SlideShare ist ein Scribd-Unternehmen logo
1 von 9
Downloaden Sie, um offline zu lesen
FACULTY OF EDUCATION
MASTER OF EDUCATION IN EDUCATIONAL IN MANAGEMENT AND
LEADERSHIP
THE ROLE OF COMMUNICATIVE LANGUAGE TEACHING (CLT)
IN ESL WITH THEMATIC APPROACH IN UITM SHAH ALAM:
LECTURERS PERCEPTION AND ATTITUDES
COURSE NAME : RESEARCH METHODOLOGY
COURSE CODE : EDU 702
PROGRAMMES : ED705 (SEM 1)
LECTURER’S NAME : DR. NORSHIDAH NORDIN
STUDENT’S NAME : WAN EZZA ATIKAH BT WAN SAZALI
MATRIXNUMBER : 2014326617
THE ROLE OF COMMUNICATIVE LANGUAGE TEACHING (CLT) IN ESL WITH
THEMATIC APPROACH IN UITM SHAH ALAM: LECTURERS PERCEPTION
AND ATTITUDES
CHAPTER ONE
1.0 INTRODUCTION
The latest education policy of Malaysia Education Blueprint 2015-2025 for higher education
established based on an efforts to create a globalise students with an international level which
accordance to a global standard. The National Education Blueprint consists of both vision of
the education system and also student aspirations that Malaysia needs and deserves. There are
9 strategic and operational shifts includes in the policies in order to achieve our vision and
mission of Malaysia. Hence, the strategic plans of this policy were based on five Malaysian
education system aspirations which are access, quality, equity, unity and efficiency.
This is someday to help them empowering their skill in employability aspects and indirectly
put Malaysia among one of the better countries in the world. The latest policies were meant
to create a well-balanced student with high values identity that may contribute to the
economic growth of the nation (Najib Razak, April 2015). They are 11 shifts included in
these policies which emphasizes on the aspects of holistic values, bilingual proficiency,
thinking skills, leadership skills, knowledge, ethics and spirituality and also national identity.
The primary objectives of these which will be delivered through the schools in which to
provide the student’s with a nurture human leader and the abilities to be globally and
internationally marketable with an innovations to create their own employment opportunities
instead of waiting for the jobs in the future.
Parts of National Academic Blueprint 2015-2025, consists of governance empowerment,
achieve global excellence, and transformed higher education learning which are all important
and link between another and to achieve this Malaysia needs another level of enhancement
which is language. Despite our love and respect towards our native language, but the
advantages of having another language as a medium of communication will not leave us
backward from other global standards. Graduates nowadays have to empower at least more
than one language in order to make them more marketable in a working area. The
communicative language teaching in English as Second Language (ESL) will indirectly helps
to improve their abilities in empowering the second language which is globally used at an
international level as acceptance medium of communications. The term of ‘Communicative
Language Teaching’ (CLT) may be various among the educators because some might
interpret this as a use of language in class with a greater highlights on orality aspects. To
others, this might be interpreted as communication medium in class with an exchange of
information between interlocutors. The approach of this method has been widely explored
and studied by many researchers especially on English filed.
Communicative Language Teaching (CLT) has first established in the 1970s in England. This
methodology was viewed as transformation that placed an essential aspect on communication
in language learning classroom. It rapidly used by Western countries and following the
emergence of CLT in Western speaking countries, it began to spread all over the world.
There are countries in Asian that has strongly adopting CLT as a language medium in class
(Li, 1984; Liao, 2004; Maley, 1984). It has been widely researched and studied by many
countries in the field of English Language and Linguistic regarding CLT. Since the
applications of CLT are widely used in most of education field, it has become a huge demand
in the worldwide for quality language teaching and language teaching materials and
resources.
According to the reports from Wang (1990), there are some positive results in learning
experiences using communicative language teaching in ESL context. The report shows a
success of communication-based teaching with a deeper attention towards oral competence in
a foreign language school in China. There is a positive improvement contributes to learners
development of reading and writing and not only in speaking and listening.
Thematic approach is quite similar with the holistic approach in terms of teaching
methodology which allows the lecturer to experience more independent and experienced
learning as a method of teaching. Thematic seems to be tremendously effective for
integrating the curriculum and also for teaching skill in context. Thematic approach will
make sense in terms of making a connection in knowledge, in example; when we learn
something, we will connect the new information with what we already know and then
merging it with our existing knowledge structures or attaching it to the concepts we are
control. Referring to Wurman (2000), he demonstrated on how easily people become anxious
about the burden of having too much information to deal with. But, if we understand the ways
in which knowledge are connected to our uses, it will be easier for us to organize and to
understand what they are and how to apply.
The purpose of this study is to identify the role of communicative language teaching (CLT) in
ESL with thematic approach at UITM from the perceptions and attitudes of the lecturers. The
facets of thematic approach will be perceived towards lecturers perceptions of thematic
methodology in teaching at school. The approach of thematic methods and CLT will develop
more sustainable and balance students from the aspects of technical core, human
development and human capital.
1.1 BACKGROUND OF THE STUDY
This paper focuses on the lecturer’s perceptions and attitudes toward CLT with thematic
approach. At present, Malaysia is currently highlighted on holistic development and English
literacy despites enhancing the native uses of a first language Bahasa Malaysia and this study
was to emphasize on the aspects of lecturer’s perceptions and attitudes toward this method of
study at higher education which is UITM Shah Alam. This research was mean to investigate
English as a Second Language perception and attitudes among the lecturers regarding
Communicative Language Teaching (CLT) in UITM Shah Alam. Nowadays, English has
become one of the most effective global medium of communication and most institutions in
Malaysia has started to adequately apply an efficient medium of instruction in English
subjects with the objective to produce students that are not only technically comprehensive in
their study but also proficient in English.
According to Fernandez Fontecha (2001), integrated learning of curriculum subjects and
proficiency in a second language can be achieved through different methods of approach.
One of the examples is holistic approach that may develop students to be confident, critical,
and independent learners. The goals was to make learning as a process of self-improvement
which explicitly identifies the self and the social context of learning and teaching, and also
recognizing the needs of the individual learner in the interaction. Thus, this paper tends to
provide an overview on the perceptions and attitudes of learners towards communicative
language teaching in ESL with holistic approach.
1.2 PROBLEM OF STUDY
This study is to identify the perceptions and attitudes of lecturers towards CLT with Thematic
approach in UITM Shah Alam, Selangor. The concept of holistic education in Malaysia was
highlighted in the National Philosophy of Education (NPE) 2015-2025 in raising the standard
of Malaysian high education system, to build on our strengths, and comparative advantages,
and to meet the demands and need of the ever-changing education background. Language is
also parts of the literacy which requires 21st century learners to empower at least more than
one aspect of languages.
English language use has increasingly become a demand align with the dynamic and new
development of new international communication networks beyond the English-speaking
world. Hence, if Malaysia want to achieve the vision of becoming a developed nation in
2020, Malaysian youth has to holistically develop and have some necessary values,
knowledge, and skills to succeed in an increasingly competitive and uncertain world
(Muhyiddin Yassin, 2015). Students are the future leaders of Malaysia and in achieving the
status of high economic growth, Malaysia has to come out with all sorts of possibilities that
may inspires the students in their study and independently confident to go for international
level and faces the outside world with confidence.
Communicative Language Teaching (CLT) approach will make students to communicate
with imaginary native English speakers, in imaginary contexts, and for imaginary purposes
and also helps them to develop an interest in English. Education is a need for the
development of a nation. Education is one of the core aspects that determine the status of
developed nations. Hence, literacy is comprehensive values for students to achieve since it is
a recognizable method of communication not only in the aspects of daily life’s but also
toward working environment. Communicative Language Teaching is widely accepted by
many applied linguist and lecturers as one of the effective approaches.
For ESL students, an effective method of teaching is vital to improve their language
proficiency. This study will help the lecturers to understand more about their perceptions and
understanding of CLT in ESL with thematic approach as to help them enhance their effective
approach in teaching with communicative approach
The research is design to explore the perceptions and attitudes of lecturers toward
Communicative Language Teaching (CLT) with thematic approach to potentially identify
some issues around CLT and challenges that the lecturers might has to face in their teaching
process. Graduates with good capability English skills are important for sustaining economic
development.
1.3 RESEARCH OBJECTIVES
1.3.1 To identify the perceptions of lecturers toward Communicative Language
Teaching (CLT) in ESL of the classroom practiced in UITM Shah Alam.
1.3.2 To examine the lecturers attitudes toward Communicative Language Teaching
(CLT) in ESL.
1.3.3 To determine the characteristics of the Communicative Language Teaching
(CLT) in ESL with Thematic approach.
.
1.3.4 To study the challenges face in adopting Communicative Language Teaching
(CLT) in ESL with Thematic approach.
1.4 RESEARCH QUESTIONS
1.4.1 What is the lecturer’s perception toward Communicative Language Teaching
(CLT) in ESL of the classroom practiced in UITM Shah Alam?
1.4.2 What are lecturer’s attitudes toward Communicative Language Teaching
(CLT) in ESL?
1.4.3 What are the characteristics of Communicative Language Teaching (CLT) in
ESL with Thematic approach?
1.4.4 What is the challenges face in adopting Communicative Language Teaching
(CLT) in ESL with Thematic approach?
1.5 OPERATIONAL DEFINITIONS
1.5.1 Communicative Language Teaching (CLT)
According to Richard (2001), CLT referred as a language system for the
expression of meaning in which the main function of language is to permit
interaction and communication. The aspects of CLT are viewed as systematic
attention to both functional and structural aspects of language merging into a
communicative view (William Littlewood, 1981). The function of CLT was to
involve students in real or realistic communication through different activities.
1.5.2 ESL
According to Carter and Nunan (2001), ESL referred as a situation in which
English is being taught and learned in countries, contents and cultures in
which English is the second language.
1.5.3 Thematic Approach
Wesley (1992) explains that thematic approach as a way of teaching and
learning, by which many areas of the curriculum are organised together and
integrated within a theme. This approach allows learning to be more natural
and less fragmented. According to Vygotsky (1984), he stated that thematic
approach offers every children with enjoyable activities, accessible activities
that provide opportunities for occasional help or intensive support through the
core play and communication. On the other hand, this approach seems to
encourage holistic study of a subject.
1.6 SCOPE AND LIMITATION OF THE STUDY
The first limitation is the respondent of the study. The scope of this study is limited to
lecturers in UITM Shah Alam. The lecturers that involve are from the Faculty of Education
and Academy of Language Studies (ALS), Teaching in English as a Second Language
(TESL) from both programs of pre-degree TESL to undergraduate’s lecturers as well as
Linguistic lecturers from English as a Professional Communication courses. This survey will
properly conduct through a questionnaire data that adopted from the previous researcher.
The second limitation of this study is the sample size of the study. The sample size used in
this study doesn’t generalise all perceptions and attitudes of TESL and Linguistics lecturers
in all universities whereby the sample size of this study is too small. The population is limited
only to 120 respondents consists of lecturers of TESL from Faculty of Education and English
lecturers from ALS, UITM Shah Alam. The size must be in major numbers in order to
conclude with a general conclusion based on lecturer’s perception and attitudes toward
Communicative Language Teaching in ESL with Thematic approach.
The third limitation of this study is the selection of place for this study. The researcher
samples were only made among the lecturers in UITM Shah Alam, Selangor. Since it is only
conducted within lecturers from two courses of two different faculties in UITM Shah Alam,
Selangor, thus the sample cannot represent the rest of populations. Therefore, the study is
only focuses on a Malaysia context only and conclusion can only be made for lecturers in
Malaysian context only. However, the results can be widely used if there is a further research
on this related study in future of lecturers perspective and attitudes of Communicative
Language Teaching in ESL with Thematic approach perhaps on the improvements of technic
and better strategies of teaching in ESL.
1.7 SIGNIFICANT OF THE STUDY
The attribution of this study may be uses to identify the best approach of teaching that may
results in a better outcome for the students to achieve in literacy aspects of languages
especially in the subjects of English. UITM has established these subjects of English or also
known as ELC (Preparatory English) for pre degree students, diploma and undergraduates.
This may embark positive results toward graduates to achieve a better understanding of
English and their passion in learning despite of taking this as parts of compulsory subjects.
English has become a medium of instruction in UITM since they first established as an
Institute back in 80’s. The reasons of having English as a medium of instruction are to
develop a credibility of graduates in their future career and widely marketable at international
levels. The study of this research is to help the lecturers in understanding a better approaches
and factors that may lead to a failure or a success toward these methods of teaching. Previous
studies has emphasizes that having a Thematic approach in literacy aspects may help the
students to gain more creativities and practical experiences because its connected with other
knowledge of subjects instead of following only the syllabus of the textbooks.
According to Herrera and Murry (2005), stated that thematic instruction will promotes
students’ development of cognitive and linguistic capabilities and strategies that used a
number in other contents of subject areas. Precisely, it is describe to connect literacy skills in
reading, science, writing and maths. Thus, the contents of this research will helps to
emphasize on which aspects of teaching that may benefits the student’s literacy skills
especially in acquiring the second languages of English. It may also create awareness toward
the lecturer’s styles of teaching in ESL and ways of improvements.
1.8 SUMMARY
Generally, this topic of study is describing on the problem statement, main objectives of the
study, operational definition of this study, as well as significant of the study. The aim of this
study is to identify the perceptions and attitudes of lecturers toward Communicative
Language Teaching (CLT) in ESL with Thematic approach. The second chapter of this study
will emphasize on the aspects of literature which related to this topic of study including a
similar research of these studies and lastly, Chapter 3 emphasize on the methods of approach
uses for this study. The finding of this study will probably contributes to Ministry of
Education, higher education institutions, and lecturers as well as the students in relation with
ESL learning.

Weitere ähnliche Inhalte

Was ist angesagt?

Exploring the Islamic Culture in English for Islamic Studies
Exploring the Islamic Culture in English for Islamic StudiesExploring the Islamic Culture in English for Islamic Studies
Exploring the Islamic Culture in English for Islamic StudiesUIN Sultan Maulana Hasanudin
 
Concept and theories of grammar
Concept and theories of grammarConcept and theories of grammar
Concept and theories of grammarLinda Midy
 
Draft Chapter 1 take 2
Draft Chapter 1 take 2Draft Chapter 1 take 2
Draft Chapter 1 take 2nadiahhuda
 
An Experimental Investigation on Preparatory Year EFL learners’ Vocabulary ac...
An Experimental Investigation on Preparatory Year EFL learners’ Vocabulary ac...An Experimental Investigation on Preparatory Year EFL learners’ Vocabulary ac...
An Experimental Investigation on Preparatory Year EFL learners’ Vocabulary ac...AJHSSR Journal
 
Influence of multimedia technology in english language teaching.
Influence of multimedia technology in english language teaching.Influence of multimedia technology in english language teaching.
Influence of multimedia technology in english language teaching.Sakthivel Krishnan
 
Professional teaching standard 2
Professional teaching standard 2Professional teaching standard 2
Professional teaching standard 2Amie Joan Juanis
 
A Quantitative Inquiry into the Effects of Blended Learning on English Langua...
A Quantitative Inquiry into the Effects of Blended Learning on English Langua...A Quantitative Inquiry into the Effects of Blended Learning on English Langua...
A Quantitative Inquiry into the Effects of Blended Learning on English Langua...suhailaabdulaziz
 
Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in...
Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in...Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in...
Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in...SubmissionResearchpa
 
Challenges in Teaching English to Young Learners in Primary Stage: A Case St...
 Challenges in Teaching English to Young Learners in Primary Stage: A Case St... Challenges in Teaching English to Young Learners in Primary Stage: A Case St...
Challenges in Teaching English to Young Learners in Primary Stage: A Case St...Research Journal of Education
 
5. investigating learning english strategies and english needs of undergradua...
5. investigating learning english strategies and english needs of undergradua...5. investigating learning english strategies and english needs of undergradua...
5. investigating learning english strategies and english needs of undergradua...University of Battambang (UBB)
 
Educational trends, issues & problems
Educational trends, issues & problemsEducational trends, issues & problems
Educational trends, issues & problems13023901-016
 
Research proposal
Research proposalResearch proposal
Research proposalmizah16
 

Was ist angesagt? (19)

8English Language Teachers
8English Language Teachers8English Language Teachers
8English Language Teachers
 
Exploring the Islamic Culture in English for Islamic Studies
Exploring the Islamic Culture in English for Islamic StudiesExploring the Islamic Culture in English for Islamic Studies
Exploring the Islamic Culture in English for Islamic Studies
 
Concept and theories of grammar
Concept and theories of grammarConcept and theories of grammar
Concept and theories of grammar
 
Role of Teacher Education Pedagogy in Developing Communication Competences am...
Role of Teacher Education Pedagogy in Developing Communication Competences am...Role of Teacher Education Pedagogy in Developing Communication Competences am...
Role of Teacher Education Pedagogy in Developing Communication Competences am...
 
Draft Chapter 1 take 2
Draft Chapter 1 take 2Draft Chapter 1 take 2
Draft Chapter 1 take 2
 
An Experimental Investigation on Preparatory Year EFL learners’ Vocabulary ac...
An Experimental Investigation on Preparatory Year EFL learners’ Vocabulary ac...An Experimental Investigation on Preparatory Year EFL learners’ Vocabulary ac...
An Experimental Investigation on Preparatory Year EFL learners’ Vocabulary ac...
 
How daily code mixing becomes a new strategy for teaching vocabulary mastery
How daily code mixing becomes a new strategy for teaching vocabulary masteryHow daily code mixing becomes a new strategy for teaching vocabulary mastery
How daily code mixing becomes a new strategy for teaching vocabulary mastery
 
Influence of multimedia technology in english language teaching.
Influence of multimedia technology in english language teaching.Influence of multimedia technology in english language teaching.
Influence of multimedia technology in english language teaching.
 
Professional teaching standard 2
Professional teaching standard 2Professional teaching standard 2
Professional teaching standard 2
 
D01042335
D01042335D01042335
D01042335
 
A Quantitative Inquiry into the Effects of Blended Learning on English Langua...
A Quantitative Inquiry into the Effects of Blended Learning on English Langua...A Quantitative Inquiry into the Effects of Blended Learning on English Langua...
A Quantitative Inquiry into the Effects of Blended Learning on English Langua...
 
Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in...
Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in...Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in...
Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in...
 
Challenges in Teaching English to Young Learners in Primary Stage: A Case St...
 Challenges in Teaching English to Young Learners in Primary Stage: A Case St... Challenges in Teaching English to Young Learners in Primary Stage: A Case St...
Challenges in Teaching English to Young Learners in Primary Stage: A Case St...
 
Proposing a model of critical literacy program for fostering Indonesian EFL s...
Proposing a model of critical literacy program for fostering Indonesian EFL s...Proposing a model of critical literacy program for fostering Indonesian EFL s...
Proposing a model of critical literacy program for fostering Indonesian EFL s...
 
5. investigating learning english strategies and english needs of undergradua...
5. investigating learning english strategies and english needs of undergradua...5. investigating learning english strategies and english needs of undergradua...
5. investigating learning english strategies and english needs of undergradua...
 
Educational trends, issues & problems
Educational trends, issues & problemsEducational trends, issues & problems
Educational trends, issues & problems
 
ThaiTESOL2014
ThaiTESOL2014ThaiTESOL2014
ThaiTESOL2014
 
Effective Methods for Teaching English Vocabulary to Saudi Female Students
Effective Methods for Teaching English Vocabulary to Saudi Female StudentsEffective Methods for Teaching English Vocabulary to Saudi Female Students
Effective Methods for Teaching English Vocabulary to Saudi Female Students
 
Research proposal
Research proposalResearch proposal
Research proposal
 

Ähnlich wie Intro and chapter 1 rp

A Model For Implementing Problem-Based Language Learning Experiences From A ...
A Model For Implementing Problem-Based Language Learning  Experiences From A ...A Model For Implementing Problem-Based Language Learning  Experiences From A ...
A Model For Implementing Problem-Based Language Learning Experiences From A ...Elizabeth Williams
 
Competency-based English Teaching and Learning: Investigating Pre-service tea...
Competency-based English Teaching and Learning: Investigating Pre-service tea...Competency-based English Teaching and Learning: Investigating Pre-service tea...
Competency-based English Teaching and Learning: Investigating Pre-service tea...Haksa Vanholick
 
Background Proposal Seminar The Application of Problem Based Learning in Teac...
Background Proposal Seminar The Application of Problem Based Learning in Teac...Background Proposal Seminar The Application of Problem Based Learning in Teac...
Background Proposal Seminar The Application of Problem Based Learning in Teac...Siti Purwaningsih
 
New strategies for teacher training 2
New strategies for teacher training 2New strategies for teacher training 2
New strategies for teacher training 2ksa
 
A wee evaluative study of the academic orientation
A wee evaluative study of the academic orientationA wee evaluative study of the academic orientation
A wee evaluative study of the academic orientationAlexander Decker
 
A wee evaluative study of the academic orientation
A wee evaluative study of the academic orientationA wee evaluative study of the academic orientation
A wee evaluative study of the academic orientationAlexander Decker
 
English As A Medium Instruction Essay
English As A Medium Instruction EssayEnglish As A Medium Instruction Essay
English As A Medium Instruction EssayKim Isleb
 
Students’ motivation for and attitudes towards self access language learning ...
Students’ motivation for and attitudes towards self access language learning ...Students’ motivation for and attitudes towards self access language learning ...
Students’ motivation for and attitudes towards self access language learning ...Alexander Decker
 
Communicative aproach
Communicative aproachCommunicative aproach
Communicative aproachGladys Rivera
 
MTB-MLE Framework
MTB-MLE FrameworkMTB-MLE Framework
MTB-MLE FrameworkMaryJane162
 
Competency-Based Language learning for EFL.pptx
Competency-Based Language learning for EFL.pptxCompetency-Based Language learning for EFL.pptx
Competency-Based Language learning for EFL.pptxwddiraq
 
ENGLISH-CCP-CURRICULUM-FOR-B7-10-ZERO-DRAFT.pdf
ENGLISH-CCP-CURRICULUM-FOR-B7-10-ZERO-DRAFT.pdfENGLISH-CCP-CURRICULUM-FOR-B7-10-ZERO-DRAFT.pdf
ENGLISH-CCP-CURRICULUM-FOR-B7-10-ZERO-DRAFT.pdfAbubakarHaruna18
 
Organized Hypocrisy in EFL Teacher Training Programs
Organized Hypocrisy in EFL Teacher Training ProgramsOrganized Hypocrisy in EFL Teacher Training Programs
Organized Hypocrisy in EFL Teacher Training ProgramsMohammad Mosiur Rahman
 
Communicative Language Teaching
Communicative Language TeachingCommunicative Language Teaching
Communicative Language TeachingRahmat Fiqri
 
ICPLT proceeding of November 2016,Singapore
ICPLT proceeding of November 2016,SingaporeICPLT proceeding of November 2016,Singapore
ICPLT proceeding of November 2016,SingaporeGlobal R & D Services
 
English as a foreing language
English as a foreing languageEnglish as a foreing language
English as a foreing languageJOHANSEBASTIAN75
 

Ähnlich wie Intro and chapter 1 rp (20)

A Model For Implementing Problem-Based Language Learning Experiences From A ...
A Model For Implementing Problem-Based Language Learning  Experiences From A ...A Model For Implementing Problem-Based Language Learning  Experiences From A ...
A Model For Implementing Problem-Based Language Learning Experiences From A ...
 
Competency-based English Teaching and Learning: Investigating Pre-service tea...
Competency-based English Teaching and Learning: Investigating Pre-service tea...Competency-based English Teaching and Learning: Investigating Pre-service tea...
Competency-based English Teaching and Learning: Investigating Pre-service tea...
 
Background Proposal Seminar The Application of Problem Based Learning in Teac...
Background Proposal Seminar The Application of Problem Based Learning in Teac...Background Proposal Seminar The Application of Problem Based Learning in Teac...
Background Proposal Seminar The Application of Problem Based Learning in Teac...
 
New strategies for teacher training 2
New strategies for teacher training 2New strategies for teacher training 2
New strategies for teacher training 2
 
A wee evaluative study of the academic orientation
A wee evaluative study of the academic orientationA wee evaluative study of the academic orientation
A wee evaluative study of the academic orientation
 
A wee evaluative study of the academic orientation
A wee evaluative study of the academic orientationA wee evaluative study of the academic orientation
A wee evaluative study of the academic orientation
 
English As A Medium Instruction Essay
English As A Medium Instruction EssayEnglish As A Medium Instruction Essay
English As A Medium Instruction Essay
 
Students’ motivation for and attitudes towards self access language learning ...
Students’ motivation for and attitudes towards self access language learning ...Students’ motivation for and attitudes towards self access language learning ...
Students’ motivation for and attitudes towards self access language learning ...
 
Ncbts
NcbtsNcbts
Ncbts
 
Communicative aproach
Communicative aproachCommunicative aproach
Communicative aproach
 
MTB-MLE Framework
MTB-MLE FrameworkMTB-MLE Framework
MTB-MLE Framework
 
Teachers' Perspective on Strategy for Teaching English Vocabulary to Young Le...
Teachers' Perspective on Strategy for Teaching English Vocabulary to Young Le...Teachers' Perspective on Strategy for Teaching English Vocabulary to Young Le...
Teachers' Perspective on Strategy for Teaching English Vocabulary to Young Le...
 
Competency-Based Language learning for EFL.pptx
Competency-Based Language learning for EFL.pptxCompetency-Based Language learning for EFL.pptx
Competency-Based Language learning for EFL.pptx
 
ENGLISH-CCP-CURRICULUM-FOR-B7-10-ZERO-DRAFT.pdf
ENGLISH-CCP-CURRICULUM-FOR-B7-10-ZERO-DRAFT.pdfENGLISH-CCP-CURRICULUM-FOR-B7-10-ZERO-DRAFT.pdf
ENGLISH-CCP-CURRICULUM-FOR-B7-10-ZERO-DRAFT.pdf
 
Organized Hypocrisy in EFL Teacher Training Programs
Organized Hypocrisy in EFL Teacher Training ProgramsOrganized Hypocrisy in EFL Teacher Training Programs
Organized Hypocrisy in EFL Teacher Training Programs
 
Communicative Language Teaching
Communicative Language TeachingCommunicative Language Teaching
Communicative Language Teaching
 
ICPLT proceeding of November 2016,Singapore
ICPLT proceeding of November 2016,SingaporeICPLT proceeding of November 2016,Singapore
ICPLT proceeding of November 2016,Singapore
 
English 12th august
English 12th augustEnglish 12th august
English 12th august
 
English as a foreing language
English as a foreing languageEnglish as a foreing language
English as a foreing language
 
01 dsk english y1 sk
01 dsk english y1  sk01 dsk english y1  sk
01 dsk english y1 sk
 

Mehr von ezzaatikah

Week 3 a literature review 702
Week 3 a literature review 702Week 3 a literature review 702
Week 3 a literature review 702ezzaatikah
 
Problem Definition
Problem DefinitionProblem Definition
Problem Definitionezzaatikah
 
Chapter 3: Research Question
Chapter 3: Research QuestionChapter 3: Research Question
Chapter 3: Research Questionezzaatikah
 
New straits times
New straits timesNew straits times
New straits timesezzaatikah
 

Mehr von ezzaatikah (8)

Rp chapter 1
Rp chapter 1Rp chapter 1
Rp chapter 1
 
Rp chapter 1
Rp chapter 1Rp chapter 1
Rp chapter 1
 
Rp chapter 1
Rp chapter 1Rp chapter 1
Rp chapter 1
 
Week 3 a literature review 702
Week 3 a literature review 702Week 3 a literature review 702
Week 3 a literature review 702
 
Problem Definition
Problem DefinitionProblem Definition
Problem Definition
 
Holistic k 12
Holistic k 12Holistic k 12
Holistic k 12
 
Chapter 3: Research Question
Chapter 3: Research QuestionChapter 3: Research Question
Chapter 3: Research Question
 
New straits times
New straits timesNew straits times
New straits times
 

Kürzlich hochgeladen

How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17Celine George
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational PhilosophyShuvankar Madhu
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptxmary850239
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphNetziValdelomar1
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice documentXsasf Sfdfasd
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxDr. Santhosh Kumar. N
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptxraviapr7
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationMJDuyan
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxDr. Asif Anas
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...CaraSkikne1
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxEduSkills OECD
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?TechSoup
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17Celine George
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE
 

Kürzlich hochgeladen (20)

How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17
 
Prelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quizPrelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quiz
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational Philosophy
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptx
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a Paragraph
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice document
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptx
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive Education
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptx
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024
 

Intro and chapter 1 rp

  • 1. FACULTY OF EDUCATION MASTER OF EDUCATION IN EDUCATIONAL IN MANAGEMENT AND LEADERSHIP THE ROLE OF COMMUNICATIVE LANGUAGE TEACHING (CLT) IN ESL WITH THEMATIC APPROACH IN UITM SHAH ALAM: LECTURERS PERCEPTION AND ATTITUDES COURSE NAME : RESEARCH METHODOLOGY COURSE CODE : EDU 702 PROGRAMMES : ED705 (SEM 1) LECTURER’S NAME : DR. NORSHIDAH NORDIN STUDENT’S NAME : WAN EZZA ATIKAH BT WAN SAZALI MATRIXNUMBER : 2014326617
  • 2. THE ROLE OF COMMUNICATIVE LANGUAGE TEACHING (CLT) IN ESL WITH THEMATIC APPROACH IN UITM SHAH ALAM: LECTURERS PERCEPTION AND ATTITUDES CHAPTER ONE 1.0 INTRODUCTION The latest education policy of Malaysia Education Blueprint 2015-2025 for higher education established based on an efforts to create a globalise students with an international level which accordance to a global standard. The National Education Blueprint consists of both vision of the education system and also student aspirations that Malaysia needs and deserves. There are 9 strategic and operational shifts includes in the policies in order to achieve our vision and mission of Malaysia. Hence, the strategic plans of this policy were based on five Malaysian education system aspirations which are access, quality, equity, unity and efficiency. This is someday to help them empowering their skill in employability aspects and indirectly put Malaysia among one of the better countries in the world. The latest policies were meant to create a well-balanced student with high values identity that may contribute to the economic growth of the nation (Najib Razak, April 2015). They are 11 shifts included in these policies which emphasizes on the aspects of holistic values, bilingual proficiency, thinking skills, leadership skills, knowledge, ethics and spirituality and also national identity. The primary objectives of these which will be delivered through the schools in which to provide the student’s with a nurture human leader and the abilities to be globally and internationally marketable with an innovations to create their own employment opportunities instead of waiting for the jobs in the future. Parts of National Academic Blueprint 2015-2025, consists of governance empowerment, achieve global excellence, and transformed higher education learning which are all important and link between another and to achieve this Malaysia needs another level of enhancement which is language. Despite our love and respect towards our native language, but the advantages of having another language as a medium of communication will not leave us
  • 3. backward from other global standards. Graduates nowadays have to empower at least more than one language in order to make them more marketable in a working area. The communicative language teaching in English as Second Language (ESL) will indirectly helps to improve their abilities in empowering the second language which is globally used at an international level as acceptance medium of communications. The term of ‘Communicative Language Teaching’ (CLT) may be various among the educators because some might interpret this as a use of language in class with a greater highlights on orality aspects. To others, this might be interpreted as communication medium in class with an exchange of information between interlocutors. The approach of this method has been widely explored and studied by many researchers especially on English filed. Communicative Language Teaching (CLT) has first established in the 1970s in England. This methodology was viewed as transformation that placed an essential aspect on communication in language learning classroom. It rapidly used by Western countries and following the emergence of CLT in Western speaking countries, it began to spread all over the world. There are countries in Asian that has strongly adopting CLT as a language medium in class (Li, 1984; Liao, 2004; Maley, 1984). It has been widely researched and studied by many countries in the field of English Language and Linguistic regarding CLT. Since the applications of CLT are widely used in most of education field, it has become a huge demand in the worldwide for quality language teaching and language teaching materials and resources. According to the reports from Wang (1990), there are some positive results in learning experiences using communicative language teaching in ESL context. The report shows a success of communication-based teaching with a deeper attention towards oral competence in a foreign language school in China. There is a positive improvement contributes to learners development of reading and writing and not only in speaking and listening. Thematic approach is quite similar with the holistic approach in terms of teaching methodology which allows the lecturer to experience more independent and experienced learning as a method of teaching. Thematic seems to be tremendously effective for integrating the curriculum and also for teaching skill in context. Thematic approach will make sense in terms of making a connection in knowledge, in example; when we learn something, we will connect the new information with what we already know and then merging it with our existing knowledge structures or attaching it to the concepts we are
  • 4. control. Referring to Wurman (2000), he demonstrated on how easily people become anxious about the burden of having too much information to deal with. But, if we understand the ways in which knowledge are connected to our uses, it will be easier for us to organize and to understand what they are and how to apply. The purpose of this study is to identify the role of communicative language teaching (CLT) in ESL with thematic approach at UITM from the perceptions and attitudes of the lecturers. The facets of thematic approach will be perceived towards lecturers perceptions of thematic methodology in teaching at school. The approach of thematic methods and CLT will develop more sustainable and balance students from the aspects of technical core, human development and human capital. 1.1 BACKGROUND OF THE STUDY This paper focuses on the lecturer’s perceptions and attitudes toward CLT with thematic approach. At present, Malaysia is currently highlighted on holistic development and English literacy despites enhancing the native uses of a first language Bahasa Malaysia and this study was to emphasize on the aspects of lecturer’s perceptions and attitudes toward this method of study at higher education which is UITM Shah Alam. This research was mean to investigate English as a Second Language perception and attitudes among the lecturers regarding Communicative Language Teaching (CLT) in UITM Shah Alam. Nowadays, English has become one of the most effective global medium of communication and most institutions in Malaysia has started to adequately apply an efficient medium of instruction in English subjects with the objective to produce students that are not only technically comprehensive in their study but also proficient in English. According to Fernandez Fontecha (2001), integrated learning of curriculum subjects and proficiency in a second language can be achieved through different methods of approach. One of the examples is holistic approach that may develop students to be confident, critical, and independent learners. The goals was to make learning as a process of self-improvement which explicitly identifies the self and the social context of learning and teaching, and also recognizing the needs of the individual learner in the interaction. Thus, this paper tends to
  • 5. provide an overview on the perceptions and attitudes of learners towards communicative language teaching in ESL with holistic approach. 1.2 PROBLEM OF STUDY This study is to identify the perceptions and attitudes of lecturers towards CLT with Thematic approach in UITM Shah Alam, Selangor. The concept of holistic education in Malaysia was highlighted in the National Philosophy of Education (NPE) 2015-2025 in raising the standard of Malaysian high education system, to build on our strengths, and comparative advantages, and to meet the demands and need of the ever-changing education background. Language is also parts of the literacy which requires 21st century learners to empower at least more than one aspect of languages. English language use has increasingly become a demand align with the dynamic and new development of new international communication networks beyond the English-speaking world. Hence, if Malaysia want to achieve the vision of becoming a developed nation in 2020, Malaysian youth has to holistically develop and have some necessary values, knowledge, and skills to succeed in an increasingly competitive and uncertain world (Muhyiddin Yassin, 2015). Students are the future leaders of Malaysia and in achieving the status of high economic growth, Malaysia has to come out with all sorts of possibilities that may inspires the students in their study and independently confident to go for international level and faces the outside world with confidence. Communicative Language Teaching (CLT) approach will make students to communicate with imaginary native English speakers, in imaginary contexts, and for imaginary purposes and also helps them to develop an interest in English. Education is a need for the development of a nation. Education is one of the core aspects that determine the status of developed nations. Hence, literacy is comprehensive values for students to achieve since it is a recognizable method of communication not only in the aspects of daily life’s but also toward working environment. Communicative Language Teaching is widely accepted by many applied linguist and lecturers as one of the effective approaches.
  • 6. For ESL students, an effective method of teaching is vital to improve their language proficiency. This study will help the lecturers to understand more about their perceptions and understanding of CLT in ESL with thematic approach as to help them enhance their effective approach in teaching with communicative approach The research is design to explore the perceptions and attitudes of lecturers toward Communicative Language Teaching (CLT) with thematic approach to potentially identify some issues around CLT and challenges that the lecturers might has to face in their teaching process. Graduates with good capability English skills are important for sustaining economic development. 1.3 RESEARCH OBJECTIVES 1.3.1 To identify the perceptions of lecturers toward Communicative Language Teaching (CLT) in ESL of the classroom practiced in UITM Shah Alam. 1.3.2 To examine the lecturers attitudes toward Communicative Language Teaching (CLT) in ESL. 1.3.3 To determine the characteristics of the Communicative Language Teaching (CLT) in ESL with Thematic approach. . 1.3.4 To study the challenges face in adopting Communicative Language Teaching (CLT) in ESL with Thematic approach. 1.4 RESEARCH QUESTIONS 1.4.1 What is the lecturer’s perception toward Communicative Language Teaching (CLT) in ESL of the classroom practiced in UITM Shah Alam? 1.4.2 What are lecturer’s attitudes toward Communicative Language Teaching (CLT) in ESL? 1.4.3 What are the characteristics of Communicative Language Teaching (CLT) in
  • 7. ESL with Thematic approach? 1.4.4 What is the challenges face in adopting Communicative Language Teaching (CLT) in ESL with Thematic approach? 1.5 OPERATIONAL DEFINITIONS 1.5.1 Communicative Language Teaching (CLT) According to Richard (2001), CLT referred as a language system for the expression of meaning in which the main function of language is to permit interaction and communication. The aspects of CLT are viewed as systematic attention to both functional and structural aspects of language merging into a communicative view (William Littlewood, 1981). The function of CLT was to involve students in real or realistic communication through different activities. 1.5.2 ESL According to Carter and Nunan (2001), ESL referred as a situation in which English is being taught and learned in countries, contents and cultures in which English is the second language. 1.5.3 Thematic Approach Wesley (1992) explains that thematic approach as a way of teaching and learning, by which many areas of the curriculum are organised together and integrated within a theme. This approach allows learning to be more natural and less fragmented. According to Vygotsky (1984), he stated that thematic approach offers every children with enjoyable activities, accessible activities that provide opportunities for occasional help or intensive support through the core play and communication. On the other hand, this approach seems to encourage holistic study of a subject.
  • 8. 1.6 SCOPE AND LIMITATION OF THE STUDY The first limitation is the respondent of the study. The scope of this study is limited to lecturers in UITM Shah Alam. The lecturers that involve are from the Faculty of Education and Academy of Language Studies (ALS), Teaching in English as a Second Language (TESL) from both programs of pre-degree TESL to undergraduate’s lecturers as well as Linguistic lecturers from English as a Professional Communication courses. This survey will properly conduct through a questionnaire data that adopted from the previous researcher. The second limitation of this study is the sample size of the study. The sample size used in this study doesn’t generalise all perceptions and attitudes of TESL and Linguistics lecturers in all universities whereby the sample size of this study is too small. The population is limited only to 120 respondents consists of lecturers of TESL from Faculty of Education and English lecturers from ALS, UITM Shah Alam. The size must be in major numbers in order to conclude with a general conclusion based on lecturer’s perception and attitudes toward Communicative Language Teaching in ESL with Thematic approach. The third limitation of this study is the selection of place for this study. The researcher samples were only made among the lecturers in UITM Shah Alam, Selangor. Since it is only conducted within lecturers from two courses of two different faculties in UITM Shah Alam, Selangor, thus the sample cannot represent the rest of populations. Therefore, the study is only focuses on a Malaysia context only and conclusion can only be made for lecturers in Malaysian context only. However, the results can be widely used if there is a further research on this related study in future of lecturers perspective and attitudes of Communicative Language Teaching in ESL with Thematic approach perhaps on the improvements of technic and better strategies of teaching in ESL. 1.7 SIGNIFICANT OF THE STUDY The attribution of this study may be uses to identify the best approach of teaching that may results in a better outcome for the students to achieve in literacy aspects of languages especially in the subjects of English. UITM has established these subjects of English or also known as ELC (Preparatory English) for pre degree students, diploma and undergraduates.
  • 9. This may embark positive results toward graduates to achieve a better understanding of English and their passion in learning despite of taking this as parts of compulsory subjects. English has become a medium of instruction in UITM since they first established as an Institute back in 80’s. The reasons of having English as a medium of instruction are to develop a credibility of graduates in their future career and widely marketable at international levels. The study of this research is to help the lecturers in understanding a better approaches and factors that may lead to a failure or a success toward these methods of teaching. Previous studies has emphasizes that having a Thematic approach in literacy aspects may help the students to gain more creativities and practical experiences because its connected with other knowledge of subjects instead of following only the syllabus of the textbooks. According to Herrera and Murry (2005), stated that thematic instruction will promotes students’ development of cognitive and linguistic capabilities and strategies that used a number in other contents of subject areas. Precisely, it is describe to connect literacy skills in reading, science, writing and maths. Thus, the contents of this research will helps to emphasize on which aspects of teaching that may benefits the student’s literacy skills especially in acquiring the second languages of English. It may also create awareness toward the lecturer’s styles of teaching in ESL and ways of improvements. 1.8 SUMMARY Generally, this topic of study is describing on the problem statement, main objectives of the study, operational definition of this study, as well as significant of the study. The aim of this study is to identify the perceptions and attitudes of lecturers toward Communicative Language Teaching (CLT) in ESL with Thematic approach. The second chapter of this study will emphasize on the aspects of literature which related to this topic of study including a similar research of these studies and lastly, Chapter 3 emphasize on the methods of approach uses for this study. The finding of this study will probably contributes to Ministry of Education, higher education institutions, and lecturers as well as the students in relation with ESL learning.