TEACHERS’ ATTITUDES AND STUDENTS’ PERCEPTIONS TOWARDS COMMUNICATIVE LANGUAGE TEACHING A GRADUATING PAPER Submitted to the Board ofExaminers as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I) English Education

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i

TEACHERS’ ATTITUDES AND STUDENTS’

PERCEPTIONS TOWARDS COMMUNICATIVE

LANGUAGE TEACHING

A GRADUATING PAPER

Submitted to the Board ofExaminers as a partial fulfillment of the

requirements for the degree of

Sarjana Pendidikan Islam (S.Pd.I)

English Education Department of Teacher Trainingand

Education FacultyState Institute for Islamic Studies (IAIN)

Salatiga

By:

DUROTUN NASIKAH

113 11 094

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

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DECLARATION

In the name of Allah,

Hereby, the writer declares that this graduating paper is written by the

writer herself. This paper does not contain any materials which have been

published by other people; and it does not cite any other people’s ideas except the

information from the references.

This declaration is written by the writer to be understood.

Salatiga, March 11st, 2016

The Writer

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iii Faizal Risdianto, S.S.,M.Hum.

The lecturer of English Education Department

State Institute for Islamic Studies (IAIN) Salatiga

ATTENTIVE COUNSELOR’S NOTE Case: Durotun Nasikah’s Graduating Paper

Dear,

Dean of Teacher Training and

Education Faculty

Assalamu’alaikum.wr.wb.

After reading and correcting name’s graduating paper entitled

TEACHERS’ ATTITUDES AND STUDENTS’ PERCEPTIONS TOWARDS

COMMUNICATIVE LANGUAGE TEACHING, I have decided and would like to propose that this paper can be accepted by the Teacher Training and Education Faculty. I hope this paper will be examined as soon as possible.

Wassalamu’alaikum.wr.wb.

Salatiga, March 11st,₂₀₁₆

Counselor,

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iv

A GRADUATING PAPER

TEACHERS’ ATTITUDES AND STUDENTS’ PERCEPTIONS TOWARDS

COMMUNICATIVE LANGUAGE TEACHING

WRITTEN BY: DUROTUN NASIKAH

NIM.11311094

has been brought to the board of examiners of English and Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga on March 29th, 2016, and hereby considered to complete the requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I) in English and Education.

Board of examiners

Head : Achmad Maimun, M.Ag. ___________

Secretary :FaizalRisdianto, S.S., M.Hum. ___________

Firstexaminer : Hanung Triyoko, S.S., M.Hum., M.Ed. ___________

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v

MOTTO

ْعِفُر ِهِداَقِتْعا َبْسَح يَتَفْلاِذِا

ْعِفَتْنَي ْمَل ْدِقَتْعَي ْمَل ْنَم ُّلُكَو

“The Magnificence of

somebody is measured by his

determination, No success without determination

”

(Syech Syarifuddin Yahya al-'Imrithi)

If you can’t explain it simply,

you don’t understand it well enough.

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vi

DEDICATION

I dedicate this graduating paper to:

 My honorable parents (Rojudin and Munfajiroh) hope they got a great

place in heaven.

 My uncle Samsul Ma’arif,S.Pd., Mahsun Sodiq,S.E. and Dra.Sri Agus

Putrianingsih, my grand father and grand mother, My older sisterand

younger brother (Khoerotul Maftuhah,S.E. and Wahib Setiyawan). Thanks

for your love, support and taking care of me.

 Thanks for my honorable consultant (Mr. FaizalRisdianto, S.S, M. Hum.)

who always guide and suggests me in accomplishing thesis.

 My beloved friends (Isna, Filla, Hana, Mami, Ina,mbakIkah, Nobita, Lita,

etc.) who always accompany me when Iwas sad and happy. Thanks

foryour loving, loyalty, and smiling. I love you friends.

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vii

ACKNOWLEDGEMENT

All praise due to Allah, the Most Gracious and the Most Merciful

because of His wonderful blessing and His mercy, the writer can finish this

graduating paper successfully. The incredible blessings make realize that

nothing is impossible in the eyes. Thanks for Your will and endless blessing in

my life.

Peace and salutation always be given to our beloved prophet Muhammad

SAW that Moslem hopes his blessing in the Judgment day. However, this

success would not be achieved without the support, guidance, advice, help and

encouragement from individuals and institutions. Therefore, the writer would

like to express the deepest gratitude to:

1. Mr. Dr. Rahmat Hariyadi, M. Pd., the Rector of State Institute for Islamic

Studies (IAIN) Salatiga.

2. Mr. Suwardi, M. Pd., the Dean of Teacher Trainig and Education Faculty

of State Institute for Islamic Studies (IAIN) Salatiga.

3. Mrs. Noor Malihah, Ph. D., as the Head of English Education Department.

4. Mr. Faizal Risdianto, S. S., M. Hum. as the counselor of this research

thanks for suggestion and recommendation for this research from

beginning until the end.

5. All lecturers of English Education Department of IAIN Salatiga, thanks for

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6. Drs. H. Mudlofir, MMas the Headmaster of Madrasah Tsanawiyah (MTs) Negeri Susukanand all of teachers and students, especially for my teachers

counselor Anima Ubbadah, S.Pd., Hidayah Rahmawati,S.Pd., Atina

Husniati, S.Pd.I and Agus Santosa, S.Pd.I thanks for your kindness, help,

guidance and advice.

7. All of my classmates in TBI 2011 whoaccompany me to do this thesis

together. Thanks for your togetherness andfriendship. I will never forget

you.

Those cannot be mentioned one by one.Thanks for your motivation,

support,helps, learn, love and care, thank you so much. The writer hopes that

this will give useful significance for readers.

Salatiga, March 11st, 2016

The researcher

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ix ABSTRACT

Nasikah, Durotun. 2016. Teachers’ Attitudes and Students’ Perceptions towards Communicative Language Teaching. A Graduating PaperEnglish Education Department of Teacher Trainingand Education FacultyState Institute for Islamic Studies (IAIN) Salatiga. Counselor: FaizalRisdianto, S.S, M.Hum.

Keywords: Teacher’s Attitude, Perception, Communicative Language Teaching

Communicative Language Teaching (CLT) advocates teaching practices that develop learners’ abilities to communicate in a second language. It represents a change of focus in language teaching from linguistic structure to learners’ need for developing communication skills. In recent decades,many English as Foreign Language (EFL) classrooms have adopted CLT into their curricula. The study is motivated by the review of previous literature showing that although teachers’ attitudes play a crucial role inrevealing their thinking about CLT and their implementation of CLT in the classrooms, there are few studies in Indonesia have focused on teachers’ attitudes toward CLT in a particular EFL setting. The study aimed at investigating teachers’ attitudes and students’ perception toward CLT.

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… that every impression that comes in from without, be it a sentence, which we hear, an object or vision, no sooner enters our consciousness than it is drafted off in some determinate directions or others, making connection with other materials already there and finally producing what we call our reaction. From this it is clear that perception is the reaction elicited when an impression is perceived from without after making connection with other materials in the consciousness (memory) (Adediwura & Tayo, 2007: 165-166)

From this point of view, it could be inferred that perception cannot be

done in vacuum. It depends on some background information that will trigger

a reaction. Perception may be energized by both the present and past

experience, individual attitude at a particular moment, the physical state of

the sense organ, the interest of the person, the level of attention, and the

interpretation given to the perception (Adediwura andTayo, 2007: 166)

Perception is the cognitive impression that is formed of “reality” which in

turn influences the individual's actions and behavior towards that object

(Akande, 2009:2).

Students’ perception of teachers’ knowledge of subject matter, attitudes

to work and teaching skills is absolutely dependent on the fact that they have

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therefore, have minds already pre-occupied with memories andreactions that

inventory for data collection will measure (Allport, 1976; Glover et al., 1990

cited inAdediwura andTayo, 2007:165).

B. Theoretical Review of Attitude 1. Definition of Attitude

The Oxford Advanced Learners’ Dictionary of Current English

(1995:66) as cited in Al Magid (2006:37) defines attitudes as the way

that you think and feel about somebody or something, the way that you

behave towards somebody or something that shows how you think and

feel. This definition centers mainly on how a person believes, feels and

then behaves in a certain way that reflects his established belief and

feeling (i.e. a young man believes that English is very useful). Webster’s

New Collegial Dictionary (1975:73) in Al Magid (2006:37), asserts the

importance of belief as an integral component of attitude, and adds the

“organism state of readiness to respond in a characteristic way to a

stimulus such as an object, concept, or situation”. This definition

indicates that individuals’ feelings are activated by a certain stimulus

towards something, which in turn determines the behaviors of the

individual. Baker (1992:10-11) in Attitudes and Language define attitude as “hypothetical construct used to explain the direction and persistence of

human behaviour”. Attitudes can’t be directly observed. Therefore

attitudes are latent, inferred from the direction and persistence of external

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In the framework, attitudes are a function of beliefs. In other words,

beliefs have causal effects on attitudes. Typically, a person learns a

number of beliefs about an object by direct observation or information

from outside sources. People hold a set of beliefs about the object, and

these beliefs serve as the basis that determines their attitudes. (Fishbein

& Ajzen, 1975 in Chang, 2011:21).

It is clear that teachers’ beliefs toward CLT influence their practice

of CLT, so teachers’ attitudes are important in their decisions to

implement CLT, because they are responsible for applying and

translating CLT principles in context of classroom. As Karavas-Doukas

(1995) stated, the reason for mismatch between CLT theory and practice

may be teachers’ attitudes, therefore the investigation of their attitudes

serves as a starting point to identify the possible contradictions between

teachers’ beliefs and CLT principles (Chang, 2011).

2. Components of Attitude

Plato, in his theory mentions that there are three main interrelated

components: cognitive, affective, and readiness for action (Baker,

1992:12).

a. Cognitive

The cognitive component concerns thought and beliefs (Baker,

1992:12). The dimension of beliefs establishes the teacher’s sense of

plausibility concerning the relevant teaching approach, and that, in

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2001:50 in Al Magid 2006:40). This indicates that beliefs are

instrumental in shaping teachers’ roles in their classrooms. Beliefs

help teachers to apply their knowledge in a certain way in line with

the principles of the teaching approach they practice (i.e. the

Communicative Approach).

b. Affective

The affective component concerns feelings towards the attitude

object (e.g. communicative approach) (Baker, 1992:12). The feeling

may concern love or hate of the approach, a passion for teaching

approach, or an anxiety about that approach. The International

Dictionary of Education (1977:14) in Al Magid (2006:39) defines

feelings as “those aspects that emerge from experience and

behaviour such as the teaching experience of teachers that will

develop emotionally in them”. It is important to establish rapport

between the teacher and the method he/she is applying. Teachers’

feelings play an important role in any language teaching approach.

c. Readiness for Action

The action or conative component of attitudes concerns a

readiness for action (Baker, 1992:13). It is a behavioural intention or

plan of action under defined contexts and circumstances. The

behavioural dimension of attitude is the teacher’s response or action

tendencies, that is, the tendencies shaping his/her behaviour towards

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the attitudinal affect and belief (Eiser 1984:66 in Al Magid 2006:39).

According to Eiser, in language teaching, the adoption of specific

methods of teaching depends on teachers’ feelings and beliefs about

language teaching and learning. The teacher’s established beliefs and

feelings concerning a teaching approach determine the teacher’s

behaviour. The dimensions of attitude interact to establish an attitude

that produces certain observable behaviour.

C. Theoretical Review of Communicative Language Teaching 1. Definition of Communicative Language Teaching

Communicative language teaching began in Britain in the 1960s as a

replacement to the earlier structural method, called Situational Language

Teaching. This was partly in response to Chomsky's criticisms of

structural theories of language and partly based on the theories of British

functional linguistis, such as Firth and Halliday, as well as American

sociolinguists, such as Hymes , Gumperz and Labov and the writings of

Austin and Searle on speech acts. Communicative language teaching is a

one of the english language approach that is a developing from previous

method like situational language teaching and audio lingual method, in

this, there is a combine between English aspects as structural and

funtional. As structural CLT emphasize in grammar but as funtional it’s

emphasize in usage that language.

In terms of language teaching methodology, the communicative

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communication purposes without focusing on accuracy. The aims of the

communicative approach are (a) to make communicative competence the

goal of language teaching and (b) develop procedures for the teaching of

the four language skills that acknowledge the interdependence of

language and communication (Richards and Rodgers, 1986: 66).

In the application of the communicative language teaching (CLT)

method in the classroom, there are still several misconceptions about what

it involves (Thompson, 1996:10). Since the main goal of CLT is

communicative competence and its emphasis is on communication,

several theorists and teachers state that CLT does not involve teaching

grammar at all. These ideas have been argued by Thompson (1996:10)

who claims that learners will learn better if they themselves are involved

in what they learn and see the relevancy in their learning. In other words,

the method has moved from teacher covering grammar to the learners

discovering grammar.

The other misconception is CLT only teaches speaking skills. As

CLT emphasizes communication skill, it seems that CLT ignores the

other three important skills in language learning which are listening,

reading and writing. Again, Thompson (1996:10) points out that

communication does not only take place through speech, but it also

involves both writing and reading. Thompson’s view is a concrete

statement because when we write, we are actually communicating with

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as well as the writer of that particular text. That is why when we read, we

can argue with what the author writes in the paper.

The third misconception about CLT is the narrow scope of using

other techniques besides pair work which means role play in most of the

activities conducted in the classroom. Thompson (1996:12) once again,

opposes the view by stating that we should look at pair work from another

angle such as it can actually work as a preliminary stage to any

contribution from the learners.

The last misconception about CLT is the demand on the teacher is

practically greater. It means that the non-native teachers should have a

high degree of proficiency in the L2 since the lesson in the classroom

tends to be less predictable. He concludes that these misconceptions could

arise from teachers who do not wish to change their old way of teaching

(Thompson, 1996:14).

2. The goal of Communicative Language Teaching

Communicative language teaching sets as its goal the teaching of

communicative competence (Richards, 2006:2). It is different with

grammatical competence. Grammatical competence refers to the

knowledge we have of a language that accounts for our ability to produce

sentences in a language (Richards, 2006:3). It refers to knowledge of the

building blocks of sentences (e.g., parts of speech, tenses, phrases,

clauses, sentence patterns) and how sentences are formed. Grammatical

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present a rule of grammar on one page, and provide exercises to practice

using the rule on the other page. The unit of analysis and practice is

typically the sentence. While grammatical competence is an important

dimension of language learning, it is clearly not all that is involved in

learning a language since one can master the rules of sentence formation

in a language and still not be very successful at being able to use the

language for meaningful communication. It is the latter capacity which is

understood by the term communicative competence.

Communicative competence is a complex notion that involves

linguistic as well as sociocultural sectors. From proposed definitions, it

can be concluded that communicative competence consists of knowledge

of linguistic rules, appropriate language usage in different situations,

connection of utterances in a discourse, and strategies to cope with for the

use of language (Chang, 2011:19)

Communicative competence includes the following aspects of

language knowledge (Richards, 2006:3):

a. Knowing how to use language for a range of different purposes and

functions.

b. Knowing how to vary our use of language according to the setting and

the participants (e.g., knowing when to use formal and informal

speech or when to use language appropriately for written as opposed

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c. Knowing how to produce and understand different types of texts (e.g.,

narratives, reports, interviews, conversations).

d. Knowing how to maintain communication despite having limitations

in one’s language knowledge (e.g., through using different kinds of

communication strategies).

3. Characteristics and principles of Communicative Language Teaching

Brown (2000:266-267) offers four interconnected characteristics of

CLT, namely:

a. Classroom goals are focused on all of the components of

communicative competence and not restricted to grammatical or

linguistic competence.

b. Language techniques are designed to engage learners in the pragmatic,

authentic, functional use of language for meaningful purposes.

Organizational language forms are not the central focus but rather

aspects of language that enable the learner to accomplish those

purposes.

c. Fluency and accuracy are seen as complementary principles

underlying communicative techniques. At time fluency may have to

take on more important than accuracy in order to keep learners

meaningfully engaged in language use.

d. In the communicative classroom, students ultimately have to use the

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Based on Evdokia Karavas-Doukas (2011:4)in his journal Using Attitude Scales to Investigate Teachers’ Attitudes to the Communicative

Approach, the statements covered the main aspects of the communicative learner centred approach are:

a. Group/pair work

Classroom interaction is done in pairs and groups to give

learners the opportunity to negotiate meaning. Pair and group-work

activities are carried out through providing information, paying

attention to the social relationships, and providing suitable tasks for

pairs and groups of L2 learners. Language learning is facilitated and

enhanced by sustained interaction between learners and the teacher as

a means of negotiating meaning: to understand and be understood in

the L2 (Brown 2000: 251, 287). Interaction occurs naturally in pair

and group-work activities. Group work has helped learners, more than

traditional teacher-led classes, to use the L2 for social and

interpersonal purposes.

In pair and group-work activities, learners are encouraged to ask

for clarification, verification or correction from peers or their teacher.

This process leads to meaningful interaction that sustains and modifies

learners’ output, which is required for successful learning of an

additional language, according to research by Swain (1985 in Al

Magid, 2006:23). Group work is more suitable to large classes in EFL

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opportunities to negotiate meaning of L2 input. Grouping is used to

reduce the limiting effects of large classes, which is crucial for

maximum results in teaching EFL according to the Communicative

Approach. Activities such as problem solving, role plays and games

are recommended for effective interaction in pair and group-work

activities (Richards and Rodgers 1986:76-80).

Learners are not closely monitored in pairs or groups. In pair

and group-work activities, teachers have to provide their learners with

opportunities to engage in meaningful interaction with the spoken or

written text. A text is read in order to support oral discussion in EFL

classrooms. The teacher may instruct the class to read the passage and

discuss the questions with other group members. Pair and group work

in L2 classrooms is a crucial factor for the development of L2

learners’ linguistic and discoursal competencies as it provides

opportunities to discuss the linguistic forms and the coherence and

cohesion of the taught texts. It develops sociolinguistic competence,

as it requires learners to negotiate meaning in various socially

demanding situations. It also develops strategic competence since it

provides different strategies such as role plays, problem-solving

activities, discussions and games to ensure effective classroom

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21 b. Error correction

This subsection discusses the concept of ‘error correction’.

Errors are unavoidable when learning a language and developing

communicative competence. Brown (2000:217) defines an error as “a

noticeable deviation from the adult grammar of a native speaker that

reflects the competence of the learner”. Error reflects the level of L2

learners’ proficiency. How these errors are to be handled in EFL

classrooms has generated numerous viewpoints, which will be

outlined in this subsection. Learners’ errors may be caused by many

factors: L1 interference, inadequate L2 knowledge, complexity of the

L2, fossilisation, over generalisation, and various psycholinguistic,

cognitive and affective variables (Ancker 2000:21 and Brown

2000:218 in Al Magid, 2006: 28 ). Learners’ attention is usually

drawn to their errors by teachers or peers during interaction otherwise,

their intended messages will not be conveyed.

Corrective feedback has been considered helpful in achieving

successful communicative competence in L2. Studies by Lightbown

and Spada (1990) and Spada and Lightbown (1993) in Al Magid

(2006: 30) suggest that immediate feedback during classroom

interaction can lead to improved accuracy. Immediate correction

created longer and lasting awareness of errors and correct use of the

forms concerned. Practitioners of the Communicative Approach

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allowed as a positive sign of hypothesis-formation (Richards and

Rodgers 1986:68).

Error correction has to be kept to a minimum and priority should

be given to errors that hamper communication, as the aim is to

develop learners’ communicative fluency. Incidental and planned

focus-on-form instruction aim to help L2 learners correct their errors

in a feedback process during communicative activities and tasks.

Lyster and Ranta (1997:46-48) in Al Magid (2006: 30) specify certain

types of error correction, as follows:

1) Explicit correction

The teacher clearly states that learner’s error is incorrect

and then provides the correct form. The teacher may use

expressions such as ‘You should say’, ‘Use this word’, or ‘You

mean’.

2) Recast

Here the teacher implicitly reformulates (paraphrases) all or

part of the learner’s error or provides the correction.

3) Clarification requests

The teacher uses phrases such as ‘Excuse me?’ or ‘I do not

understand’, to indicate that the utterance of the learner was

misunderstood by the teacher and hence a repetition or

reformulation by the learner is necessary. For instance, when a

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‘Pardon?’ This indicates to the learner that there is something

amiss with the sentence and it needs to be rephrased.

4) Metalinguistic clues

Here the teacher provides information, comments or

questions related to the learner’s incorrect utterance indicating the

occurrence of an error, such as ‘Do we say it like that in English?’

5) Elicitation

The teacher asks questions to elicit the correct form from

the learner (pushing the learner to use the correct form) such as

‘Say that again’, for the learner to reformulate his/her utterance. A

teacher may also start the correct form and pause for the learners

to complete it.

6) Repetition

The teacher repeats the learner’s error and adjusts

intonation to drawthe learner’s attention to it, such as ‘le

giraffe?’ when the learner makes an error ‘Le … le giraffe’, as an

incorrect use of gender in French.

The first two types of error correction (explicit correction and

recast) are characterised by the teacher’s intervention to provide

learners with the correct form or to reformulate correctly, thus

eliminating self-repair by the learner. Clarification requests,

metalinguistic clues, elicitation and repetition are more helpful

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pushed by teachers to repair incorrect forms, they try to reformulate

their initial utterances in response to their teacher’s feedback. This

feedback-reformulation process ensures that learners are actively

engaged in learning L2 forms by discussing the form in some way

before reformulating it (Lyster and Ranta (1997:37) in Al Magid

(2006: 31). In conclusion, error correction helps L2 learners to

develop their linguistic, discoursal and strategic competencies as it

aims to ensure correct communication of messages.

c. The place and importance of grammar

Lay persons, language learners, and many teachers themselves

would probably see the central pedagogical role of the language

teacher as the teaching of grammar, and the correcting of learners’

error. However, the place of grammar in the language classroom is

currently rather uncertain. This uncertaintly has been brought about

with the development of communicative approaches to language

teaching along with the theoretical and empirical insights from second

language acquisitions research (Nunan, 1991:143).

Communicative language teaching led to proposals for the

organization of syllabuses in terms of functions and notions rather

than grammatical structures (Richards, 2006:45). Communicative

language teaching means little more than an integration of

grammatical and functional teaching (Richards and Rodgers,

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The goal of communicative language teaching is communicative

competence and develop procedures for the teaching of the four

language skills (writing, reading, speaking, and listening) that

acknowledge the interdependence of language and communication.

d. The role of teacher in the classroom

According to Breen and Candlin in Richards & Rodgers

(2001:167) that teacher has two main roles in CLT: 1. Teachers are to

facilitate the communication process between all participants in the

classroom, and between these participants and the various activities

and text, 2. Teachers are to act as an independent participant within the learning-teaching group. Other roles assumed for teachers are need

analyst, counselor, and group process manager.

Teachers now had to assume the role of facilitator and monitor.

Rather than being a model for correct speech and writing and one with

the primary responsibility of making students produce plenty of error

free sentences, the teacher had to develop a different view of learners’

errors and of her/his own role in facilitating language learning.

e. The role of learners in the classroom

The type of classroom activities proposed in CLT also implied

new roles in the classroom for teachers and learners. Learners now

had to participate in classroom activities that were based on a

cooperative rather than individualistic approach to learning. Students

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or pair work tasks, rather than relying on the teacher for a model.

They were expected to take on a greater degree of responsibility for

their own learning.

Discussing about learner’s role, Breen and Candlin in Richards

& Rodgers (2001:166) describe the learner’s role within CLT is as

negotiator between the self, the learning process, and the object of

learning, emerges from and interacts with the role of joint negotiator

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27 CHAPTER III

RESEARCH METHODOLOGY

This chapter elaborates the methodological foundation of the research. As

the qualitative research, it discusses each aspect of the methodology

comprehensively. The first aspect is research design which explores the

qualitative approach. The object of the research become the next inseparable

aspect since it describes the general description of the research object. Data

collection and data analysis will complete this research methodology. Then,

those aspects will be organized chronologically in the procedure of the research.

A.Research Design

This research is conducted to reveal teachers’ attitudes and students’

perception toward communicative language teaching. The perception itself

needs to be presented comprehensively in order to get deep explanations of

the real condition. For this reason, the researcher applies descriptive

qualitative study as the research design. According to Cresswell (2003:18),

qualitative research is defined as an inquiry process of understanding a social

human problem, based on building a complex holistic picture, formed with

words, reporting detail views of informants, and conducted in natural setting.

For that reason, it should not isolate individuals or groups into some variables

or hypothesis. The gained data in this research is obtained qualitatively in

nature.

Qualitative research was considered as the most appropriate one in

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language teaching. In addition, the problems which observed in this research

were not definite, holistic, and dynamic. A list of numbers would not be

adequate enough to represent it. It needs a deep analysis to find hidden reason

and meaning behind the problems. The other consideration in using

qualitative research is its ability to adjust with general realities moderately.

This kind of research also presents relations between researchers and their

respondents directly. It is more sensitive and adjustable to changes in pattern

of values faced by researcher (Moleong, 2010:10). In accordance with the use

of qualitative research, the analysis approach of this research depends on the

descriptive one, a research that describes phenomenon, facts, and events of

individual or groups systematically and accurately. Those are the reason of

why the qualitative research was applied in this research.

B.Place and Reseach Object 1. Place

Madrasah Tsanawiyah Negeri Susukan (MTs N Susukan) was

considered as the place of research since it has one of credible school in

Susukan. The school whose headmaster is Drs. H. Mudlofir, MMwas

categorized as a very good quality of school, proved with having A grade

for the accreditation.

The school which was located in Susukan village and Semarang

regency which had changed status to be state owned in 1980. The location

of school was strategy enough, and suitable for teaching learning process.

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provided the complete facilitation in order to create conducive situation of

teaching and learning process. From the total of students in the academic

year of 2015/2016, there are 304 students in the first grade who are divided

into eight classes.

2. Object

Students in first grade in A class were considered as the object in this

research. There were 29 students in A class consist of 19 female students

and 10 male students. There were 10 students, consist of 5 females and 5

males who interviewed. Beside students, Anima Ubbadah, S.Pd., Hidayah

Rahmawati,S.Pd., Atina Husniati, S.Pd.I and Agus Santosa, S.Pd.I as

English teacher who teach in Madrasah Tsanawiyah (MTs) Negeri Susukan were also observed. Anima and Hidayah were 37 years old. They

graduated from Muhammadiyah Surakarta University and has taught

English since 2005. Atina was 33 years old, she has taught since 2009. She

graduated from State Institute for Islamic Studies (IAIN) Salatiga and has

taught English since 2006. Agus was 38 years old. He graduated from

State Institute for Islamic Studies (IAIN) Salatiga and has taught English

since 2005.

C.Source of Data

According to Sutopo (2004), source of data in the qualitative research

can be a resource person (informant), event (activities), place (location),

various photograph object, and recording as well as document and archives.

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source. Primary data source is the source of data that are directly related to

the research object (Arikunto, 1989: 10). In this research the primary data

sources were the result of observation classroom activities and interview

among the researcher the teachers and the students. Then, secondary data

sources are the data which support and complement the primary data sources.

This data are acquiring from any kinds of books and sources, dealing with

underlying theories of communicative language teaching, attitude and

perception.

D.Data Collection

Data collection is considered as the most prominent step in a research

due to the fact that the main purpose of conducting a research is to obtain

needed data. In a qualitative research, data can be taken from archival

documents, written or oral expressions of people or their behavior, etc

(Moleong, 2010:157). Thus, the methods that were utilized in the process of

gathering the research data could be categorized as follow.

1. Interview

Sugiyono (2006: 317) defines interviews as the meeting of two

persons who exchange information and ideas through question and answer

in order to find meanings in a certain topic. Meanwhile, according to

Singarimbun, (1987 cited in Inayah, 2012: 24), interview is dialogue done

by interviewer to get information by asking about student’s interest,

condition of equipment directly to the respondent. The aim is usually to

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interview that used in collecting the data was a semi-structured interview.

It was an interview that utilized a question list, but allowed for greater

flexibility for the interviewer in asking for clarification and elaboration

(Arikunto, 2001:156). This kind of interview is also known as in depth

interview, where technically is more flexible than the structured one

(Sugiyono, 2006: 320). Through this kind of interview, the interviewees

were expected to express their opinions and ideas so the issue could be

explored more openly.

The interviewees of this research were the first year students of A

class in Madrasah Tsanawiyah Negeri Susukan in the academic year of 2015/2016. The process of interview itself took place in the school on

November, 16 to 30 2015. As the interviewer, the researcher limit the

numbers of students. The interviewer took the sample of 10 students in VII

A. There were ten students who should answer the same questions. Those

students consisted of 5 females and 5 males. Besides students, all of

English teachers in MTs Negeri Susukan are also interviewed. The researcher used mobile phone as instrument to record the data from the

interviewees. Note taking technique also used as other instrument to get

addition information during the interview.

2. Observation

Observation is the activity of researcher that looking at what people

actually does (Robert, 2007:11). So, observation method is related with

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purpose of observational data collection is to describe some element of the

object. They are included the setting which is observed, the activities that

took place in that setting the people who participated in those activities,

and the meaning of the setting (Patton, 1991:124). In collecting the data,

the researcher did an observation. The researcher came to classroom and

saw all the activities that occurred during teaching learning process. In

order to obtain the data, observation were done along the teaching learning

process (70 minutes). The researcher observed the teachers’ attitudes and

students’ perceptions during teaching learning process. This observation

was done to find out what are teachers’ attitudes used by English teacher

and to observe the impact of students’ perception toward communicative

language teaching in teaching-learning process.

The researcher used systematic observation to collect the data about

teachers’ attitudes used by English teacher during the teaching learning

process. Based on Arikunto (2006: 157), systematic observation is

observation that uses observation guideline as observation instrument. The

observer gave the sign or tally into observation column where the events

appeared. Furthermore, this method was referred to sign system (Arikunto,

2006: 157).

Table 3.1 Classroom Observation Guideline

No Activities/Tasks Yes No

I II III I II III 1 Place/importance of grammar

1.1 The teacher teachs students to mastering the rule of grammar

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33 accuracy

1.3 The teacher is emphasizing accuracy than fluency

1.4 The teacher corrects the grammar by language performance

1.5 The teacher is ignoring the grammar in speaking

2 Group/pair work

2.1 The teacher gives independent participation to learners’ groups 2.2 The teacher is organizing group work 2.3 The teacher is organizing pair work 2.4 The teacher teachs as a whole class 2.5 The teacher used individual activities 3 Quality and quantity of error correction 3.1 The teachers ignore the errors when it is

a normal part of learning

3.2 The teacher corrects only in speaking 3.3 The teacher corrects only in writing 3.4 The teacher corrects only listening 3.5 The teacher corrects the error when

giving evaluation

4 The role of teacher in the classroom 4.1 The teacher’s role is as a transmitter the

knowledge

4.2 The teacher’s role is organizing the class 4.3 The teacher’s role is monitoring class

activities

4.4 The teacher’s role is lecturing 4.5 The teacher’s role is facilitating

5 The role and contribution of learners in the learning process

5.1 The student’s role is listening to teacher’s explanation

5.2 The student’s role is participating in group and pair work

5.3 The student’s role is taking note

5.4 The student’s role is asking questions to teachers

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34 E.Validity of the research data

Examining validity of a research data is another fundamental step in a

qualitative research. This step is needed to find confidence rates of a research

result. A credible result of a research will likely be accomplished if a

researcher conducts data validation accurately and uses the proper technique.

Sugiyono (2006: 330) recognizes triangulation as a useful means to check

data validation. He defines that triangulation can be interpreted as a technique

of data collection that combines data from various techniques of data

collection and the existing data. The triangulation used in this research was

by combining the information from both the students and English’s side. It

also combined the techniques of data collections, i.e. interview and

observation.

F. Data Analysis

A qualitative data analysis is several simultaneous activities that engage

the attention of the researcher: collecting information from the field, sorting

the information into a story or picture, and actually writing the qualitative text

(Bogdan & Biklen, 1992 cited in Creswell, 2003:14). Meanwhile, Sugiyono

(2006: 335) states that a qualitative data analysis is a process of searching and

arranging systematically the obtained data from interviews, field notes, and

documentation by organizing data into categories, explaining into units,

synthesizing, arranging into patterns, sorting the important ones, and drawing

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35

From those two much similar definitions, there are two common things

in the process of analyzing gained data i.e. categorizing, synthesizing,

arranging the pattern, and presenting the result. In addition, Miles and

Huberman (1992:18-20) divide qualitative data analysis into two approaches,

i.e. flow analysis models and interactive analysis model. However, the

researcher focuses on the second approach which is appropriate with this

research. In the interactive analysis model, data reduction and data

presentation are processed along with data collection. Those analysis

components are then interacted after all needed data are gathered.

Table 3.2 Components of Interactive Analysis Models

The interactive analysis models applied in this research can be

explained with some steps as follows:

1. Data Collection

Collecting data starts from searching needed data in multiple forms.

As the explanation before, the researcher used two techniques of data

collection, i.e. interview and observation.

2. Data Reduction

DataRedu ction

Conclusion Data

Presentation Gathering

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The next step after collecting data is data reduction. Data reduction

means summarizing data, selecting the important ones, focusing on the

stated topic, and deleting unnecessary data (Sugiyono, 2006: 338). Thus,

the reduced data will not only clearly give pictures of what the researcher

really seeks but also will simplify the following searching results.

In this research, the process of data reduction was started by

separating unnecessary data from the interview and observation. Then,

categorizing data was done to make it easy in presenting the findings of

the research.

3. Data Presentation

In a qualitative research, data presentation might be arranged in the

forms of essay, charts, flowcharts, categorization, etc. The aim of data

presentation itself is to help comprehend what aspects are discussed in the

data and plan the next works based on what have been comprehended. The

data presentation for this research was arranged into narrations from the

teachers’ attitudes until students’ perceptions which were explained

descriptively in the form of essays.

4. Conclusion

Withdrawing some inferences are the final step after data

presentation. The initial conclusions remained temporary. It possibly

changes if there are other valid evidences supporting for another data

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and consistent evidences make the conclusions are strongly believed to be

incredible.

G.Research Procedure

The research moves on through several steps as explained below:

1. Interview

The main data of this research was the result of the interview with

the students who directly took a part in the teaching process. Then the data

from the interviews was analyzed to reveal the answer of this research

problem.

2. Observing Class

Observing class was conducted to obtain an image about teachers’

attitudes which used by English teacher during teaching learning process

and the students’ perceptions toward communicative language teaching in

the teaching learning process.

3. Presenting the Results Descriptively

All results of the research eventually concluded and presented

descriptively in the form of this research report.

H.Data Presentation

There were 10 students in the first grade of MTs N Susukan from A

class who were interviewed in this study.

Table 3.3 List of Respondent (Students)

No Name Gender

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2 Anisa Nur Hana F

3 Ferry Nugroho M

4 La’aiba Aina Mardiyah F

5 Mahmud Farhad Aryadi M

6 Malinda Anggana Putri F

7 Maulana Hermawan M

8 Muhammad Emir Hasan M

9 Tamara Lu’lu Dian Afifa F

10 Titania Najwa Sabila F

Besides students, there were 4 English teachers in Madrasah Tsanawiyah Negeri Susukan who were interviewed in this study. The following table presents list of English Teachers’ name who interviewed:

Table 3.4 List of Respondent (English Teachers)

No Name Gender

1 Agus Santosa, S.Pd.I. M

2 Anima Ubbadah, S.Pd. F

3 Atina Husniati, S.Pd.I. F

4 Hidayah Rahmawati,S.Pd. F

For the interview, the writer also made interview guideline which was

consisted of fifteen questions about students’ perception toward

communicative language teaching . The following question will be presented

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39 Table 3.5 Interview Guideline for Students

Students’ perceptions toward CLT 1. Place/importance of grammar

a. Apakah kamu suka belajar grammar dalam kelas bahasa Inggris? Mengapa?

(Do you like learning grammar rules in your English class? Why?) b. Apakah kamu berpikir bahwa grammar itu penting? Mengapa?

(Do you think that grammar is important? Why?)

c. Apa yang gurumu lakukan jika kamu membuat kesalahan dalam grammar?

(What your teacher does if you make mistakes in grammar rule?) 2. Group/pair work

a. Apakah kamu suka belajar dalam pasangan atau kelompok? Mengapa?

(Do you like work in pairs or groups? Why?)

b. Apa yang kamu dapat jika kamu belajar dalam pasangan atau kelompok?

(What did you get if you work in pairs or groups?)

c. Apakah kamu berpikir bahwa aktifitas kelompok atau berpasangan membutuhkan waktu lama untuk pengaturannya dan membuang banyak waktu belajar? Mengapa?

(Do you think that group/pair work activities take too long to organize and waste a lot of valuable teaching time? Why?)

3. Quality and quantity of error correction

a. Apa pilihanmu diantara ketepatan dan kelancaran? Mengapa?

(What is your choice between accuracy and fluency? Why?)

b. Apakah penting untuk seorang guru bahasa Inggris untuk mengoreksi kesalahan siswa?

(Is it important for the English teacher to correct students' errors?) c. Apakah kamu suka guru mengoreksi kesalahanmu pada saat kelas

bicara bahasa Inggris? Mengapa?

(Do you like teacher to correct your errors in English speaking class? Why?)

4. The role of the teacher in the classroom

a. Apakah memungkinkan dalam kelas yang luas untuk mengatur pembelajaran agar sesuai dengan kebutuhan semua siswa? Bagaimana caranya?

(Is it possible in a large class of students to organize the teaching so as to suit the needs of all? How?)

b. Apa yang kamu harapkan agar gurumu dapat mengembangkan pengetahuan siswa di kelas?