A RESEARCH PROPOSAL:

TEACHERS’ PRACTICE IN ENHANCING STUDENTS’ SPEAKING

COMPETENCY- FROM THE PERSPECTIVE OF TEACHERS

PREPARED BY:

SURIANI BINTI MOHD KASIM (2015478772)

PREPARED FOR:

DR JOHAN EDDY LUARAN

FACULTY OF EDUCATION

UNIVERSITI TENOLOGI MARA

SHAH ALAM

2015

�1

TABLE OF CONTENTS

CONTENT PAGE

Chapter 1: Introduction

1.1 Introduction

1.2 Research Problem

1.3 Research Objectives

1.4 Research Questions

1.5 Research Hypothesis

1.6 Operational Definitions

1.6.1 Teacher

1.6.2 Practice

1.6.3 Communicative

1.6.4 Secondary school

1.6.5 Competency

1.7 Limitations of the Study

1.8 Significance of the Sudy

3

4-6

6-8

8

9

9

10

10

10

10

11

11

12

13

Chapter 2: Literature Review

2.1 Introduction

2.2 Speaking Competency

2.3 Communicative Language Teaching

2.4 Characteristics and Principles of CLT

2.5 Conceptual Framework

14

15

15-16

17-18

19

20-21

Chapter 3: Methodology

3.1 Introduction

3.2 Research Design

3.3 Population and Sample

3.4 Instrument

3.5 Data Collection

3.6 Data Analysis

22

23

23

23-24

24-25

25-26

27-28

Bibliography 29-32

Appendices 33-35

�2

Chapter 1:

Introduction

�3

1.1 Introduction

Human is the only species on earth that has reach a higher level of communication in

which they are not only using it to satisfy their urging needs like food or sex anymore, but also to

express their feelings, to share their thoughts, to discuss on problem solving, to deliver

knowledge and so on. Due to that, languages later exist and develop to meet the interaction

purpose and to make the communication more efficient. The evolution of human language is one

of the most important and interesting evolutionary events in the history of life on our planet

(Maynard Smith & Szathmary, 1995; Nowak et al, 2002).

According to Crystal (2003), English is regularly perceived to be the global language that

is used for cross-cultural communication by people from around the world. There are many

factors influencing the high status of English language in comparison with other languages, some

that have been identified are; political, financial, religion, media and so on. Currently, English

language rules in many important fields including science, medical, industry as well as

education.

As a developing country that is currently striving to be at par with other developed

countries, Malaysia is now involved actively in the mentioned fields, which directly resulting in

the increase of the English language importance locally. In aiming the Vision 2020; to be a

developed country, the global economic progress rapidly, making the human capital development

a key for Malaysia. We are relying on the Philosophy of Education in continuously enhancing

individuals’ potentials as highlighted, for it is through education that holistic and integrated

individuals are produced. By concerning with this effort we can also produce knowledgeable,

ethical and responsible citizen towards themselves and the nation.

�4

The developments in the past thirty years reflect the changes in views regarding grammar

and the emphasis to be given to grammar in language teaching. From being the center of the

pedagogic plan (Rutherford, 1978), grammar assumed a secondary, and sometimes even

nonexistent, role. The changes in views regarding the role in grammar in language teaching have

brought about changes in language teaching and syllabus design. Teachers’ practice in classroom

has also changed from Grammar Translation Method; in which stress is given on accuracy of the

language, to Communicative Language Teaching (CLT) which focus more on the fluency, the

communicative outcome of learning the language.

The response of language teachers to the change in syllabus from a more traditional,

grammar-based syllabus to a communicative one has not always been favorable (Etherton, 1979).

This is also quite evident from our experience with the communicational syllabus, implemented

in the 1970's, which many teachers were unhappy with (Gaudart, 1986). One of the reasons why

many teachers were dissatisfied with the communicational syllabus was that it didn't make

explicit references to grammar. The only "content" specified throughout the syllabus were the

situations according to which language activities were to be planned. This made the teachers feel

that "the students were not learning anything", that they were merely involved in role-plays upon

role plays, and that those who were responsible for adopting the syllabus were merely "jumping

on the bandwagon" (Mohd Asraf, 1995). Indeed, according to Rodgers (1984), the earlier

communicational syllabus intentionally downplayed the role of grammar, and this was justified

by the designers as "releasing teachers and students from their structural chains”.

From the researchers’ perspectives, Malaysia current English syllabus has been going

through some changes in meeting the communicative purpose. Back then the syllabus focused

�5

more on grammar aspect until recently, when the communicative purpose has been highlighted in

the revised syllabus that we see they are implementing communication-related topics like

phonetics, English for specific purpose and many more. It is good in a sense we finally realize

the sole purpose of the language existence at the first place; which is to serve an effective

communication. We just have to ensure the execution of what is in the paper so that the desired

results can be obtained.

1.2 Research Problem

English, being an important medium of communication at both intra-national and

international levels, takes the status of a second language in the country. In Malaysian schools,

English is taught as an important subject at both primary and secondary levels alongside other

subjects. The teaching of English as a second language has seen various approaches and methods

being introduced and implemented to enhance the learning process of acquiring the second

language among non-native speakers. Nevertheless, as the motivation for learning English in

schools among most of language learners, especially those who are from rural areas, is mainly

intrinsic, i.e. to pass the examinations rather than to communicate with others using the second

language. The students’ fluency in oral English is comparatively low compared to their

performance in writing. The findings of an action research carried out by one of the researchers

in this study, regarding her students’ performance in Speaking Skills for Malaysian University

English Test (MUET) Speaking (800/2), revealed that 50% of the candidates were marginal

speakers and another 50% were limited users of the language. These limited speakers of English

�6

were reported as not taking the initiative to participate in group discussions (Amizura Hanadi &

Zaiton Abdul Majid, 2003).

With the demand of mastering English as a global language in the global market, many of

the local graduates are faced with the prospect of unemployment as they“ failed to secure jobs

because of their lack of competence in the English language, evident particularly during

interviews” ( Chan & Tan, 2006). This inevitably points to the low performance of these students

in communicating in English orally. The greatest challenge for English teachers, especially at the

tertiary level, therefore, is to encourage these second language learners to communicate orally

using English, in order to prepare them for the demands of the job market. As such, increasing

learners’ oral competency among second language learners has always been the primary concern

of second language teachers.

A Communicative Language Teaching Approach (CLT) has been applauded by many as

one of the effective approach to enhance students’ communicative competence. This is so, as the

principles that underlie the approach focus on enhancing one’s communicative competence in

using English for various purposes in various settings with various speech communities. In fact,

since late 1970’s, Malaysia has adopted a communicative approach in the teaching of English as

a second language to replace the structural-situational syllabus of English, where the

communicative syllabus was fully implemented in the upper secondary schools in 1977 (Chan &

Tan, 2006).

However, after a number of years learning English in school as a compulsory subject, the

low performance of the second language learners, especially in oral communication, still remains

a problem, yet, to be solved. This calls for an understanding of the teachers’ attitudes and beliefs,

�7

as they are the agents of implementation of various teaching approaches in language learning. As

such, the attitudes and beliefs of teachers regarding the effectiveness of the CLT approach in

second language classrooms need to be re- examined, as it will contribute to an informed

decision regarding the use of the approach in second language classrooms to enhance oral

competency among Malaysian students. As claimed by Pham (2006), “those who do not have a

thorough understanding of CLT, can hardly develop practices appropriate to the learning context,

thus they easily return to traditional teaching”. In a similar note, (Razmjoo & Riazi, 2006),

“While most teachers profess to be following a communicative approach, in practice they are

following more traditional approaches”.

1.3 Research Objectives

The research is served with the purpose to meet the objectives as follow:

1.3.1 To identify the level of interactivity of teachers’ practice in classroom.

1.3.2 To analyze the secondary school students’ speaking competency level.

1.3.3 To investigate how does the teachers’ practice influence the secondary school students’

speaking competency level.

1.3.4 To determine ways to improve the secondary school students’ speaking competency level.

�8

1.4 Research Questions

The research is also served with the purpose to answer questions as follow:

1.4.1 What is the extent of interactiveness of teachers’ practice in classroom?

1.4.2 Which level of speaking competency that the secondary school students are in?

1.4.3 How does the teachers’ practice influence the secondary school students’ speaking

competency level?

1.4.4 What are the ways to improve the secondary school students’ speaking competency level?

1.5 Research Hypothesis

The research hypothesis is provided as follows:

The more the teacher implements Communicative Language Teaching in her or his

practice in classroom, the higher students’ speaking competency likely to be.

�9

1.6 Operational Definitions

The research main key terms are defined as follow:

1.6.1 Teacher

Oxford dictionaries define teacher as a person who teaches, especially in a school.

Teacher can be recognized as someone whose business occupation is to instruct.

Moreover, teacher can also be referred as someone who instructs others in religion; a

preacher; a minister of the gospel; sometimes, one who preaches without regular

ordination. For the purpose of this research, teacher is identified as a person who is

involved in any teaching and learning process and also activities whether formal or

informal.

1.6.2 Practice

Oxford dictionaries give practice a definition of the actual application or use of an idea,

belief, or method, as opposed to theories relating to it. For the purpose of the research,

practice is defined by the way teachers in school teach in classroom, which influenced by

the teachers’ personal beliefs, exposure and knowledge.

1.6.3 Communicative

According to Hybel & Weaver (2004), the term ‘communication’ brings the definition of

interacting with others to share information and beliefs, exchange ideas and feelings,

make plans and solve problems. In this study the communicative purpose brings the

definition of an effective way of interacting in formal situations like office or other

professional industry field.

�10

1.6.4 Secondary school

Secondary school in Malaysia is considered as high school. Students attend secondary

school in the age of 13 and usually graduate at 17. There is an optional form (Form 6)

also known as Pre- University. The Form 1 until Form 3 students are lower secondary

students, while Form 4 until Form 6 are upper secondary students.

1.6.5 Competency

A competency was defined in the literature from various perspectives.Numerous scholars

have attempted to pin down a definition for competency. (Quinn, Faerman, Thompson,

McGrath et al, 1990) indicated that competencies were associated with knowledge and

skills for implementing certain assignments or projects effectively. For the purpose of the

research, competency combining with the word speaking, present the definition of the

ability to orally communicate in English language, grammatically as well as accordingly,

based on the context in which the language is being used.

�11

1.7 Limitations of the Study

After giving it a thought and consideration, some limitations are expected to be faced by

the researcher. First of all, the research will be involving only schools in Bentong, Pahang. In this

area, communication through English language is not that extensive so maybe Communicative

Language Teaching (CLT) is not widely practiced. The teacher and students there might not see

the research as something relevant and related to them.

As it is a quantitative research, a big number of sample size is required in order for the

findings to be valid to be generalized to a certain extent. Using only one class and refer to only

one teacher’s practice is not enough so the researcher must visit many schools to get feedback

from as many participants as possible, that consumes more time and energy.

However, as Bentong only has limited number of secondary schools, so it is expected to

get smaller sample size than it should. Due to the small sample size, the researcher is expected to

also face another problem which is lack of available or reliable data. It requires the researcher to

limit the scope of the analysis and it is also a significant obstacle in finding a trend and a

meaningful relationship.

The researcher might also face limitation from longitudinal effects. The time available to

investigate the research problem and to measure change or stability over time is pretty much

constrained by the due date of the assignment. Therefore, the researcher might have to cut short

certain process in order to gather and analyze the data quickly.

�12

1.8 Significance of the Study

This research is significantly important in finding out the root problem as to why the

teachers’ practice has consistently failed or not, in helping students with their communication

skill. As stated, it is important to address this issue so that potential students are to meet the

criteria demanded in most of the professional industry.

First of all, this research will be most beneficial to the teachers. They will come to their

awareness of the importance to enhance students’ communication skill in any way they can. They

can identify in which area they have actually gone wrong in implementing communication in

their lessons. From there, they can actually improve their methods and approaches in helping

students with their communication skill. Students must be made able to use the language

practically in the classroom, not just learning it on surface.

Apart from that, the findings of this research would also help the school authorities. The

school authorities could look at the root problem identified and may take action to overcome the

issue. In doing so, school would get an overall view of what works best for their students. Hence,

a further action and improvement may be taken in the future to improve students’ English

language communicative proficiency.

Last but not least, this research would also be a good reflection for the Ministry of

Education and school authorities and serve as a source of information. Findings obtained from

this research could be used in the development of the curricular by organizing a program or

training necessary for both teachers and students. Therefore, we are hopeful that the students’

communicative proficiency can be improved to a satisfying level.

�13

Chapter 2:

Literature Review

�14

2.1 Introduction

This chapter reviews the literature relating to the area of teachers’ practice in classroom

and how does it influence students’ speaking competency. There are many kind of practices on

the ground, teachers’ preferences are typically based on the their believes in education, natural

characteristics, exposure, knowledge and others. At the end of this chapter, a conceptual

framework is provided in order to illustrate a clearer picture about the research.

2.2 Speaking Competency

Talking about speaking competency, there has been a misconception of how similar or

difference between the word competency and proficiency. Do they mean the same? If not, how

do they different from each other? It seems like the main concern here is which one is more

desirable.

The concept of communicative competence was proposed by Hymes (1972), who

claimed that the study of human language should place humans in a social world. The definition

of communicative competence is what a speaker needs to know in order to communicate in a

speech community (Hymes, 1972). For example, in everyday situation, a competent speaker does

not only know how to grammatically produce language, but can also make sense of the level of

appropriateness in which the context of the language is being used. That is how a competent

speaker is different from a proficient speaker. A proficient speaker’s language knowledge is only

limited to show a good command of language grammatically. In relation to this, Ying (2010)

argues that communicative competence refers to a language learner’s ability to use the target

language successfully in real world communication.

�15

According to Hymes (1972), competence should be viewed as “the overall underlying

knowledge and ability for language which the speaker-listener possesses.” That means, the

concept of communicative competence lies around the level of knowledge regarding the

language and how well can they put it appropriately in different context. Hymes (1972) proposed

four sectors of communicative competence. First, “whether or not something is formally

possible” refers to the notion of grammatical competence. It is related to the level of accuracy in

term of grammatical when the speaker produce language. Second, “whether something is

feasible” deals with its acceptability, in addition to being grammatically possible. Third,

“whether something is appropriate” means that a sentence should be appropriate to the context in

which it is used. Finally, “whether something is in fact done” implies that a sentence may be

grammatically correct feasible, and appropriate in context, but have no probability of actually

occurring (Hymes, 1972). It can be argued that communicative competence consists of

knowledge of linguistic rules, appropriate language usage in different situations, connection of

utterances in a discourse, and language strategies.

It is very important for an individual to speak competently rather than proficiently, as it

can help in creating good impression, establishing healthy relationship and others. For students,

it is very beneficial to help them maintain good relationship with peers, or maybe even get good

marks in presentation. Not only that, speaking competently can help them in their later stage of

life, when they have to deal with interview and on set career life.

�16

2.3 Communicative Language Teaching

When it comes to teachers’ practice in classroom, there is one approach that has been

practiced widely all around the world, or at least it has been the preferred approach, replacing the

previous approach, as it seems to address the language purpose better, which is to communicate

competently. The latest approach mentioned is Communicative Language Teaching (CLT), while

the approach before that is Grammar Translation Method.

There are many previous researches done on CLT, and researchers seem to have their

own opinion. Ying (2010) argues that CLT is an approach to the teaching of second languages

that emphasis interaction as both the means and the ultimate goal of learning a language. It is

also referred to as a “communicative approach to the teaching of foreign languages” or simply as

the “communicative approach” (Ying, 2010). In relation to this, Larsen-Freeman (2000) argues

that CLT aims broadly at the theoretical perspective of a communicative approach by enabling

communication. Communicative competence is the goal of language teaching by acknowledging

the interdependence of language and communication (Larsen-Freeman, 2000).

Based on what CLT stands for, it is quite obvious that it defines the language teacher, in

addressing the need for students to be communicative competence, therefore implements more

interactive approach in her or his classroom. In relation to this, Ellis (1997) also supports that the

pedagogical rationale for the use of communicative approach in a language teaching class

depends in part on the claim that they will help develop learners’ communicative skills and in

part on a claim that they will contribute incidentally to their linguistic development. It is stressed

here that, in order to use language perfectly, it is important that the language teaching should not

only focus on the content, but also producing it competently. Other researchers also argue that

�17

there is considerable debate as to appropriate ways of defining CLT, and no single model of CLT

is universally accepted as authoritative (McGroarty, 1984). However, according to Richards and

Rodgers (2001), CLT starts with a theory of language as communication, and its goal is to

develop learners’ communicative competence.

It also states that communicative competence is the ability to understand the logical basis

of linguistic competence (Finch, 2003). According to Finch, there are three types of logic: the

first one is formal logic, which is connected with the rules which govern valid argument and gets

us so far in understanding the basis of communication. Then to be fully competent, we need

knowledge of natural logic, which means understanding what people are trying to do through

language. In addition to these two logics, we also need to understand the force of our utterance,

which requires us to understand the meaning of our utterances according to its social context or

particular situational settings. Gonzales (1995) supports this, by arguing that communicative

competence includes mastery of language that is needed to handle various situations.

As so, when it is put onto class practice, language is taught to students based on everyday

situation like conversing through telephone, giving or asking for direction or applying for a job.

Not only the content must be related to on set communication, but also the way how teachers

teach must be interactive enough, students must be given the opportunity to actually use, explore

and practice the language in individual or group works. In doing that, teachers may also take into

account other factors to make the lesson more interesting and relevant, for example given

students now are more fond to social media, teachers can teach them using maybe youtube and

conduct activities like role- play, writing blog and so on.

�18

2.4 Characteristics and Principles of Communicative Language Teaching (CLT)

CLT has become popular and widespread in second foreign language teaching (Brown,

1994). It is the opposite to the traditional way of teaching and learning session in which teachers

are viewed as the ‘sage on the stage’, the knowledge giver, the central of the process.

Meanwhile, CLT gives a rather new role for the teachers, as the ‘guide by side’, in which

students are given more opportunity, an active participant in the session. This learner- centered

approach gives students a greater sense of “ownership” of their learning and enhances their

motivation to learn English (Brown, 1994).

CLT, besides focusing on the communication, also gives new role for students in the

teaching and learning session. Students must negotiate meaning and relation between the content

and situation. Students are expected to actively engaged in negotiating meaning by trying to

make them understood and in understanding others within the classroom procedures and

activities (Richards & Rodgers, 1986). Teachers, leaving their previous roles, must also actively

play their new roles in the new approach. First of all, as the class will be interactive in which

students will speak a lot, teachers must play their role as the facilitator in which teachers prompt

when students seem to not know what to say and also control when the students seem to be off

topic. The teacher is also a co-communicator who engages in communicative activities with the

students (Larsen-Freeman, 2000). In addition, the teacher acts as analyst, counsellor, and group

process manager (Richards & Rodgers, 1986).

�19

2.5 Conceptual Framework

Figure 2.1: Schematic Diagram of the Conceptual Framework of the Study

The study seeks to the extent of teachers practicing Communicative Language Teaching

(CLT) in their classroom and its effect on the students’ competency in speaking. Data gathered

through the interview and classroom observation are analyzed based on the conceptual

framework as Figure 2.1. In the process of assessment on the extent of CLT implementation, this

study looks into the activities conducted in class and lesson presentations. Meanwhile for

�20

TEACHER’S PRACTICE

COMMUNICATIVE LANGUAGE TEACHING

GRAMMAR TRANSLATION

METHOD

HIGH COMPETENCY IN SPEAKING

LOW COMPETENCY IN SPEAKING

effects of the teachers’ practice

preference depends on teacher’s believes, natural characteristics, exposure

and knowledge

students’ speaking competency, data are extracted through their engagement in classroom. Data

are gathered through:

1. survey on the learning techniques;

2. survey on the teachers’ attitude towards CLT approach in classroom;

3. classroom observations in which the researcher analyses the nature of student- teacher

interaction.

Furthermore, this study also looks into the problems and constraints encountered by

teachers in implementing the CLT approach in their respective classes. For example, the

interference of the shifting from traditional method to a new one; the ideas of CLT are different

from the educational values and traditions of many EFL settings (Burnaby & Sun, 1989; Li,

1998). Grammar-based examination instruction, large class size, and students’ low proficiency

have also influenced CLT practices. Low-English proficiency also deters teachers from using

CLT (Li, 1998; Liao, 2000; Yu, 2001; Nunan, 2003; Littlewood, 2005).

The output of the study is the design of an action plan for an in-service teacher training

program. The in-service teacher training aims to ensure quality language instruction, strengthen

English language skills, and acquaint participants with more recent development in CLT

methodologies, classroom resources, pedagogical skills and career development materials.

�21

Chapter 3:

Methodology

�22

3.1 Introduction

In this chapter, the discussion is on the methodology implemented in the research from

planning, gathering to analyzing data. Specifically, the focus is on the Research Design,

Population and Sample, Instrument, Data Collection and Data Analysis.

3.2 Research Design

The study employs the quantitative research approach since it provides a more

appropriate opportunities for the researcher in addressing the research objectives and to better

evaluate the extent of the research findings based on the data gathered.

Specifically, a survey research design is employed as it accommodates a quantitative or

numeric description of trends, attitudes or opinion of a population by studying a sample of that

population (Creswell, 2014). The design is meant to identify the interactive level of a teacher’s

practice in classroom, to identify students’ speaking competency, to relate how the teacher’s

practice influences students’ speaking competency and therefore to determine ways to improve

on effective teachers’ practice.

3.3 Population and Sample

Population is the group of interest to the researcher, the group to whom the researcher

would like to generalize the result of the study (Jack, Norman, Helen et al 2012). In educational

research, the population of interest is usually a group of people given like students, teachers and

others who possess certain characteristics that are likely to help gaining a desirable data. The

population of interest for the research are teachers in secondary school in Bentong, with no

�23

preference given to which level of students they are teaching as they can all relate to the teachers’

practice.

A sample refers to a subset of the desired population from which information is collected

(Fraenkel & Wallen, 2003; Gay and Airasian, 2000.) In the research, the sample are Form 4

teachers in the mentioned school. They are chosen as they are teaching students at the right age

in which they should be able to speak competently by now. The research employs convenient

sampling in which the researcher will randomly picks on any available form 4 English teacher

during the visit to the school.

3.4 Instrument

There are 3 instruments used in the research. The first one and can be considered as the

main instrument is interview. It is the most important instrument as it is designed as such, to

collect information from teachers related to their practice in classroom and their students’

speaking competency. Specifically for the purpose of this study, the interview is designed to be

semi- structured. In semi- structured interview, some questions asked are predetermined and their

responses are recorded and transcribed.

The second instrument used in the research is class observation. Some checklist or rubrics

are prepared before the class observation to check the teachers’ practice and students’ speaking

competency. It is some kind of a double check of whether or not the information they gave in the

interview is valid.

The last instrument is questionnaire. Specifically for the purpose of the research, the

questions are designed to be close- ended and the measuring is based on the Likert Scale. Likert

�24

scale is a principle of measuring attitudes toward a certain topic using a series of statements in

which participants have to respond to by selecting a scale that best describes their degree of

agreement or disagreement. It uses fixed choice responses format, specifically effective to

measure not just attitudes, but also opinions and skewness level. The scales measure levels of

agreement and disagreement. The elements mentioned in the questionnaire are chosen as they are

very helpful to extract information such as what are the teacher’s difficulty and challenges in

practicing CLT in their classroom. The information is very important as they can be analyzed and

action plans can be suggested and recommended to address the issue and hopefully an

improvement can be done.

3.5 Data Collection

There are 2 types of data collection method employed by the researcher in the study. The

first one is primary data collection and the second one is secondary data collection. Primary data

is all the data gathered through the interview, classroom observation and questionnaire responses

by the participants. Secondary data is basically any supporting data gathered from books,

journals or articles, related to the topic.

The process of collection for primary data can be summarized as follow:

�25

Figure 3.1: Flow of the Primary Data Collection process.

�26

Instruments Preparation.

- Involving research on studies with similar topic. Questions are modified as to fit the specific

purpose for the research.

Permission to Conduct Research.

- Involving getting the formal research letter from UiTM.

- Involving asking for permission to conduct the study on desired population and sample from

the person in charge of the school.

Visit to School.

- Involving conduction of the interview, observation of the classroom and distribution of the

questionnaires, which is on weekday during office hour, classroom session.

Questionnaire Collection.

- Involving questionnaires collection, rechecking of the counts.

Survey Analysis.

Involving the data gathered analysis.

3.6 Data Analysis

As the research employs quantitative method, therefore the data obtained through the

questionnaires can be screened and analyzed using descriptive statistics and inferential statistics

through Statistical Package for Social Science (SPSS). The raw data will be keyed in through the

system and descriptive statistics generated can be used in order to analyze and interpret

information. Thus, by using SPSS system, descriptive statistics about all items can be analyzed

more effectively and accurately. The information will then be analyzed and presented in the form

of charts and tables.

On the other hand, data that are collected through other instruments given interview and

classroom observations are analyzed manually. Overall, the data analysis can be summarized in

this table:

�27

Table 3.1: Data Analysis in Regards of the Research Objectives

Research Objectives Instruments Analysis

1. To identify the level of

interactivity of teachers’

practice in classroom.

Interview (Questions 4-7) and

Classroom

Observation( Checklist no.

1-10)

The validity of data gathered

through interview will be

validated through classroom

observations.

2. To analyze the secondary

school students’ speaking

competency level.

Interview (Question 8 and 9)

and Classroom Observation

(Checklist no. 11 and 12)

The validity of data gathered

through interview will be

validated through classroom

observations.

3. To investigate how does the

teachers’ practice influence

the secondary school students’

speaking competency level.

Interview and Classroom

Observation

The validity of data gathered

through interview will be

validated through classroom

observations.

4. To determine ways to

improve the secondary school

students’ speaking

competency level.

Questionnaire The challenges in adopting

CLT are determined in order

to come up with appropriate

solutions.

�28

Bibliography

Amizura Hanadi Mohd. Radzi, & Zaiton Abdul Majid. (2003). To improve the students' skill to

interrupt the discussion in order to take turn to speak for Task B in MUET (800/2) Speaking.

Prosiding Seminar Penyelidikan Pendidikan Kebangsaan 2003, 197-206.

Brown, H. D. (1994). Teaching by principles: An interactive approach to language

pedagogy. Upper Saddle River, New Jersey: Prentice Hall Regents.

Burnaby, B. & Sun, Y. (1989). Chinese teachers view of western language teaching: Context

informs paradigms. TESOL Quarterly, 23 (2), 2 19-238.

Chan, S. H., Tan, H. (2006). English for Mathematics and Science: Current Malaysian

Language-in-education policies and practices. Language and Education, 20(4), 306-322.

Creswell, J. W. (2014). Research Design Qualitative, Quantitative, and Mixed Methods

Approaches (4th ed., p. 304). Thousand Oaks, CA: SAGE Publications.

Crystal, D. 2003. English as Global Language (2nd Ed.). Cambridge: Cambridge University.

Ellis, R. (1997). Second language acquisition. Oxford: Oxford University Press.

�29

Etherton, A.R.B. (1979). The Communicative Syllabus in Practice: Case Study Malaysia. The

English Bulletin. 7(2),1-12.

Finch, G. (2003). Word of mouth. New York: Palgrave Macmillan.

Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education (5th

ed.). Boston: McGraw-Hill.

Gaudart, H. M. 1986. A descriptive study of bilingual education in Malaysia (Doctoral

dissertation, University of Hawaii, 1985). Dissertation Abstracts International, 46, 08A.

Gonzales, P. (1995). State-level curriculum guideline: a listing. In H., Sarah (Ed.). English as a

second language teacher resource handbook: a practical guide for K-12 ESL programs.

Thousand Oaks: Corwin Press.

Hybels, S & Weaver, R 2004, Communicating Effectively, 7th Edition, McGraw-Hill, New York

Hymes, D. (1972). On Communicative Competence. In J.B. Pride & J. Holmes (Eds.),

Sociolinguistics (pp. 269-93). Harmondsworth: Penguin.

Jack, Norman, Helen (2012). How to Design and Evaluate Research in Education. New York.

McGraw Hill.

�30

Larsen-Freeman, D. (Ed.). (2000). Techniques and principles in language teaching (2nded.).

Oxford: Oxford University Press.

Li, D. (1998). " It's always more difficult than you plan and imagine": Teachers'

perceived difficulties in introducing the communicative approach in South Korea. TESOL

Quarterly, 32 (4), 677-703.

Maynard Smith J. and Harper D. 2003. Animal Signals. Oxford University Press, Oxford.

McGroarty, M. (1 984). Some meanings of communicative competence for second language

students. TESOL Quarterly, 18, 257-272.

Mohd-Asraf, R. 1995. The attitudes of non-native ESL teachers toward a notional/functional

syllabus. (Doctoral dissertation, Florida State University, 19

Pham, H. H. (2006). “Imported” Communicative Language Teaching: Implications for teachers.

English Teaching Forum Online, 43(4). Retrieved April 7, 2007

Quinn, E. R., Faerman, R. S., Thompson, P. M., & McGrath, R. M. (1990). Becoming a master

manager: A competency framework, New York: John Wiley & Sons.

�31

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).

Richards, J. C & Rodgers, T. S. (Ed.). (2001). Approaches and Methods in Language Teaching

(2nd ed.). Cambridge: Cambridge University Press.

Rodgers, T. S. (1984). Communicative Syllabus Design and Implementation: Reflection on a

Decade of Experience. In J.A.S. Read (Ed.), Trends in Language Syllabus Design (pp. 28-47).

Singapore. Singapore University Press.

Rutherford, W. E. 1978. Notional-Functional Syllabuses: 1978 Part Two. In C. H. Blatchford and

J. Schachter (Eds.), On TESOL '78: EFL Policies. Programs Practices (pp. 27-30). Washington,

D. C., TESOL. (ERIC Document Reproduction No. ED 187116)

Ying, L. (2010). Communicative activities in ELT classrooms in China. Unpublished master

dissertation, University of Wisconsin-Platteville.

�32

Appendices

APPENDIX A: INTERVIEW QUESTIONS

The interview will include open- ended questions dealing with teachers’ attitudes toward

some of the important features of Communicative Language Teaching (CLT). It is also to check

where do their students’ speaking competency stand as a result of their practice.

1. Age:

2. Your qualifications:

3. Your work experience:

4. What do you think about the use of pair and group work activities in the classroom?

5. Which one do you think English teachers should emphasize in class: fluency or accuracy?

Do you think teachers should provide contrived forms or selected forms in context? Do

you think teachers should mostly speak English in the classroom?

6. What do you think about selective error correction? Who should correct students errors,

student him/self, peers, the teacher? Why?

7. What should be the role of the teacher in a communicative classroom? What do you think

the major responsibilities of teachers are?

8. Do your students actively participate in classroom?

9. Do you consider your students as competent speakers?

�33

APPENDIX B: CLASSROOM OBSERVATION CHECKLIST

Yes No Field Notes (Related

Comments)

1. Provides learners with activities that have to be carried

out in pairs or groups.

2. Provides contrived forms.

3. Provides forms in context.

4. Minimal use of L1

5. Corrects selected errors.

6. Tolerates learners’ errors.

7. Encourages learners to correct each other’s errors.

8. Encourages learners to self-correct themselves.

9. Dominates classroom situations

10. Monitors classroom situations.

11. Students actively participate in classroom.

12. Students interact appropriately with each other.

�34

APPENDIX C: QUESTIONNAIRE ABOUT CHALLENGES IN ADOPTING CLT

The following are some challenges that other teachers had in adopting CLT. Have you

come across these difficulties or do you think they might be difficulties for you in adopting CLT

in your classes? Try a scale (tick 1), how much of an issue is: (1: no problem, 2: manageable

problem, 3: major difficulty).

1 2 3

1. Teachers' lack of sufficient spoken English competence.

2. Teachers' lack of target culture (English) knowledge.

3. Teachers' little time to prepare communicative materials.

4. Students' low-level English proficiency.

5. Students resist communicative class activities.

6. Not enough authentic teaching materials to use.

7. Traditional grammar-based examinations.

8. Large class size.

9. The differences between EFL and ESL teaching contexts.

10. Lack of training in CLT.

11. Lack of effective and efficient assessment instruments.

12. Communicative competence.

13. Lack of support from administration.

14. Teachers' misinterpretation of CLT.

15. Unsuitability of Western educational assumption in Asia.

Other/s (indicate)

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

�35