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TEACHERS’ ATTITUDES TOWARDS COMMUNICATIVE
LANGUAGE TEACHING IN SENIOR HIGH SCHOOLS
Ratih Widyastuti
Abstract
This study attempts to investigate teachers‟ attitudes towards Communicative
Language Teaching (CLT) in senior high schools. Since the Indonesian latest curriculum,
students are asked to be active and teachers should facilitate them, CLT is the most
appropriate approach used in the classroom. However, the implementing of CLT in senior
high schools in Salatiga has not been effective yet. One of the causes of the incompatibility
between the existing theory and implementation of CLT in the classroom may be teacher
attitudes (Karavas-Doukas, 1996). Therefore, it is important to investigate teachers‟ attitudes
towards CLT.
This study was conducted in three different senior high schools in Salatiga. The
subjects of the study were six English teachers in those schools. The data for the study were
collected from interview using open-ended questions.
The analysis of the data shows that teachers believe that CLT is the most appropriate
approach in improving students‟ speaking ability. However, grammar is also important to be
learned in this approach to make the students able to deliver messages of the communication
well. Therefore, when students make some errors in their speaking practice, teachers will
make the correction and give the right examples. Pair or group work is also believed as the
effective way in implementing CLT since it can reduce the tension in the classroom.
Teachers‟ roles in CLT are as the facilitator, motivator, and controller of teaching and
learning process in the classroom. Within this sense, the teachers all agree that students are
the main subject who involving directly in this approach.
Key words: Communicative Language Teaching, Teachers‟ Attitudes toward CLT, English
Teachers in Salatiga
Introduction
English is the international language which is widely used by many people from many
different countries. Since it is important for Indonesian people to learn English as the foreign
language, English has become the main course in high schools. In the latest Indonesian
curriculum, students are asked to be active and teachers should facilitate them in the teaching
and learning process done in the classroom. It causes English teachers should apply certain
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teaching method or approach that fits the goal of the teaching and learning process in the
classroom.
There are many methods and approaches that teachers can use in teaching English.
One teaching approach in which teachers become the facilitator in teaching and learning
process is Communicative Language Teaching (CLT). Since learning English is not only a
matter of learning vocabulary and the language rules, but also developing the learners‟
communicative ability, CLT is one of the approaches in learning English that helps the
learners to develop their communicative ability in using the language. According to Chang
(2011), CLT contributes teaching practices that develop learners‟ abilities to communicate in
a second language. However, in this case, English is as a foreign language for the students in
Indonesia. Since English is a foreign language, Indonesian students do not really have
chances to apply their English outside the classroom. Therefore, CLT is also the effective
approach to help students apply their English, especially through communication inside the
classroom.
In the implementation of CLT, teachers should be more concerned in helping the
students to improve their communicative ability rather than master the language structure.
However, in applying CLT, every teacher has different attitudes toward it. Liao (2003, as
cited in Chang, 2011) conducted a study which showed that high school English teachers‟ in
China had positive attitudes toward CLT which they support to implement CLT in
developing learners‟ communicative ability. On the other hand, Taiwanese teachers thought
that EFL students have no immediate need to communicate in English but they need grammar
and reading skills in order to learn content knowledge (Chang, 2011). One of the causes of
the incompatibility between the existing theory and implementation of CLT in the classroom
may be teacher attitudes (Karavas-Doukas, 1996).
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Since every teacher in different schools has different attitudes toward CLT, this study
was conducted to investigate and answer the research question, “What are teachers‟ attitudes
towards Communicative Language Teaching in Senior High Schools?” This research
question was aimed at finding out teachers‟ knowledge of CLT and how they see CLT as an
effective approach to be implemented in the classroom. It is important since how well
teachers implement CLT in teaching and learning process in the classroom depends on their
attitudes toward it.
Many studies were designed to find out teachers‟ attitudes toward CLT widely in the
whole country which only gives the information of the case in general. This study was
designed to investigate teachers‟ attitudes toward CLT in a smaller scope and more specific
area, which was in senior high schools in Salatiga – Central Java. Teachers in these schools
apply CLT as English learning approach in the classroom. The reason underlying the
implementation of CLT is because the latest Indonesian curriculum expects students to be
active in the learning process. Another reason is that it can help students to learn English as a
foreign language in which later on they can also use it to communicate meaningfully in any
real life situation.
Therefore, this study was done to identify how teachers in senior high schools in
Salatiga apply CLT and what their attitudes towards it. It is necessary to examine the
teachers‟ attitude towards CLT in order to improve the quality of language teaching and
learning process in EFL context in Salatiga.
Literature Review
1. Communicative Language Teaching
Littlewood (1981) states that CLT means to pay systematic attention to both
functional and structural aspects of language to develop a communicative ability. There are
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two aspects of CLT which are „what to teach‟ and „how to teach‟. The „what to teach‟ aspects
of this approach gives more importance on language functions rather than grammar and
vocabulary. The second aspect of „how to teach‟ states that there should be “plentiful
exposure to language in use and plenty of opportunities to use it” for the development of a
student‟s knowledge and skills, Harmer (2001). CLT wants to involve students in real or
realistic communication through different activities. In this case the accuracy of target
language is less important than successful achievement of the communicative task (Harmer,
2001).
Richards and Rodgers (2001) viewed that CLT aims at making communicative
competence as the goal of language teaching and developing procedures for the teaching of
the four language skills. The goal of language teaching is to develop what Hymes (1972), as
cited in Ansarey (2012), referred to as “communicative competence.” The primary focus of
CLT is to facilitate learners in creating meaning not in developing grammatical structures or
acquiring native –like pronunciation (Ansarey, 2012). CLT views language as system for the
expression of meaning where the main function of language is to permit interaction and
communication (Richard, 2001, as cited in Ansarey, 2012).
2. Communicative Competence in Real Context
CLT has been introduced in EFL context to improve students‟ abilities to use English
in real contexts (Littlewood, 2007, as cited in Ansarey, 2012). The success of learning a
foreign language does not only depend on how well learners have developed their
communicative competences but also how much they are able to apply their knowledge of
language in real life situations. Foreign language teaching must be concern with reality; that
is with the reality of communication as it takes place outside the classroom and with the
reality of learners as they exist outside and inside the classroom (Littlewood, 1981).
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Communicative approach makes teachers and students consider language in terms of the
communicative functions and how it performs in real situations, as well as its structures
(vocabulary and grammar), (Ansarey, 2012).
3. English Speaking Skill Improvement
A communicative approach opens up a wider perspective on language. In particular, it
makes the students consider language not only in terms of its structure (grammar and
vocabulary), but also in terms of the communicative functions that it performs (Littlewood,
1981). Chang (2011) stated that CLT advocates teaching practices that develop learners‟
abilities to communicate in a second language. However, this study focuses more on
developing learners‟ abilities to communicate in the foreign language as they are in EFL
context. CLT is a language teaching approach that emphasizes the communication of
meaning rather than the practice of grammatical forms in different parts. It aims at
developing among language learners the knowledge and skills needed for appropriate
interpretation and use of a language in different communicative settings (Ngoc & Iwashita,
2012).
4. Teachers’ Attitudes
Teachers‟ attitudes toward CLT are very important since teachers are also the decision
maker of what will be taught to the language learners using this teaching approach. Attitudes
are a function of beliefs, in which beliefs have causal effects on attitudes (Chang, 2011).
Teachers take particular roles in the CLT approach. First, teachers facilitate the
communication process between all participants in the classroom. Second, teachers are also
the co-communicators who engage in communicative activities with the students (Larsen-
Freeman, 2000). In addition, the teachers act as analyst, counselor, and group process
manager (Richards & Rodgers, 2001). Littlewood (1981) adds that teachers are ultimately
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concerned with developing the learners‟ ability to take part in the process of communicating
through language. Sato and Kleinasser (1999), as cited in Ngoc & Iwashita (2012) conclude
that the implementation of CLT depends on uncovering and examining teachers‟ attitudes, as
well as their practical understandings. Therefore, teachers have to prepare an organized and
balanced plan of classroom teaching or learning procedures through which the learners will
be able to spend some of their time concentrating on mastering one or more of the
components of the target language in which they will acquire it as a whole (Banciu &
Jireghie, 2012).
Karavas-Doukas (1996), suggests that the mismatch between the beliefs and practices
can cause the avoidance of examining teachers‟ attitudes before implementing any new
approach. That is, only promoting the approach and trying to convince the teachers of the
effectiveness of CLT does not successfully change the teachers‟ existing beliefs about
language learning and teaching (Chang, 2011). There are five principles of investigating
teachers‟ attitudes toward communicative approach developed by Karavas-Doukas (1996)
which are role of grammar, group work, error correction, learner role, and teacher role.
According to Chang, 2011, there have been many findings on teachers‟ attitudes
toward CLT. Karim‟s (2004), as cited in Chang (2011), survey study examined university-
level EFL teacher‟s attitudes toward CLT in Bangladesh. The findings showed that most
teachers displayed positive attitudes toward the basic principles of CLT. Also, the teachers
were aware of the characteristics of CLT and their perceptions of CLT corresponded with
their reported CLT practice. In Italy, Hawkey (2006), as cited in Chang (2011) found that the
teachers stated positive views about CLT such as “CLT improving learner motivation and
interest”, and “CLT improving communicative skills”. In addition, the data from teachers‟
interviews suggested that the teachers were motivated to use pair-work activities to meet the
learners‟ communicative needs.
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The Study
1. Type of research
This research is qualitative research in order to answer the research question,
“What are teachers‟ attitudes towards Communicative Language Teaching in Senior High
Schools?”
2. Context of study
This study was aimed at investigating teachers‟ attitudes towards CLT in senior
high schools. It was done in Salatiga where teachers apply CLT as the language teaching
approach. It was necessary to examine teachers‟ attitudes towards CLT in order to
improve the quality of language teaching and learning process in EFL context in Salatiga.
3. Participants
The participants for this study were six teachers of three senior high schools in
Salatiga. Those were two (2) English teachers from Satya Wacana Senior High School,
three (3) teachers from SMA N 1 Salatiga, and one (1) English teacher from SMA Kristen
1 Salatiga. In the discussion, those participants will be named Participant 1, Participant 2,
Participant 3, Participant 4, Participant 5, and Participant 6.
4. Data Collection Instrument
To collect the data for this study, interviews with these six research participants
were conducted as an important technique of getting the data. All of the participants were
given a list of open-ended questions addressing the various issues related to CLT, the use
of it in EFL contexts, and their attitudes toward it. These are the semi-structured questions
for the interview based on the five principles of CLT developed by Karavas-Doukas
(1996):
1. What is the importance of grammar in implementing CLT?
2. How does group work or pair-work develop the learners‟ communicative ability?
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3. How do you give the correction on students‟ speaking error?
4. How often do you give it?
5. What are the benefits of giving this correction?
6. What do you think about the teachers‟ role in the classroom?
7. What do you think about the learners‟ role and contribution on the learning
process?
5. Data Collection Procedures
To collect the data for this study, first, the researcher found the instrument of the
data collection. Then, developed the questions based on five principles of teachers‟
attitudes towards CLT by Karavas-Doukas (1996). After that, the interview with the six
participants was done in which each interview lasted for around fifteen minutes. Each
participant was given open-ended questions where they can answer differently based on
their own beliefs and attitudes towards CLT as the teaching approach in language
teaching and learning process in the classroom. The participants‟ answers of the interview
questions were recorded directly to make it easier to be analyzed in the discussion of the
data.
6. Data Analysis Procedures
The data gathered from the six participants was transcribed in clear transcription.
Then, it was analyzed qualitatively using content analysis technique, which according to
Ansarey (2012) can be described as “drawing up a list of coded categories and each
segment of transcribed data into one of the categories” (p. 67). In this study, the
categories are based on the five principles of CLT developed by Karavas-Doukas (1996)
which are role of grammar, group work, error correction, learner role, and teacher role.
The researcher wrote down each category and completed it with teachers‟ believes based
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on the interview data. After this step finished, the complete data was analyzed again and
discussed in the discussion part.
Discussion
The data taken from the interview were analyzed and categorized using attitudes scales to
investigate teachers‟ attitudes to the communicative approach developed by Karavas-Doukas
(1996) as follows:
1. CLT Pays Attention to Both Form and Function
This discussion is based on interview question number 1 “What is the importance
of grammar in implementing CLT?” Firstly, based on the result of the interview, teachers
implement CLT in their teaching because they believe that learning English is not just
sitting, listening, and writing in the classroom. Students need to communicate whether
with their teacher or friends inside the classroom to also practice what they have learned.
For example, during the interview, Participant 1 stated,
“Because learning language is not just sitting, listening to the teacher
and writing the language but also the students must be encouraged to
use the language in spoken and written. However, in communicative
here we are encouraging students to use the language in spoken”.
In line with that, Participant 5 also explained,
“In my opinion CLT is actually the most appropriate technique in
teaching because using this technique; students can apply what they
learn so far about English.”
Therefore, from the interview it was found that the teachers use CLT because they
want to improve students‟ communicative skill. By having good communicative skill,
students can apply what they have learned in the classroom when they are outside the
classroom or in the real life situation. According to Ansarey (2012), the success of
learning a foreign language depends on how well learners have developed their
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communicative competences and how much they are able to apply this knowledge of
language in real life situations.
In improving students‟ communicative skill, teachers believe that students also
need to learn grammar. For example, participant 1 described,
“Of course, students will not just speak, but it is also important for them
to be aware that what they say must be understandable. So, that‟s why
they need to be aware about grammar as well.”
In this case, students need to learn grammar to make what they say
understandable. By knowing the right grammar, students also will be able to
communicate correctly. Therefore, they can send the message which can be afforded by
the listeners well. It happens because communication is not just speaking without any
meaning, but it should have meaning and messages that will be uttered by the speaker to
the listeners. This is in line with what Berns (1990), as cited in Savignon (2002) p. 6,
explained about the function of language as a tool for communication.
“Language teaching is based on a view of language as communication.
That is, language is seen as a social tool that speakers use to make
meaning; speakers communicate about something to someone for some
purpose, either orally or in writing.”
However, the teachers also think that grammar is not as important as students‟
communicative skill because they do not want to make the students afraid to
communicate. Participant 6 said,
“Grammar is important of course, but if we try to speak in English, I
think grammar is number two. It‟s because you know that to teach
speaking, we have to encourage students to speak. If we emphasize in
grammar only, we can‟t encourage them to speak in English.”
From the data, it is clear that the students can be brave enough to communicate
with others when they do not care too much about the grammar. They only need to learn
the basic grammar such as language functions, tenses, and pronunciation to make what
they say understandable. Communication cannot take place without structure, or
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grammar; a set of shared views about how language works, along with a willingness of
participants to cooperate in the negotiation of meaning (Savignon, 2002).
Actually, the implementation of CLT is aimed at improving students‟
communicative skill. However, all of the participants of this study still want their students
to also learn about grammar. Many theories (see Thornbury, 1999 for review) stated that
there are different points of view about the importance of grammar in CLT. CLT
recommends avoiding explicit explanation of grammar rules in favor of English-based
meaningful communication
The data shows that one controversial aspect of CLT between the theory and its
implementation is the role of grammar instruction. There is a mixture of beliefs regarding
grammar instruction. Some scholars support the neglect of grammar learning (e.g.
Prabhu, 1987, as cited in Wong-Marlys, 2012), while other researchers emphasize the
need to include grammar teaching in CLT (e.g. Lightbown & Spada, 1990; Nassaji, 2000;
Spada & Lightbown, 1993, as cited in Wong-Marlys, 2012).
2. CLT Develops Language Abilities through Use
The findings from the interview question number 2 “How does group work or
pair-work develop the learners‟ communicative ability?” showed the positive responds.
The teachers are in favor of using CLT because it is the most appropriate approach to
improve students‟ communicative ability. To accomplish this goal, the teachers are
expected to develop some activities which can raise students‟ interest in practicing their
speaking ability. They believe that the most effective way is by using pair or group work.
For example, during the interview, Participant 2 answered,
“Since communication means to communicate with others, pair or
group work can be used to develop students‟ communicative ability
because they can actually communicate with their friends within the
group.”
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In line with that, Participant 1 also stated,
“When they speak in small group, the tension is lower; they don‟t feel
that they have to speak in front of a very big group.”
From the interview, the teachers believe that there are several advantages of pair
or group work. First, students can really communicate with their friends as their partners
and they can practice their English. Second, students will feel brave and confident to
communicate because pair or group work is believed can reduce the tension. It is because
the students have known each other and known their friends‟ ability in English.
During the pair or group work activity, teachers give some tasks that students need
to discuss while also expressing their ideas through speaking. Therefore, in this setting,
students can share their knowledge about the material to each other and practice their
communicative skill. That is like what Thompson (1996: 13), as cited in Dailey (2010), p.
14 described,
“CLT encourages students to take control of their own learning by
engaging in pair work to develop ideas, solve problems and provide
knowledge and skills in a non-threatening environment”.
However, one participant (Participant 3) of this study stated that sometimes, this
way of giving activities does not work.
“Well, sometimes, it doesn‟t work. However, when I make group work
sometimes, I should make the students. For example when in a group
there are some students who are quite, we put one or two students who
are quite talkative or active. So, they will make the group alive.”
Every student has different willingness and ability in learning English within pair
or group work. Therefore, teachers should have a certain strategy to overcome this
situation. Based on the interview, the strategy used is by dividing the groups by
combining the students who are quiet with them who are active within a certain group.
Here, teacher becomes the group-maker. By applying this strategy, teachers will have the
groups whose the members can communicate actively.
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3. CLT Needs Correction on Students’ Speaking Errors
As English is a foreign language, in producing spoken language, students often
make some errors. The result of the interview questions number 3, 4, and 5 about
teachers‟ correction showed that there are several aspects in which students often make
errors. Those are sentence pattern, pronunciation, and tenses. Two of six participants give
the correction on students‟ speaking error directly after they made mistake in performing
some tasks. They do not afraid of interrupting students speaking activity because they
believe if it is postponed until students finished performing the tasks; both of teacher and
students might have forgotten what error they have made. As what Participant 1
explained,
“If I postpone it, then some of them might have forgotten which part of
mistake. When I give the correction right away, it will be easily
remembered”.
In this way of giving correction, teachers will listen to what students said first,
then, they will give commendation. After that, the teachers will repeat students‟ sentences
using the right pattern.
Wu (2008) believes that:
“Instead, the type of corrective feedback that is widely encouraged and
accepted in CLT is implicit and does not interfere with communication.
For example, a particular type of feedback, which is called RECAST,
has been observed to occur frequently in CLT classrooms.” (p. 51)
Based on Wu (2008), a recast is “the teacher‟s reformulation of a learner‟s
incorrect utterance while maintaining a focus on meaning” (p. 51). It serves as corrective
feedback by providing the learner with the correct form while at the same time also
confirming the content of the learner‟s utterance and continuing with the conversation.
Recast is an effective means of maintaining conversation with very beginning learners.
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By giving the correction directly, the teachers expect students will notice their
mistake and will use the right pattern of sentence when they have to perform the same
thing in the future. As what Participant 5 mentioned,
“At least, they learn that. In the next meeting when they learn the same
thing, they will use what I have corrected previously.”
On the contrary, the other teachers do the correction by waiting until the students
finished performing the tasks. First, they will note the errors which students made, then
make the correction afterward in general to the whole class. For example, the answer
form Participant 2,
“I note it, then, I will discuss about the correct pronunciation.
Sometimes, I will ask the other students to speak or spell the correct
pronunciation, and then, I ask them to repeat after me or after the
correct pronunciation.”
Teachers will note the errors that students make, and then after they finished
performing the task, they will get the correction from the teachers. Therefore, when
students have to continue to the other tasks, they have had the correct form of the
language. Sometimes, the teachers also ask students to repeat after them to make the
students aware of their mistakes and also the correction. As what Participant 6 said,
“I always do it for all students in class. So, I will not explain personally
to make all students get the correction. I think this is effective because
after that, there is no mistake from them when they do the presentation
next time.”
The teachers will share the correction to the whole class to make all of the
students understand and know the right grammar, pattern, tenses, or other aspects of
English in communication. All of the participants do the correction on students‟ speaking
error very often as long as the students make mistakes. Therefore, they believe that there
is no limitation in giving the correction while they are involving in teaching learning
process using CLT approach.
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4. CLT Develops Learner-Autonomy in Learning Process
Since CLT is aimed at developing students‟ communicative ability, both teachers
and also students have their own roles which differentiate it with any other traditional
teaching approach. From the interview questions number 6 and 7 about teachers‟ and
learners‟ roles, all the participants agreed that there are three different roles of teachers
(see Harmer (2001) for more explanation about teachers‟ roles). The first one is teachers
are as the facilitator because in CLT, teachers do not teach all the time. They give the
chance to the students to explore everything themselves. Therefore, the students are
expected to learn themselves, and then when they meet some difficulties, they can ask
their teacher to explain more. During the interview, Participant 5 answered,
“Students are expected to explore everything themselves, but when they
meet difficulties, they can ask the teachers.”
Explore everything here means students are asked to find some sources of English
language and learn them. In this modern era, mass media and also Internet develop very
fast. Those facilities offer students many materials about English language learning. This
situation really makes students easier to explore knowledge from materials they need.
Mass media is a tool that carries students to the authentic materials. Moreover, Internet is
a service to bring students to access materials through online. According to WU (2009),
in communicative principle, authentic material is needed to help students to find
strategies in understanding language as it is used by native speakers.
After the students learned by themselves, when they are inside the classroom they
have had wider knowledge and they can perform better than before. When they have
some question about the material, they can ask their teacher to explain it. In this setting,
teachers only facilitate students to always learn by themselves. Teachers also should
prepare the references of materials that the students can access.
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The second role is the motivator in which teachers motivate and encourage
students to always learn many things related to English in this fast development of mass
media. As what Participant 3 described,
“Besides facilitator of course a teacher should show what is correct or
what is wrong to the students. Also encourage and motivate students to
learn something.”
In the classroom, teachers act as the parents for the students. Therefore, teachers
should show their students what things are good for them in learning English. Teachers
also need to encourage and motivate students to always learn English inside and outside
the classroom.
The last role of teachers is controller. As what Participant 1 stated,
“The teachers‟ roles in CLT are motivating the students to speak and
use the language, facilitating the students, and controlling the activity.”
To be controller is also an important role in implementing CLT because the
teachers should control what kind of materials that the students learn, how they develop
their knowledge of target language, and what improvement that they have achieved.
Moreover, students also have their own role in this communicative approach.
They are the subject of this approach because CLT can develop student-centered in
teaching and learning process. It is more important that the students learn by doing
because if they only listen to the teachers without practicing themselves, they will not be
able to grab the teaching‟s objectives.
“Looking at the situation today, it is more important that the students
learn by doing because if they only listen to the teachers without
practicing themselves. I‟m sure they won‟t be able to grab it,” said
Participant 5.
Therefore, in CLT, students need to learn, explore, and practice the knowledge
themselves. In the interview, Participant 4 explained,
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“Each of the students has different background and experience; and
when they have a task in speaking, they can perform and give different
experience to their friends. So, their friends can find new experience
from the other students.”
According to Ansarey (2012), learners should contribute as much as they gain in
which this process can be called as learning in an independent way. “The role of the
learner is negotiator between the self, the learning process, and the object of learning”
(Chang, 2011, p. 20). Learners are actively engaged in negotiating meaning by trying to
make themselves understood and also understanding others inside the classroom (Chang,
2011). Therefore, from those theories, the students involving in teaching and learning
process using CLT are the main subject of this approach.
Conclusion
This study was done to investigate teachers‟ attitudes toward CLT in senior high
schools in Salatiga. The findings of this study showed that the teachers belive that CLT is the
most appropriate approach to improve students‟ communicative skill. By implementing this
approach, students can be more active and involving directly in the language teaching and
learning process. Teachers believe that learning English is not just sitting, listening, and
writing in the classroom. Students need to communicate whether with their teacher or friends
in the classroom. Therefore, in CLT, students really can communicate using the target
language in the classroom and apply what they have learned here outside the classroom or in
the real life.
The present study found that grammar should be learned through communication.
Nevertheless, the data of this study showed that the teachers think that grammar is also an
aspect that needs to be learned though it is not as important as students‟ communicative skill.
Teachers believed that students should learn grammar to make what they say understandable
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and they can convey meaning and messages of the conversation well. However, when
students are practicing communication, they do not need to care too much about grammar
because it will burden them to communicate using English.
In addition, teachers also believed that the most effective way of giving tasks in CLT
is by using pair or group work. They believed that pair or group work can reduce tension in
which students will communicate well with their friends. By developing pair or group works,
students will have willingness to work together and discuss a task which needs
communication. Therefore, students can communicate using English with their friends within
a group and practice what they have learned before.
Further, the data also showed that teachers corrected students‟ speaking error when
they perform some tasks. The correction can be done directly when students are practicing
the task or indirectly after students have finished doing it. Some teachers do the correction
directly after the students made mistake in their performance because teachers believe when
the correction should be postponed, they might have forgotten about it. Therefore, they give
the correction directly to make the students understand what error they have made and what
kind of good utterance or sentence they should use later. The most common way that they use
in correcting students‟ speaking error is recasting. In this technique, teachers give the
commendation first, then, repeat what students said using the right pattern or grammar. They
believed that in recasting, students will not feel afraid or embarrassed because they have
made error. Instead, they will notice that they have made mistake and perform better later on.
Some teachers also do the correction indirectly or wait until the students finished
performing the task. They believed that this kind of correction will not disturb or interrupt
students‟ performance. Therefore, they will note down the errors that students made, and
correct them in general to the whole class. It means that every student will listen and try to
understand the right structure or pronunciation of certain words and sentences.
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Finally, in CLT, both teachers and students have their own roles in the teaching and
learning process. Different with other traditional teaching methods and approaches, CLT
emphasizes students to be the main actor in the process of learning a language. Students are
the subject of this approach. They should learn everything about English language by
themselves. It is also supported with the fast development of mass media which makes
students get easier to learn English. After they learned and explored many aspects of English,
they can bring their knowledge in teaching and learning process done in the classroom.
Therefore, when they meet some difficulties or have some questions, they can ask their
teachers to explain more. It is related with the role of teachers in CLT. Teachers are as
facilitators who facilitate students to learn and explore English by themselves. The data also
showed that teachers are as motivators who motivate students to be active and able to
improve their communicative skill. The last role is as controllers who control the process and
the progress of students in learning English using CLT approach.
This study recommends possible directions for future studies. First, the participants in
this study are from three senior high schools in Salatiga; thus, the results cannot be
generalized to other educational contexts. Further studies may include teachers from other
senior high schools in this EFL context. Additionally, teachers‟ attitudes data are based on the
result of interview with those participants. Future studies are recommended to examine
teachers‟ CLT practice in more detail and to look deeper on how teachers‟ attitudes towards
CLT influence their practice of CLT.
20
Acknowledgements
This thesis would not have been completed without the help and support from many
people. Therefore, I would like to express my sincere appreciation to the following people
who have assisted me in completing this thesis. Above all, I offer my gratitude to God
Almighty for the blessings during my study. I also would like to express my sincere gratitude
to Dian Toar Y. G. Sumakul, M. A., my supervisor, for his support and guidance which are
very useful in the process and improvement of my thesis, Rindang Widiningrum, M. Hum.,
my examiner, for her guidance during the preparation of my thesis.
I would also like to express my thankfulness to my parents for their support and
prayers in the process of my thesis writing.
I would also like to extend my appreciation to all of my participants for their helps in
gaining the data for my thesis.
Finally, I am particularly grateful to all my lecturers and friends for their support and
helps. I am sure without them; I cannot write and finish my thesis.
21
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