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.