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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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Appendices

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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

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