations. Therefore, the study is
only focuses on a Malaysia context only and conclusion can only be made for lecturers in
Malaysian context only. However, the results can be widely used if there is a further research
on this related study in future of lecturers perspective and attitudes of Communicative
Language Teaching in ESL with Thematic approach perhaps on the improvements of technic
and better strategies of teaching in ESL.
1.7 SIGNIFICANT OF THE STUDY
The attribution of this study may be uses to identify the best approach of teaching that may
results in a better outcome for the students to achieve in literacy aspects of languages
especially in the subjects of English. UITM has established these subjects of English or also
known as ELC (Preparatory English) for pre degree students, diploma and undergraduates.
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This may embark positive results toward graduates to achieve a better understanding of
English and their passion in learning despite of taking this as parts of compulsory subjects.
English has become a medium of instruction in UITM since they first established as an
Institute back in 80‟s. The reasons of having English as a medium of instruction are to
develop a credibility of graduates in their future career and widely marketable at international
levels. The study of this research is to help the lecturers in understanding a better approaches
and factors that may lead to a failure or a success toward these methods of teaching. Previous
studies has emphasizes that having a Thematic approach in literacy aspects may help the
students to gain more creativities and practical experiences because its connected with other
knowledge of subjects instead of following only the syllabus of the textbooks.
According to Herrera and Murry (2005), stated that thematic instruction will promotes
students‟ development of cognitive and linguistic capabilities and strategies that used a
number in other contents of subject areas. Precisely, it is describe to connect literacy skills in
reading, science, writing and maths. Thus, the contents of this research will helps to
emphasize on which aspects of teaching that may benefits the student‟s literacy skills
especially in acquiring the second languages of English. It may also create awareness toward
the lecturer‟s styles of teaching in ESL and ways of improvements.
1.8 SUMMARY
Generally, this topic of study is describing on the problem statement, main objectives of the
study, operational definition of this study, as well as significant of the study. The aim of this
study is to identify the perceptions and attitudes of lecturers toward Communicative
Language Teaching (CLT) in ESL with Thematic approach. The second chapter of this study
will emphasize on the aspects of literature which related to this topic of study including a
similar research of these studies and lastly, Chapter 3 emphasize on the methods of approach
uses for this study. The finding of this study will probably contributes to Ministry of
Education, higher education institutions, and lecturers as well as the students in relation with
ESL learning.
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CHAPTER TWO
LITERATURE REVIEW
2.0 INTRODUCTION
This chapter defines a research study based on the scientific research views to see the roles of
Communicative Language Teaching in ESL with Thematic approach in lectures perception
and attitudes toward this method. The view from other researchers and previous research is
important in order to support the data given in this study. This chapter will be discuss on the
review of related literature, the review of Communicative Language Teaching in ESL,
Thematic approach and the conceptual framework.
2.1 REVIEW OF RELATED LITERATURE
2.1.1 Communicative Language teaching (CLT) in ESL
According to Larsen-Freeman (2000), in recent time teachers of English have been
encouraged to used Communicative Language Teaching (CLT) in order to help
developing students‟ abilities in English proficiency and appropriately in context.
Hence CLT promotes teaching practices which are communicative competence in
authentic contexts. In order to improve students‟ abilities in English, CLT has been
adopted in the settings of English as a Second language in colleges and universities
(Littlewood, 20017). It is clear that educator‟s attitudes and perceptions are important
in their decision to implement CLT because the after effect of the implementation was
not based on the teachers but it is the students. CLT is one of the approaches towards
teaching English as a second language which emphasizes communication as the
means and ultimate goals of learning a language (Mondal, 2012, p.317).
Based on Wilkins (1972) on his book titled “Notional Syllabus”, he stated that CLT
has a greater implications between the teachers and learners because the features of
CLT is that it pays an organised attention to the structural aspects of language and
describes spoken and written discourse. Therefore, he describes that the goal of CLT
is to develop a communicative competence. It means that the speaker need to what are
their needs in order to be communicatively competent in a speech community with a
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number of functions such as; regulatory, instrumental, inter-actional, personal,
heuristic, representational and imaginative. That is, the concept of communicative
includes knowledge of the language and the ability to use the knowledge in context.
Apart from that, Razmjoo and Riazi (2006) in their study explain that the teachers as a
whole expressed positive attitudes toward the five principles of CLT and most
teachers held a strong view of CLT in the areas of grammar. Hawkey (2006), made a
study regarding CLT in Italy using survey and face-to-face interviews to investigate
whether teachers agreed with the advantages of communicative approach in language
teaching and most stated a positive views on CLT. They stated that CLT has helps to
improve learner motivation and interest in learning and in fact it‟s also improving
communication skills. Through another research of CLT in China by Liao (2003),
investigated teachers‟ attitude toward CLT in China and within the first phase survey
study reported that most Chinese teacher are feel very supportive with the
implementations of CLT. Through the research it indicates that, almost 94% of the
respondents among 302 participants, respond favourably toward CLT. The teachers
express their agreement with CLT process and it will helps student to communicate
easily in real life situations.
Therefore, based on Burnaby (1989) stated that through his study in Chinese College
students claim that learning English helps them to secure for future jobs in China
within the methods of CLT which uses technical articles, or translation of documents
to make them further understands of the language easily. The study was also
supported by another researcher later from Tsai‟s (2007) also agreed that in order to
understand the content of knowledge in English, there‟s no need of immediate
communication in English despite that what they need first is to understand the
content of the knowledge by grammar and reading skills which helps them to be more
participative in learning context. CLT values are considered as a leaner centeredness
which considers the learners to be more responsibility and involvement n the learning
process. It is often achieved through group activities as opposed to the traditional
methods lesson.
In CLT, it is viewed that this method of approach has inherited the humanist view
that language is an expression of a personal meaning rather than an expression of a
common culture. Charles A. Curran (1972) describes that CLT is a method that based
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on English for communication and this is known as an extremely learner-focussed.
The used of CLT in class is basically more towards the techniques of experienced and
practical learning instead of book centred. Teachers or educators will give a certain
activities in class which involves students to participate based on the context of
learning consists of text from a novels, role play in drama or public speech in class
and etc. according to Brown (1994). Explained that with all activities in class, CLT
will help students to become active learners and someday they will be able to speak a
word or phrases in second language without the use of translation. When the learners
gained more familiarity with the language, they will help them to improve in the
fluency of languages when there is direct communication because CLT requires a
frequent interaction among learners to exchange information and solve problems.
Hence, CLT based on the research done by Cathcart (1989) and Lee (1995) stated that
the method uses in CLT is mostly non-pedagogic which use an authentic text and
communication activities linked to the real world contexts, emphasizing the link
towards written and spoken models and channels. They also point that, with the use of
this materials it will helps bring a greater realism and relevance to the ESL classroom
and increase learners motivation.
2.1.2 Communicative Language teaching (CLT) in ESL with Thematic
Approach
According to Nik Aishah (2005), she found that there is a positive perception towards
thematic approach in the teaching and learning process especially in the literacy
context. Thematic unit of instruction in the perspective of UITM lecturers is said that
this approach has help to improve UITM students‟ reading and writing skills abilities
especially in ESL contexts. The improvement derived from a result of a more focused,
meaningful and authentic learning experience. Thematic approach has quite similar
forms of learning as in CLT concepts and with thematic approach it is more organised
with a certain concept of teaching which consist of humanistic values.
These types of learning process have helps students not only to feel more motivated in
teaching but their character also was positively shaped. Therefore, through the same
study, Nik Aishah also emphasize that planning a thematic approach should allow for
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a combination of a variety language concepts into a topic area that is worthy of study
which gives student a reason to use the language. Apart from that, Naginder and
Rohayah (2006) also suggest that teacher or educators should choose themes that offer
themselves to teaching language that will be useful for their students. However,
Colasanti and Follo (1992) describes that a theme study will not be successful except
the teacher is able to communicate with the students of what they are learning, why
they are learning it, and how it fits into their education lives.
Thus, according to Bergeron and Rudenga (1993), highlighted that teachers also
perceived that within thematic approach, it will creates a concrete, hands-on
experiences that included content areas of the curriculum through the common core
and themes concept used in thematic were purposeful as it provides experiences
meaningful to the students.
2.2 CONCEPTUAL FRAMEWORK
Figure 1: The conceptual framework
In this study, the perceptions of lecturers and attitudes toward Communicative Language
Teaching (CLT) in ESL with thematic approach will be identified through the finding. The
research will take places at Faculty of Education and Academy of Language Studies, UITM
Shah Alam. the respondents will be among the lecturers of TESL and Applied Linguistic of
English within this two faculty. In this framework, researcher will identify the perceptions
Communicative Language
Teaching (CLT) in ESL with
Thematic Approach
Lecturers Attitude
Lecturers Perception
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and lecturers attitudes toward this method of teaching and whether this method useful for the
students in learning this type of concepts in class. Therefore, the study will also emphasize on
the challenges involves in applying CLT in the classroom teaching. Thematic approach is
similar to the holistic concepts of study whereby they will improve the graduate‟s level of
independency in learning, confidence in their study and improve their motivations in learning
because the use of English in Malaysia is considered as second languages, and because of
that, to increase the motivations of empowering other languages, special techniques need to
be used in order to maintain and sustain the levels of interest among students.
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CHAPTER 3
METHODOLOGY
3.0 INTRODUCTION
This chapter will presents the procedure involve to conduct of this study which divided into
research approach, research design, population and sampling, study setting, instruments, data
collection, data analysis and validity and reliability of the methods. Apart from that, this
study will determine the implication of Communicative Language Teaching
3.1 RESEARCH APPROACH
The methods design for this study will be approach with the techniques of descriptive
quantitative study. This approach suits the concept of this research since the researcher want
to collects a numerical data in explaining some particular questions from the research
question. This study attempting to described and categorize a respondent based on the set of
variables which are lecturer‟s perceptions toward Communicative Language Teaching (CLT)
in ESL, lecturer‟s attitudes toward Communicative Language Teaching (CLT) in ESL,
perceptions of lecturers toward Thematic approach methodology in Communicative
Language Teaching (CLT) in ESL and also the relationship between Communicative
Language Teaching (CLT) in ESL with Thematic approach. the conduct of the study will be
complete among lecturers in Faculty of Education for TESL lecturers and Academy of
Language Studies for lecturers in applied linguistic of English at UITM Shah Alam,
Selangor.
3.2 RESEARCH DESIGN
The design of this research is quantitative mode which involves survey study. As cited by
Scott (2001), survey research is the most widely used in educational research because it‟s
measure opinions. This study is prepared to investigate the effects of three independent
variables which are; perceptions and attitudes of the lecturers on the dependant variables of
Communicative Language Teaching (CLT) in ESL with Thematic approach. There are 120
lecturers will be chosen as the population to gather the data from two faculties of UITM Shah
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Alam which are Faculty of Education for TESL and Academy of Language Studies for
lecturers from Applied Linguistic of English. Questionnaire is one of most important tools
within social science research in order to gain data, information, and participant‟s
characteristics, the behaviour and their factors toward investigation of the topic (Bulmer,
2004). Researcher then will distribute the survey questionnaire to all the lecturers according
to population and sample.
3.3 POPULATION AND SAMPLE
This analysis study consists of lecturers of Faculty of Education from TESL and Faculty of
Academy Language Study (ALS) from Applied Linguistic of English in UITM Shah Alam.
The population of this study was sourced from the total number of all lecturers that specified
in English study which the total of all consists as 120 lecturers from Malay, Indian, Chinese
and also other ethnics. Then the chosen samples involved on this study were 92 lecturers. The
samples of this study were lecturers from both faculties (N=92). The sample of this research
is selected by probability sampling which is simple random sampling technique and process.
The sample will choose completely by chance. Thus, this study sample was selected from the
accessible population and includes the subjects who are agreed to involve in this study.
3.4 RESEARCH INSTRUMENT
The instrument used in data collection of this research study is questionnaire. The
questionnaire adapted from the „Perceptions and Attitudes toward Communicative Language
Teaching (CLT)‟ by Al-Magid (2006) and Karim (2004). Some of the items have been
modified by the researcher in order to examine the perception and attitude of lecturers toward
Communicative Language Teaching (CLT) with thematic approach. The questionnaire of this
research use likert scale and dichotomous scale (true, not true, don‟t know) as a measure to
answer the lecturers perception and attitude, challenges, and characteristics of
Communicative Language Teaching (CLT) in UITM Shah Alam. The instrument is made
based on several previous studies with some modification according to the researchers
objectives of this study.
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The total number of questions consists of 60 items which has been divided into five sections,
A, B, C, D and E. the questions were divided into different section in order to improve the
design of the questionnaire. The descriptions of each section are as follows:
SECTIONS DESCRIPTIONS NUMBER OF ITEMS
Section A : Demographic
Information
This section carries the general
questions on demographic data of
the respondents such as gender,
age, and academic qualification.
Besides that, there are also some
additional questions on years of
working experience, years of
experience as lecturers of English
in UITM and their current
position in UITM.
6 Items :
Question
1 – 6
Section B : Lecturers
Perception
This section consists of several
questions that are related to the
perception of lecturers toward
CLT and their types of major in
English teaching. This section
might be helpful and strengthen
the point of perception from the
lecturers toward CLT. The items
consist of 2 items pertaining to
courses they have though in class
and their views toward
communicative techniques.
Another 14 items consists of the
lecturers view about
16 Items :
Question
1-16
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communicative language teaching
method. The scale used in this
sections are dichotomous scale
(true, not true, don‟t know).
Section C : Method of
Teaching In Class using
CLT
This section consists of several
questions that are related to the
method of teaching in class using
CLT. This section might be helpful
and has a point toward the method of
teaching in class using CLT. The
item consists of 21 items.
21 Items :
Question
15-35
Section D : Lecturers
Attitude
This section consists of several
questions that are related to the
lecturer‟s attitude toward CLT.
This likert scale questions consists
of 12 items which are related to
the attitudes of lecturers in class
pertaining to CLT.
12 Items :
Question
36-47
Section E : Challenges of
Adopting CLT
This section consists of several
questions that are related to the
challenges of adopting CLT in
class. This likert scale questions
consists of 12 items which are
linked to the challenges or
difficulties of ESL lecturers in
adopting CLT in class.
12 Items :
Question
48-60
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These components were choose in order to get the result and make conclusion on lecturers
perception and attitudes toward Communicative Language Teaching (CLT) in ESL with
Thematic approach. the results of this questionnaire will resulting in either CLT is effective
among the lecturers to implement this in class or the challenges toward implementing this.
Table 1: Description of the Questionnaire
3.5 DATA COLLECTION
The respondents of this questionnaire are lecturers from TESL programs, Faculty of
Education and lecturers from Applied Linguistic of English at Academy of Language Studies,
UITM Shah Alam, Selangor. The questionnaires were made for 120 respondents.
Questionnaire has been selected as a method of instrument since it is the quickest way to
collect data and information from the respondents (Santrock, 2008). In fact, this method will
gives enough time for informants to answer the questions. The set of questionnaire consist of
60 items with 5 sections.
The questionnaire use from this research was adapted by Al-Magid (2006) and Karim (2004)
from a study done in „Perception and attitudes of teachers in CLT‟. The researcher has made
some minor alteration toward questionnaires which is based on the research objective and
research question of the study. Based on the answers given later in the findings, the answers
will be recorded by the researcher as samples of data collection. It takes approximately 20
minutes to half an hour for questions to be answered since the items includes were made of
60 items.
Before the answering session begins, the researcher will have some short briefing and
procedure regarding the research study. The briefing will stress on the objective of the
research and what the questionnaire is all about with emphasizing on the importance of
honesty and sincerity in answering the questions.
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The sequences of data collection process were as follows:
Table 1.1: Summary of the Data Collection
Design of Questionnaire
The questionnaire has five sections which are Section A: Demographic
Information, Section B: Lecturers Perception, Section C: Method of Teaching
in Class, Section D: Lecturers Attitude, and Section E: Challenges of adapting
CLT.
Sample Selection
The respondents of this questionnaire are specified to attain
population which are (N=92) from lecturers of TESL, Faculty of
Education and Apllied Linguistic of English from Academy of
Language Study, UITM Shah Alam.
Questionnaire Distribution
The questionnaire is distributed on weekdays
at the lecturer‟s office.
Time Taken
The time needed to complete all the questions
will takes about 20 minutes to half an hour.
Survey Process
The survey process was monitored by the researcher itself. This
was to confirm that the data given by respondents are valid and
any inquiries of problems pertaining to the questions during the
survey could be attended.
Questionnaire Collections
The questionnaire after the respondent completed answering all the
questionnaires.
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3.6 DATA ANALYSIS
The data gathered in this survey will be analysing using Statistical Package for the Social
Science (SPSS) version 18. SPSS software is more compatible for a survey research. The
uses of this will help researcher to save a lot of time by just keying in the data and the data
will be automatically processed and the results will instantly tabulated. Then, the data will
analyse whether the results of questionnaire is correlate with the research objectives. Later,
the researcher will have the conclusion within its recommendation based on the analysis.
The questionnaire consists of five sections, which are; Section A (demographic data of the
respondents), Section B (lecturers perception), Section C (method of teaching in class),
Section D (lecturers attitude), and Section E (Challenges of adopting CLT). The data from
Section A consists of items relating to demographic data of the respondents and the data will
be calculated and presented based on the frequency table. The test will be analysing based on
the research objectives as showed in the table below;
Research Objective
Section
Analysis
i) To identify the perceptions of
lecturers toward Communicative
Language Teaching (CLT) in ESL
of the classroom practiced in
UITM Shah Alam
B
(Question 1 – 16)
Lecturers Perceptions
Data were analyzed to the
frequency, percentage , mean
and standard of each item and
bar chart table was produced
ii) To examine the lecturers
attitudes toward Communicative
Language Teaching (CLT) in ESL.
D
(Question 36-47)
Lecturers Attitudes
Data were analyzed to the
frequency, percentage , mean
and standard of each item and
bar chart table was produced
iii) To determine the characteristics
of the Communicative Language
C
Data were analyzed to the
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Teaching (CLT) in ESL with
Thematic approach.
(Question 15-35)
Method of Teaching in Class
using CLT
frequency, percentage , mean
and standard of each item and
bar chart table was produced
iv) To study the challenges face in
adopting Communicative
Language Teaching (CLT) in ESL
with Thematic approach.
E
(Question 48-60)
Challenges of Adopting CLT
Data were analyzed to the
frequency, percentage , mean
and standard of each item and
bar chart table was produced
Table 1.2 Summary of Data Analysis
Thus, by using SPSS version 18 software, all items were analyzed from descriptive statistics.
The quantitative data from Section B, C, D, and E will be analyze and presented in the form
of charts and table.
3.7 VALIDITY AND RELIABILITY
The instruments will be measured of its validity by using Cronbach‟s Alpha value. The level
of Cronbach‟s Alpha values as shown in the table below.
Cronbach’s Alpha Internal Consistency / Reliability Indicator
a > 0.9 / >0.9 Excellent / Very highly reliable
0.7 ≤ a < 0.9 / 0.8-0.9 Good / Highly reliable
0.6 ≤ a < 0.7 / 0.70-0.79 Acceptable / Reliable
0.5 ≤ a < 0.6 / 0.60-0.69 Poor Marginally minimally reliable
a < 0.5 / <0.60 Unacceptable / Unacceptably low reliability
Sources from Lee Cronbach (1951)
Table 1.3 : Shows the Cronbach’s Alpha Values and Internal Consistency
A pilot survey was conducted to study the viability of the instruments and its reliable based
on the values of Cronbach‟s Alpha is more than 0.07.
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3.8 SUMMARY
This chapter described the Research Method used in this study which consists of Research
Design, Population and Sample, Research Instrument, Data Collection, procedure od Data
Analysis and Summary of this chapter. The research chooses quantitative descriptive study
and probability simple random sampling strategy technique. The sample will involve
lecturers from TESL programs of Faculty of Education and lecturers from Applied Linguistic
of English of Faculty of Academy Language Study. The instruments uses to collect data from
this study are survey questionnaire.
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REFERENCES
Online Sources (Web):
http://putrabusinessschool.edu.my/malaysias-higher-education-blueprint-2015-2025-
incorporates-human-governance-as-its-1-shift/
http://coerll.utexas.edu/methods/modules/teacher/03/
www.hltmag.co.uk/oct13/sart08.rtf
Journal and Articles:
McDonell, W., (1992), "The role of the teacher in the cooperative learning classroom", In
Kessler C. (ed.)Cooperative language learning: A teacher's resource book. Englewood
Cliffs, NJ: Prentice Hall, pp. 163-174.
McGroarty, M., (1989), "The benefits of cooperative learning arrangements in second
language instruction", NABE: The Journal for the National Association for Bilingual
Education 13, Vol. 2: pp. 127-143.
Richards, J. C. and Rodgers, T. S., (2001), Approaches and methods in language teaching.
Cambridge: CUP.
Riazi, A.M., & Razmjoo, S. A. (2006). Do high schools or private institutes practice
communicative language teaching? A case study of Shiraz teachers in high schools
and institutes. The Reading Matrix, 6(3).
Littlewood, W. (1984). Communicative Language Teaching. Cambridge: Cambridge
University Press.
Karavas-Doukas, E. (1 996). Using attitude scales to investigate teachers' attitudes to the c
communicative approach. ELT Journal, 50(3), 187-196
Liao, X. (2004). The need for communicative language teaching in China. ELT Journal,
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58(3), 270-273.
McGroarty, M., (1984). Some meanings of communicative competence for second
language students.TESOL Quarterly 18(2), 257–272.
Richards, J. C. (2006). Communicative language teaching today. New York: Cambridge
University Press.
Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and
quantitative approaches. Thousand Oaks, CA: Sage.
Bax, S. (2003). The end of CLT: a context approach to language teaching. ELT Journal,
57(3), 278–87.
Breen, M. P., & Candlin, C. N. (2001). The essentials of a communicative curriculum in
language teaching. In D. R. Hall & A. Hewings (Eds.), Innovation in English
language teaching: A reader (pp. 9-26). London: Routledge.
Harvey, P. (1985). A lesson to be learned: Chinese approaches to language learning. ELT
Journal, 39(3), 183-186
Galloway, A. (1993). Communicative Language Teaching: An introduction and sample
activities. Retrieved April 13, 2007, from http://www.ericdigests.org/
Acker, S., & Weiner, G. (2003). Traditions and transitions in teacher education: Thematic
overview. Journal of Research in Teacher Education, (3–4), 9–21.
Ellis, R. (1997). Second language acquisition. Oxford: Oxford University Press.
Harmer, J. (2000). How to teach English. Foreign Language Teaching and Research Press
Hui, L. (1997). New bottles, old wine: communicative language teaching in China. Journal
of Language Teaching and Research, 35(4), 1-6.
Hymes, D. H. (1972). On communicative competence. In C. J. Brumfit, & Johnson (Eds.).
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The communicative approach to language teaching (2nded., pp. 5-27). Oxford
University Press.
Jin, L., Singh, M., & Li, L. (2005). Communicative language teaching in China:
misconceptions, applications and perceptions. Retrieved from
http://www.aare.edu.au/05pap/jin05646.pdf
Karim, K. M. R. (2004). Teachers‟ perceptions, attitudes, and expectations about
communicative language teaching (CLT) in post-secondary education in Bangladesh.
Unpublished master dissertation: University of Victoria.
Larsen-Freeman, D. (Ed.). (2000). Techniques and principles in language teaching
(2nded.). Oxford: Oxford University Press.
Celce-Murcia, M. (2001). Teaching English as a second orforeign language (3rd ed.).
Boston, MA: Heinle & Heinle.
Ozsevik, Z. (2010). The use of communicative language teaching (CLT): Turkish EFL
teachers‟ perceived difficulties in implementing CLT in Turkey. Unpublished master
dissertation, University of Illinois.
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QUESTIONNAIRE
For Lecturers
I am Wan Ezza Atikah Bt Wan Sazali, student from Master of Education Management and
Leadership (ED705A1) from Faculty of Education UiTM Shah Alam, would like to do a
research “The Role of Communicative Language Teaching (CLT) in ESL with Thematic
Approach in UITM Shah Alam: Lecturers perception and attitudes”. The purpose of this
questionnaire is to find out perception and attitudes toward communicative language teaching
in ESL in class, this method of Communicative Language Teaching in ESL with Thematic
approach, and the relationship of Communicative Language Teaching and Thematic
Approach. The data will be kept confidential. Please kindly fill in the questionnaire below.
Therefore, we would very much appreciate if you could kindly respond to the attached
questionnaire which consists of six (5) sections, i.e. Section A, B, C, D, and E. Each part has
several items. Kindly read the instructions and respond to each item honestly. Strict
confidentiality will be maintained at all times.
Thank you in advance for your kind attention and full cooperation.
Yours sincerely,
Wan Ezza Atikah Binti Wan Sazali 2014326617
Master of Education Management and Leadership
Faculty of Education
Universiti Teknologi MARA (UiTM)
Campus Section 17
40200 Shah Alam
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Selangor, Malaysia
THE ROLE OF COMMUNICATIVE LANGUAGE TEACHING (CLT) IN ESL WITH
THEMATIC APPROACH IN UITM SHAH ALAM: LECTURERS PERCEPTION
AND ATTITUDES
SECTION A : DEMOGRAPHIC DATA
Please provide the following information about yourself:
1. Gender (): Male Female
2. Age:_____________ Please specify
3. Academic qualification
Certificate/Sijil
Diploma
Bachelor
Master
PhD
4. Years of working experience : ________________Please specify
5. Years of experience as lecturer of English in UiTM : ________________Please specify
6. Your current position in UiTM :________________ Please specify
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For Section B, C, D and Section E, please tick (√ ) at column that best fit the response for
each statement.
SECTION B
Lecturers Perception
Directions: Please read the each statement carefully and select one answer from the scale
below.
1. What types of courses have you taught in past 3 years?
Spoken English Remedial English Reading Writing
EFL major English for Specific Purposes (ESP) English literature
Other English courses (please specify): __________________________
2. Which of the following do you think are communicative techniques? (Please check)
Fill in the blanks Practice speaking in pairs
Looking up words in the dictionary Dictation task
Writing an essay in English Reading dialogues
Having a debate or role-play Grammar exercises
Group discussion on a controversial topic Describing a picture to a partner
Story telling in front of the class
Going on the Internet and joining a chat group
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Directions: Please read the each statement carefully and select one answer from the scale
below.
T = True
NT = Not True
DK = Don’t Know
Question: What is Communicative Language Teaching (CLT) method in your view?
(Please tick one)
NO Perception T NT DK
1 CLT is student learner-centered approach
2 CLT means strategic and socio-linguistic competence
3
CLT means discourse competence only
4
D CLT emphasizes fluency over accuracy
5 CLT emphasizes communication in second language (L2)
6 CLT relies heavily on speaking and listening skills
7 CLT requires the teachers to have high proficiency in English
8 CLT means only group work or pair work
9 CLT requires higher knowledge of target language culture
10
CLT means not teaching grammar
11 CLT means teaching speaking only
12 CLT puts too much pressure on teachers
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SECTION C
Method of Teaching in Class
Question: Please indicate which of the following classroom procedures you currently use
as part of your English language teaching: (Please tick a scale)
1- use it regularly ---- 3-use it sometimes ---- 5 - never tried
13 CLT requires a lot of time to prepare class activities
14 CLT is basically an ESL methodology, not EFL
NO Perception 1 2 3 4 5
15 Grammar explanation
16 Group discussion
17 Pair work
18 Translation
19 Dictionary vocabulary exercises
20 Simulations / role play
21 Reading and reporting from websites
22 Reading and reporting from newspaper
23 Reading aloud
24 Pronunciation drills
25 Games
26 Listening to audio tape and answering questions
27 Call on students to orally respond to any issue/topic
28 Provides contrived forms
29 Minimal use of L1
30 Corrects selected errors
31 Tolerates learners‟ errors.
32 Encourages learners to correct each other‟s errors.
33 Encourages learners to self-correct themselves
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SECTION D
Lecturers Attitudes
Directions: Please read the each statement carefully and select one answer from the scale
below.
SD = Strongly Disagree
D = Disagree
N = Neither Agree nor Disagree
A = Agree
SA = Strongly Agree
Acronym:
**GTM: Grammar Translation Method
**ALM: Audio Lingual Method
** TPR: Total Physical Response
**DM: Direct Method
34 Dominates classroom situations
35 Monitors classroom situations
NO Statement SD D N A SA
36 I use literary texts to teach reading and writing. (GTM)
37 I use native language in class. (GTM)
38 I teach vocabulary through bilingual lists. (GTM)
39 Teach grammar by not providing explicit grammar rules but through
examples and drills. (ALM)
40
I use pictures and other reliable for my students to make
connections between words and the associated objects. (Direct
Method)
41 I ask question in target language and Insist that students reply in
complete sentences. (Direct Method)
42 I employ “role play” to encourage student-student communication.
(CLT)
43 I assign activities that require group and pair work. (CLT)
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SECTION E
Challenges
Directions: Please read the each statement carefully and select one answer from the scale
below.
SD = Strongly Disagree
D = Disagree
N = Neither Agree nor Disagree
A = Agree
SA = Strongly Agree
Question: The following are some difficulties that other ESL educators had in adopting CLT.
Did you come across these difficulties or do you think they might be difficulties for
you in adopting CLT in class?
44 Use authentic texts and communication activities which
accommodate real life language use. (CLT)
45 Do error correction in different ways like peer correction, self-
correction etc. (CLT & DM)
46
I give commands through one word along with gestures such as
pointing which provides opportunities for initiating the interaction
within students. (TPR)
47 I encourage students to read faster and as much as possible to
promote reading. (Reading Approach)
NO Statement SD D N A SA
4
48 Lecturers' lack of sufficient spoken English competence
4
49 Lecturers' lack of target culture (English) knowledge
4
50
Lecturers' little time to prepare communicative
materials
4
51 Students' low-level English proficiency
4
52 Students resist communicative class activities
4Not enough authentic teaching materials to use
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THANK YOU VERY MUCH FOR YOUR FEEDBACK AND COOPERATION
53
4
55 Traditional grammar-based examinations
4
56 Large class size
4
57 Lack of training in CLT
1
58
Lack of effective and efficient assessment instruments
of communicative competence
4
59 Lack of support from administration
4
60 Lecturers' misinterpretation of CLT