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 1
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). 2
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 3
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). 4
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 5
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 universitylevel 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. 6
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? 7
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 8
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 9
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 10
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. 11
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. 12
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. 13
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. 14
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. 15
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, 16
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 17
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. 18
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. 19
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. 20
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