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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.

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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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