The implementation of the communicative language teaching approach in teaching reading in selected rural high schools in West Sumatra

Martin Kustati (P41838)

Please use this identifier to cite or link to this item: https://ptsldigital.ukm.my/jspui/handle/123456789/487696

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DC Field	Value	Language
dc.contributor.advisor	Nooreiny Maarof, Professor Dr.	-
dc.contributor.author	Martin Kustati (P41838)	-
dc.date.accessioned	2023-10-11T09:31:53Z	-
dc.date.available	2023-10-11T09:31:53Z	-
dc.date.issued	2011-07-12	-
dc.identifier.other	ukmvital:74343	-
dc.identifier.uri	https://ptsldigital.ukm.my/jspui/handle/123456789/487696	-
dc.description	The main objective of this study is to investigate the implementation of the CLT approach in the teaching of EFL reading among teachers and students in selected rural high schools in West Sumatra. The study also sought to determine whether the elements of CLT in the school syllabi match that of the Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006 syllabus. A mixed methodology research design was employed where data were collected using content analysis, survey, interview and observation. A questionnaire was administered to 375 students and 144 teachers in 68 rural high schools in West Sumatra. Eight teachers and eight students were interviewed while the observations were conducted in eight classes. Findings of the content analysis showed that only five (67.5%) of English teachers created syllabi which matched with the elements of CLT approach. Meanwhile, the finding of survey showed that both English teachers' and students' perceptions and attitude are generally positive towards the implementation of CLT in the teaching of reading. Although the teachers and students appeared to have a highly positive perception of and attitude towards the reading class, some students still had low reading scores and were passive during the teaching and learning process. They were also unable to achieve passing grades on the standardized examination. The observation and interview findings indicated that these mixed results among the students could be due to: low students motivation and interest in learning to read, students low proficiency levels, the large class room sizes (34 to 50 students per class), constraints in teaching hours (twice in a week only), choice of texts, and teacher's lack of creativity. The finding also indicated that the teachers are implementing the CLT approach although they are not aware that they are acually using some of the features of the CLT in teaching reading, especially in the pre-reading stage of the lesson and partially at the while-reading and post-reading stages. The pedagogical implications of the study for the EFL classroom include the need for: teachers to consider underlying theories of teaching reading in EFL context taking into account students constraints; a focus on the various types of text genres and consider students interest in text selection; teachers to be aware of the significance of the relationship between their attitude and background in classroom practice; teachers to be trained formally on the implementation of the CLT approach.,Ph.D	-
dc.language.iso	eng	-
dc.publisher	UKM, Bangi	-
dc.relation	Faculty of Education / Fakulti Pendidikan	-
dc.rights	UKM	-
dc.subject	Implementation	-
dc.subject	Communicative language	-
dc.subject	Teaching approach	-
dc.subject	Teaching reading	-
dc.subject	Rural high schools	-
dc.subject	West Sumatra	-
dc.subject	Language and languages -- Study and teaching	-
dc.title	The implementation of the communicative language teaching approach in teaching reading in selected rural high schools in West Sumatra	-
dc.type	Theses	-
dc.format.pages	519	-
dc.identifier.callno	P51.K845 2011	-
dc.identifier.barcode	000426	-
Appears in Collections:	Faculty of Education / Fakulti Pendidikan

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