8
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 co mpleted it with teachers‟ believes based
9
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 nu mber 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 imp rove 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
10
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 gramm
ar 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
11
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
