1

1.0 Introduction

Razmjoo and Riazi (2006) state that there are three prominent reasons to learn
English. The first is living in the world of information makes internet literacy is
important and to be a proficient internet user, one must master English language since the
resources are in English. The second is in order to improve cultural understanding
between nations, becoming a proficient English user is a must. The last is the latest
development of technology and scientific across various sectors are preferably in English.
The last reason is closely related to business and jobs opportunities. Rahman (2010)
states one of the most prominent ways to communicate is by speaking.

Communicative approach has been recognized by many parties who are related to
language field as one of the effective approaches to develop and enhance learners'
communicative competence. Richard et al. (1995) states that the benefits of
Communicative Approach in classroom teaching is the activities conducted revolved
around real life situation such as giving directions, problem solving, and conversation
which benefited learners' communicative competence. Malaysian education system has
been revised from time to time to equip students with skills needed when entering work
field. English curriculum and syllabus are also have gone through changes with the aim
to produce workforce with appropriate level of English language skills. Communicative
Approach aims to develop learners with communicative competence (Richards &
Rodgers, 1986; p. 69). Realising this Malaysian English Curriculum for primary school is
based on Communicative Language Teaching. The aim of English curriculum stated in
Standard Document and Assessment for primary school is " ...to equip pupils with basic
language skills to enable them to communicate effectively in a variety of contexts...
(Standard Document and Assessment for primary schools, p. 6)".

1.1 The issues

Despite the integration of Communicative Approach in curriculum to

produce competent speakers among Malaysian students, students still have
problem to speak in English. The situation is getting worse when they enter the
work field. Chan & Tan (2006:5) from their research claim "during interviews
conducted by potential employers, majority of the local university graduates
 2

failed due to the lack of English speaking competence ". A study conducted by
Noor Aziana Ismail (2011) revealed proficiency in English leads to better chances
of securing a job. The researcher claims that attaining good grades in examination
alone does not guarantee employment among Malaysian graduates. A more
contemporary survey is conducted in July 2013 by Jobstreet.com which is a
leading website for job recruitment in Asia-Pacific region to find out the main
reasons of unemployment in Malaysia. The result shows not being proficient in
English is one of the top primary reasons of unemployment among graduates. It
makes up 55% of the top main reasons of unemployment.

The purpose of the present study is to identify the national-type primary

school junior teachers attitudes towards Communicative Approach and to find out
whether the relationship between the teachers' attitudes towards Communicative
Approach and the effective implementation of Communicative Approach.

2.0 Research Questions

The study is driven by two main questions:

1. What are the national-type primary school junior teachers' attitudes towards
Communicative Approach?

2. Is there a relationship between the teachers' attitudes towards Communicative

Approach and the effective implementation of Communicative Approach in classroom?

3.0 Significance of the Study

The present study is vital to provide the attitudes and beliefs of national-type
primary school junior teachers towards integrating Communicative Approach in teaching
and learning. A study conducted by Gahin and Myhill (2001) on EFL teachers' attitudes
and beliefs in integrating Communicative Approach discovered external factors such as
social and cultural contexts were the factors which held them back from implementing
the approach in classroom. Gahin and Myhill (2001) concluded from their study that
 3

teachers' attitudes differed according to physical and social contexts. The claim echoes
the finding by Li and Ni (2011) where in their study showed that teaching pedagogies
were based on epistemology beliefs and occupational ideologies.

The findings of the study also provide quantitative data of the relationship
between the teachers attitudes towards Communicative Approach and what they carry
out in classroom. It also provides some ideas of the constraints that they face to carry out
a lesson based on Communicative Approach in hoping for more studies should be
conducted on how to adapt and adopt the approach according to local context.

From the data analysis if the teachers have negative attitudes towards
Communicative Approach, actions such as conducting a course on Communicative
Approach can be done to increase the teachers' positive attitudes and to raise their
awareness about the advantages of Communicative Approach on learners' communication
competence.

In conclusion the findings of the study are meant to pinpoint the issues of
teachers' attitudes towards Communicative Approach in term of teachers' exposure and
knowledge about Communicative Approach and what they actually implement in the
class. By finding out all the answers on the three areas mentioned above, appropriate
actions could be taken by the parties involved in education to overcome the problems
thus lead to better achievement in communicative competence among pupils in national-
type primary school.

4.0 Literature review

Conducting studies on teachers in various aspects regarding Communicative

Approach such as their knowledge about the approach, and attitudes to implement the
approach are important. Studies conducted by Sato and Kleinsasser (1999) and Pham
(2006) conclude that teachers and educators who do not master the principles underlying
communicative approach have a hard time to implement a lesson based on it thus tend to
revert to traditional teaching.
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In order to develop communicative competence through Communicative

Approach, teaching and learning in classroom must have Communicative Approach
features. The features are as stated below.

Pair and group work activities

Interaction can be maximised by conducting pair and group work activities. They
enable learners to sustain interaction among students and teacher as learners need to
negotiate meaning to comprehend and to be understood while using the target language
(Brown et al. 2000). A study conducted by Adam, McLean and Castonus (1976) showed
that group work activities aided learners to use the language for social purpose because
authentic interaction would naturally occur in that type of activities thus this led them to
develop social linguistic competence compared to teacher-led activities.

Fluency and accuracy

Initially Communicative Approach was introduced with the focus to enable

communication rather than on the forms (Burgess & Etherington, 2002, p. 434; Ellis et
al., 2003; p. 150). However it failed to produce learners with communicative competence
resulting form-focused instruction has been employed to engage learners in quality of
communication instruction (Holliday, 1997; p. 227). Long (1991) defined form-focused
instruction as drawing learners' attention towards linguistic elements which arise
accidentally. Studies concluded that the most effective instruction is by combining form
and meaning focused instruction (Long, 1991; Doughthy, 2001; Ellis, 2002; p. 422).

Error Correction

Brown (2002; p. 217) claims that the level of learners' proficiency is reflected by
error but errors are viewed as the natural learning process where learners are testing their
hypothesis about the language (Richard, 1986). Errors left untreated will impeded
accuracy (Whitley, 1993; p.140). Studies conducted by Sparta and Lightbown (1990,
1993) concluded that immediate feedback during interaction led to accuracy
improvement and learners would remember better (Lightbown, 1992; Pica, 1994; p. 69-
 5

70). In conclusion error correction is needed but teachers just need to select one error in a
lesson to be corrected.

The Role of the Teacher

In a Communication Approach classroom, interaction happens among learners

and teacher is the key of learning. The class should have unthreatened and supportive
environment. Unlike the traditional method where the teachers are seen as the knowledge
resource and dominate the classroom interaction, Communicative Approach requires
teachers to be facilitators and advisers monitoring and consulting learners during their
interaction (Defeny, 1998; p. 679).

Content Materials

Communicative Approach aims to develop learners with communicative

competence and be able to use the language in real life. Therefore authentic materials are
the priority to be used in real life situation such as role plays in classroom thus enable
learners to develop strategies for understanding language (Defeng, 1998; p.679).

Attitude

Teacher's attitudes can influence second language learning (Larsen-Freeman &

Long, 1991; p.178). Attitude is defined as psychological bias which is conveyed by
assessing a specific entity with some approval or disapproval towards it (Eagly &
Chaiken, 1993; p.1). Beliefs, feelings, and behaviours shape attitudes (The International
Dictionary of Education, 1977; p.32).

5.0 Methodology

Thirty national-type primary school junior teachers were selected to be the

participants for this research. Three methods of data collections were used. There were a
questionnaire, observation form, and semi structured interview. The questionnaire was
 6

used to measure teachers' attitudes towards Communicative Approach. It was adapted

from Karavas-Doukas (1996) and it had 23 statements in Likert-Scale based on the
principles of Communicative Approach. In the 23 statements, there were 7 statements
which were unfavourable towards Communicative Approach. The 7 statements reflected
traditional approach of language teaching and learning. The questionnaire covered 4
dimensions of Communicative Approach. The first dimension was pair and group
activities, the second dimension was fluency and accuracy, the third dimension was
teacher's role and the fourth was on content materials. The favourable attitude for each
statement started from '5' for strongly agree and '4' for agree and disfavourable attitude
started from '3' for undecided, '2' for disagree, and '1' for strongly disagree. 30 national-
type primary school junior teachers participated to answer the questionnaire. The data are
presented in bar chart based on the frequency of participants agreed or disagreed with the
statement. The data for each statement later on was summarised based on the total
frequency for each dimension to see the teachers' attitudes towards Communicative
Approach.

The last instrument used was semi-structured interview. The participants who
went through observation were the one chosen to be interviewed. The interview questions
were adopted from Abdullah Coskun (2011) and the questions were based on teachers'
attitudes towards Communicative Approach in classroom. The data obtained from the
interview was transcribed and coded based on the Communicative Approach principles.
From the coding the researchers were able to find out in depth about the teachers'
attitudes towards each of the Communicative Approach principles.
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6.0 Findings and Discussion

Pair and Group-work Activities

Data Analysis of Pair and Group Work Activities

50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
Strongly Agree Agree Uncertain Disagree Strongly Disagree

Figure 1.. Bar chart and frequency table for pair and group work activities deriving from
the attitudinal questionnaire.
 8

The findings resulting from the observation instrument

Data Analysis of Pair and Group Work Activities

60.00%

50.00%

40.00%

30.00%

20.00%

10.00%

0.00%
Never Sometimes Usually Always

Figure 2. Bar chart and frequency table for pair and group work activities deriving from
the observation instrument.

The findings from Figure 2 indicates that most participants did carry out pair and
group work activities in class as no recording was indicated for never. In particular,
88.34% of what had been observed by the observers were under the category of pair and
group work activities. Some teachers prefer to conduct pair work activities as they
believe that they will have a better management of the class.

Comparison of the findings of the attitudinal questionnaire with the

observation instrument
 9

Pair and Group Work Activities

90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Questionnaire Observation

Figure 3. Bar chart of percentage derived from the comparison of the findings of the
attitudinal questionnaire with the observation instrument.

Figure 3 compares the actual teaching practices among English language teachers
and their attitudes towards communicative approach. Surprisingly, most of the teachers
did at least carry out pair work activities in class most of the time. These results go
against with our stereotyping view that most teachers nowadays are unlikely to conduct
pair and group work activities due to the time constraint and the exam-oriented system.

All interviewees (100%) believed in using pair and group work activities because
they believe that the students will use the target language when they are doing par and
group work activities. The interviewees statements follow:

1-1 Pair work and group work both give beneficial to students development and
moreover in terms of language. So, for this pair work and group work, it develops the
students proficiency in learning English language. Most important is their
communicative skills. (16th May 2016)

1-2 Personally I think they are good for students and teachers can also benefit from that..
(18th May 2016)
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1-3 Pair and group work in the classroom is really good because when theyre doing pair
and group work, the students can use the language, interact using the language. (19th
May 2016)

Fluency and Accuracy

The findings resulting from the attitudinal questionnaire

Data Analysis of Fluency and Accuracy

35.00%

30.00%

25.00%

20.00%

15.00%

10.00%

5.00%

0.00%
Strongly Agree Agree Uncertain Disagree Strongly Disagree

Figure 4. Bar chart and frequency table for pair and group-work activities deriving from
the attitudinal questionnaire.

These results show a diversity of views among the participants in regards to the
fluency and accuracy aspects in an ESL classroom. Overall, 42.78% of the participants
strongly agreed and agreed to the focus on the fluency part compared to 32.78% of the
participants who were preferable in the accuracy of language taught. These findings
portray the actual controversy aroused among ESL researches. However, these findings
also reveals that there were 24.45% of the participants who took a neutral stand in the
aspects of fluency and accuracy. They believed that both aspects should be taken into
consideration as highlighted under communicative approach.

The findings resulting from the observation instrument

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Data Analysis of Fluency and Accuracy

50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
Never Sometimes Usually Always

Figure 5. Bar chart and frequency table for fluency and accuracy deriving from the
observation instrument.

It is observable that most teachers tried to promote fluency and accuracy in class
as none was recorded as never. Generally, the participants would correct their pupils
error where necessary. They would not neglect the errors.
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Comparison of the findings of the attitudinal questionnaire with the

observation instrument

Fluency and Accuracy

80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Questionnaire Observation

Figure 6. Bar chart of percentage derived from the comparison of the findings of the
attitudinal questionnaire with the observation instrument.

These findings leads us to believe that most teachers were in the dilemma of
whether which to focus on, fluency or accuracy. They believed that both of the aspects
are designed to work in tandem. None of the aspects can be neglected in the pursuing of
communicative competence in the target language. If learners do not speak fluently, the
delivery of message will be less effective. However, if learners are capable to speak
fluently but with many misused words and glaring grammatical errors. Interlocutors
might not be able to grasp the correct message.

Only one interviewee (33%) believed that both fluency and accuracy should be
addressed together. The statements below emphasised on fluency and accuracy:

2-1 I think we have to focus on both. If lets say, our lesson is focus onto get the students
to find ideas or interact with others, they can just focus on fluency. But when it comes to
 13

punctuation, writing, we should emphasize on accuracy, so the students can get to write
correctly. (19th May 2016)

There are two interviewees (77%) out of three emphasised on accuracy in class.
One of the interviewees believed that accuracy is more important to meet the demand of
the examination standards. The other interviewee believed that accuracy will lead
fluency. The statement below shows the effect of examination system which emphasized
more on accuracy rather than fluency.

2-2 I think accuracy is more important because, because our exam especially UPSR
focuses on grammar in the essay. Students will be penalised if they write using the wrong
grammar. (18th May 2016)

2-3 I emphasized on accuracy because when they know how to use the language, when
they know how to write the language, then in terms of communicative skills, in terms of
communication, they can use it using what they have, using the knowledge they have,
that they have for the language. (16th May 2016)

Error Correction

The findings resulting from the attitudinal questionnaire

 14

Data Analysis of Error Correction

50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
Strongly Agree Agree Uncertain Disagree Strongly Disagree

Figure 7. Bar chart and frequency table for error correction deriving from the attitudinal
questionnaire.

These results show 65.01% of the participants were at the positive end of the
continuum. This leads us to believe that most participants were of a great favour in
correcting pupils error on the spot but some would tend to ignore the errors if they were
not glaring to impede the delivery of the message.

The findings resulting from the observation instrument

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Data Analysis of Error Correction

50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
Never Sometimes Usually Always

Figure 8. Bar chart and frequency table for error correction deriving from the observation
instrument.

Figure 8 has further consolidated the findings under Figure 7. Most teachers took
an absolute stand in correcting learners error selectively. They believed that errors were
tolerable as no one was born with an ideal language system cognitively.
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Comparison of the findings of the attitudinal questionnaire with the

observation instrument

Error Corrrection
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Questionnaire Observation

Figure 9. Bar chart of percentage derived from the comparison of the findings of the
attitudinal questionnaire with the observation instrument.

Figure 9 shows that teachers attitude were in-line with their teaching practices in
class. They practised what they preached in class in terms of correcting pupils errors.
This was borne out by 55.55% of teachers who effectively implemented error correction
as recommended by the Communicative Approach.

All interviewees (100%) believed in self-correction and peer correction depending

on the topic learnt. Below are the statements that indicate to self and peer correction:

4-1 So there are no, no specific rules. For example, teacher must correct the students.
There are certain cases that the students correct the teachers. So this is, we call it give and
take where students sometimes will correct the teacher where their friends will correct the
other friends, meaning their peers and most important is that teacher able to correct the
students. (16th May 2016)
 17

4-2 I correct certain errors especially if the errors are related to grammar. But I think
students should correct themselves because self-correct lasts longer. (18th May 2016)

4-3 I allow peer correction to correct mistakes. I also do not correct all the mistakes as
this will demotivate them to learn, depending on topics that weve learn. (19th May 2016)

Role of Teachers

The findings resulting from the attitudinal questionnaire

Data Analysis of Role of Teachers

50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
Strongly Agree Agree Uncertain Disagree Strongly Disagree

Figure 10. Bar chart and frequency table for role of teachers deriving from the attitudinal
questionnaire.

Figure 10 clearly depicts that most participants agreed with the role of teachers as
a facilitator in class. In particular, 76.67% of the participants were at the positive end of
the continuum whereby there was only 10% of the participants who still believed that the
role of teachers should be the dictator in class. The positive inclination towards the role
of teachers as a facilitator in class has somehow consolidated the principles underlying
the Communicative Approach.
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The findings resulting from the observation instrument

Data Analysis of Role of Teachers

60.00%

50.00%

40.00%

30.00%

20.00%

10.00%

0.00%
Never Sometimes Usually Always

Figure 11. Bar chart and frequency table for role of teachers deriving from the
observation instrument.

Figure 1 summaries the observation of teaching practises carried out by the

identified participants in their class. Most of the time, they played up the role as a
facilitator in class. They facilitated the learning rather than spoon-feeding their learners
with the contrieved forms of languages. This can be seen especially when they welcomed
learners to give their answers and opinions regarding the topic of the day. Somehow, the
observers recorded 16.67% of the responses as sometimes due to the class management
issue. Even though teachers are the facilitator in the second language acquisition process,
they must be in-charge of the classroom management as well.
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Comparison of the findings of the attitudinal questionnaire with the

observation instrument

Role of Teachers
84.00%

82.00%

80.00%

78.00%

76.00%

74.00%

72.00%
Questionnaire Observation

Figure 12. Bar chart of percentage derived from the comparison of the findings of the
attitudinal questionnaire with the observation instrument.

Figure 5.40 below shows that 76.67% of teachers responses to the statements of
the questionnaire are consistent with their classroom behaviours (83.34%). Teachers have
to maintain their authoritative figure as the manager of the class so that they can direct
the direct, manoeuver and engage learners with the communicative purposes of second
language acquisition process underpinned by the principles of the Communicative
Approach.

All interviewees (100%) opinion shows that the teachers prefer to be a facilitator
in their classroom:

5-1 In my opinion, the role of the teacher is to provide materials to boost the students
interest in, in loving the language.. So the role of the teacher is a motivator, a facilitator.
(16th May 2016)
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5-2 I think teachers should be facilitator and monitor. We only guide students do their
activities. (18th May 2016)

5-3 I am more as a facilitator. If I over control the lesson, the students dont have the
chance to practice the language. So I am a facilitator in class to assist them in the lesson.
(19th May 2016)

Content of Materials

The findings resulting from the attitudinal questionnaire

Data Analysis of Content of Materials

35.00%

30.00%

25.00%

20.00%

15.00%

10.00%

5.00%

0.00%
Strongly Agree Agree Uncertain Disagree Strongly Disagree

Figure 23. Bar chart and frequency table for content of materials deriving from the
attitudinal questionnaire.

Figure 13 summaries the results of findings for Statement 20 23 in the

attitudinal questionnaire in Appendix A. Generally, the responses gained were at the
positive end of the continuum. In particular, 61.67% agreed or strongly agreed with the
belief of using more authentic materials that are coherent with the subject matter in the
teaching and learning process instead of relying only on the prescribed textbook. Most
participants also seemed to welcome the integration of the communicative strategies in
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their teaching practices, rather than using the conventional method like drilling, repetition
and memorising.

The findings resulting from the observation instrument

Data Analysis of Content of Materials

60.00%

50.00%

40.00%

30.00%

20.00%

10.00%

0.00%
Never Sometimes Usually Always

Figure 34. Bar chart and frequency table for content of materials deriving from the
observation instrument.

However, the findings from the observation does not seem to depict the
overwhelming response among participants in using the content of materials that
integrate various ESL registers and promote the learning of communicative strategies in
class. Among three participants being observed, the observers recorded 44.44% of the
responses as usually. This leads us to believe that most novice teachers are still
favoured to use the prescribed textbook in their daily teaching. As stated in Feryoks
study, some teachers may be able to describe a cohesive and coherent practical theory, but
a partial of their actual teaching practices in classroom may diverge from their cognition
early on due to the influence of the context they are working in (as cited in (Wen-Cheng,
Chien-Hung, & Chung-Chieh, 2011) .
 22

Comparison of the findings of the attitudinal questionnaire with the

observation instrument

Content of Materials
70.00%

60.00%

50.00%

40.00%

30.00%

20.00%

10.00%

0.00%
Questionnaire Observation

Figure 15. Bar chart of percentage derived from the comparison of the findings of the
attitudinal questionnaire with the observation instrument.

Figure 15 shows that teachers attitude (61.67%) are less in line with their
teaching practices recorded by the observers in class as 44.44%. However, the results
were not appeared to be upside-down because the participants did go in-depth with
learners about the teaching content available in the textbook. This has further been
corroborated by Wen-Cheng, Chien-Hung and Chung-Chiehs study (2011), they believe
that teachers, students, and the overall classroom dynamic will somehow be affected by
the key decisions related to textbook selection. If teachers are able to gain an in-depth
understand on their learners prior to selecting and presenting the teaching materials
available in the textbook to them, this will benefit the learners effectively.

All interviewees (100%) believed in using authentic materials in classroom,

opinions vary though, as shown by the statements below:
 23

3-1 authentic materials are relevant to be used to promote the communicative language
teaching to promote the students interest in learning English. (16th May 2016)

3-2 To use authentic materials, I prefer older pupils as they are better in English (18th
May 2016)

3-3 I think we need to use authentic materials. When we use authentic materials in
activities, like how to communicate in real life situation, they will learn how to use the
language. (19th May 2016)

The Correlation between Teachers Attitude towards Communicative

Approach and their Practice
The correlation matrix between teachers attitude towards Communicative and
whether they practised what they believed in were calculated. This is to find out whether
there is a significant correlation between the two variables.

Table 1

Correlation Matrix between the Attitude Questionnaire and the Observation Mean

Teachers_Attitude Teachers_Practice

Teachers_Attitude Pearson Correlation 1 .326

Sig. (2-tailed)* .592

N 5 5

Teachers_Practice Pearson Correlation .326 1

Sig. (2-tailed) .592

N 5 5

* 2-tailed: it is the two-sided test determining the connection and correlation value
between the teachers attitudes and their teaching practice, at the two sides of the test.

Table 1 shows that the correlation between the two variables discussed was
considerably low at 0.326, which is far away from +1.00. This shows that teachers
attitude does not have a direct relationship with their teaching practices in class. It is not
necessary that teachers must have positive attitudes in communicative approach, only
 24

then they can adapt and/or adopt communicative approach in class. Accroding to Ames
(1990), teachers need to know how to relate their conceptual knowledge to their
instructional roles in class even though the knowledge of motivation concepts, principles
and theories are the fundamental core in educational psychology. This leads us to believe
that there are some teachers who grasp an in-depth understanding in teaching and
learning theories but are unable to practise what they preach. In contrary, there are also
some teachers who know only a gist of those teaching and learning theories but are able
to engage learners in various types of learning activities without being aware of the
approaches, methods and techniques they have adapted in their teaching.

Reliability Test

The internal consistency of the statements comprising the attitudinal questionnaire

(Appendix A) was measured using Cronbachs Coefficient Alpha. The alpha coefficient
for the twenty three items was .666, suggesting that the items had moderately high
internal consistency as shown in Table 1 below. A reliability coefficient of .70 or higher
was considered in the acceptable category of high range. Therefore, the results of the
current research were further triangulated with the data of the interview to enhance the
reliability of the results.

Table 2
Cronbachs Alpha Coefficient of the Statements of the Attitudinal Questionnaire
Statement Alpha Coefficient
1-2 0.648
3-4 0.667
5-6 0.651
7-8 0.650
9-10 0.660
11-12 0.649
13-14 0.655
15-16 0.662
17-18 0.658
19-20 0.647
21-22 0.658
23 0.667
7.0 Conclusion

The disparity between teachers belief on Communicative Approach and their

teaching practice raised a serious doubt, whether teachers really practice what they belief,
 25

or their beliefs only remain as beliefs. The overall quantitative result derived from the
attitude scale adapted from Karakas-Doukas (1995), shows that respondents have positive
attitudes towards the Communicative Approach. However, the qualitative data derived
from observations and interviews shows otherwise; the result is not consistent with the
data from the questionnaire.

An attitude scale can act as an easy and quick instrument to administer the
teachers beliefs. However, it may not give insight on teachers practice. Therefore,
observation and interview are needed to reveal the contradiction between their beliefs and
their practice.

The limitation of the study would be the sample size of the respondents. The
sample use was too small; only 30 respondents participated in this study, only three
respondents were observed and being interviewed. So, the result from this study may not
be generalized to a larger population. Another drawback of this study is, there are too
many elements of Communicative Approach that are being explored by the researchers in
a very limited time. For further research, it is suggested to conduct in-depth study on
certain element of Communicative Approach.