STUDENTS' ATTITUDES TOWARDS PAIR AND GROUP WORK
IN LEARING ENGLISH AS A SECOND LANGUAGE
Graduation Project Submined in Partial Fulfilment of the Requirements for the
Degree of Bachelor of Science with Honours (TESL)
Centre for Language and Communication Studies
Universiti Malaysia Sarawak
September 1998
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Pair & Group Work
ACKNOWLEDGEMENTS
I would like to express my wannest gratitude to my supervisor, Puan Mahanita Mahadhir
for without her guidance and constructive criticism, this graduation project would not
have been possible.
My heartfelt thanks are extended to my TESL lecturer, Miss Diana Carol for her advice
and moral support, and also to :Mr Hong Kian Sam, a lecturer of Human Development
and Cognitive Science Faculty for his invaluable, immediate assistance in this project. I
am very grateful to Cik Norazuna Norahim, a lecturer of the Centre for Language and
Communication Studies, for her advice and help in my research instruments.
Special thanks to :Mr Chiew Yip Wha~ .Miss Shirley Kueh, .Miss Tan Lay Koon,
Cik Fariza Zahari and fellow COlITSemates for their helpfulness, advice and friendship.
I must also express my appreciation to my family for they have given me lots of moral
support and encouragement in the completion of this project, as well as throughout my
TESL Programme in Universiti Malaysia Sarawak.
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Parr & Group Work
TABLE OF CONTENTS
Page
ACKNOWLEDGE1vfENfS I
TABLE OF CONTENfS 11
UST OF TABLES w
LIST OF ABBREVIATIONS IX
UST OF APPENDICES X
ABSTRACT xi
ABSTRAK xii
CHAPTER
1.0 INTRODUCTION 1
1.1 Introduction 1
1.2 Statement of Problem 3
1.3 Definition ofTenns 5
1.4 Research Objectives 6
1.5 Research Questions 7
1.6 Significance of the Research 7
1.7 Limitations of the Research 8
2.0 REVIEW OF RELATED UTERATURES 9
2.1 Introduction 9
2.2 The Communicative Approach in Language Teaching 9
-2.3 The Communicative Language Teaching in the Malaysian 11
Secondary School English Language Programme
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2.4 Pair and Group Work in Learning ESL 12
2.5 ESL Student's Roles in Pair and Group Work 15
2.5.1 Cohesive Partner or Group Member 15
2.5.2 Genuine Communicator 15
2.5.3 Creative Language User or Researcher 16
2.5.4 :Manager of Own Learning 16
2.6 ESL Teacher's Roles in Pair and Group Work 16
2.6.1 Neutral Chair 17
2.6.2 Facilitator 17
2.6.3 Commentator 17
2.6.4 Wanderer 17
2.6.5 Advisor 18
2.7 Learning Experiences ofPair and Group Wark 18
2.7.1 Negative Experiences ofPair and Group Work 18
2.7.1.1 Chaotic Classroom 19
2.7.1.2 Native Noise 19
2.7.1.3 Muddled Modelling 19
2.7.1.4 Faulty Feedback 20
2.7.2 Positive Experiences ofPair and Group Work 20
2.7.2.1 Increased in Motivation 20
2.7.22 Individual Empowennent 21
2.7.2.3 Divergences of Opinion 22
2.7.2.4 Increased Opportunity for Language Use 22
2.8 Influential Factors in Pair and Group Work 23
2.8.1 Learning Experience 24
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2.8.2 Peer Preference 24
2.8.3 Peer Influence 25
3.0 RESEARCH MElHODOLOGY 26
3.1 Introduction 26
3.2 Research Design 26
3.3 Sample Population and Sampling Procedure 26
3.4 Research Instruments 29
3.4.1 Questionnaire 29
3.4.2 Interview 32
3.5 Procedure for Data Collection 33
3.5.1 Research Approval Procedure 33
3.5.2 Pilot Study 34
3.5.3 Questionnaire and Interview 35
3.5.4 Procedure for Data Analysis 36
4.0 DATA ANALYSIS AND DISCUSSION 39
4.1 Introduction 39
4.2 Respondents' Profile 39
4.2.1 Gender 40
4.2.2 Race 41
4.2.3 F:MR English Language Paper Result 41
4.2.4 Use of Spoken English 41
4.3 Respondents' Experience ofPair and Group Work in Learning ESL 42
4.3.1 Frequency ofPair and Group Work 42
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4.3.2 Learning Experience 42
4.3.3 Peer Preference 47
4.3.4 Peer Influence 47
4.4 Respondents' Attitudes Towards Pair and Group Work in Learning 48 ESL
4.5 The Relationship Between Respondents' Attitudes Towards Pair 50 and Group Work and Their Achievements in Learning ESL
4.6 Significant Responses on Selected Questionnaire and Interview 51 Items
4.6.1 Peer Preference in Pair and Group WOIk 51
4.6.2 Peer Influence in Pair and Group Work 56
4.6.3 Enjoyment ofDoing Pair and Group Work 59
4.6.4 Enhancement in English Proficiency by Speaking in 61 English when Doing Pair and Group Work
4.6.5 Enhancement in English Proficiency when Doing Pair and 62 Group Work (Without Speaking in English)
5.0 CONCLUSIONS AND RECO:M:MENDATIONS 63
5.1 Introduction 63
5.2 Conclusions of the Findings 63
5.2.1 Students' Attitudes Towards Pair and Group WOIk in 64 Learning ESL
5.2.2 Attitudes Towards Pair and Group WOIk in Relation to 64 Achievements in Learning ESL
5.2.3 The Role of the School and the ESL Classroom in 65 Providing Opportunities to Students for Language Use
5.3 Proposals for ESL Teachers 65
5.4 Recommendations for Further Research 73
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REFERENCES 74
APPENDICES 76
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LIST OF TABLES
Page
Table 1 Percentage of passes for the 1997 SPM English Language Paper 27 of 12 schools in Kuching, Sarawak
schools in Kuching, Sarawak
relation to respondents' PMR English Language Paper Results
3 selected schools
schools
work in the ESL classroom per week
and group work
experiences ofpair and group work
group work
group work
towards pair and group work
Table 2 The selected classes and the number of students in the 3 selected 28
Table 3 Scale value and three categories ofEnglish proficiency levels in 29
Table 4 Functions of Questionnaire Items B02 to B16 31
Table 5 Functions ofInterview Items 01 to 09 33
Table 6 Visit dates to the 3 selected schools 34
Table 7 Administration dates for the questionnaire and interview in the 35
Table 8 Distribution of the questionnaire in the 3 selected schools 35
Table 9 Conducting and recording of the interview in the 3 selected 36
Table 10 Respondents' profile 40
Table 11 Questionnaire responses regarding frequency of pair and group 42
Table 12 Questionnaire responses regarding learning experience ofpair 43
Table 13 Two categories (positive and negative) of respondents' learning 46
Table 14 Questionnaire responses regarding peer preference in pair and 47
Table 15 Questionnaire responses regarding peer influence in pair and 48
Table 16 Two categories (positive and negative) ofrespondents' attitudes 49
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viii Pair & Group Work
Table 17 Correlation result ofrespondents' attitudes towards pair and group work and their achievements in leaming ESL
50
Table 18 Questionnaire responses regarding peer preference in relation to gender in pair and group work
51
Table 19 Questionnaire responses regarding peer preference in relation to English proficiency level in pair and group work
53
Table 20 Questionnaire responses in the fann ofexplanations regarding peer influence in pair and group work
56
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ix
ESL
SPM
S:rv.rn Joseph
SMKA Matang IT
SMK Green Road
SMK Abdul Ghapor
SMK Sungai Maong
SMK Sungai Tapang or SMK Sg. Tapang
SMK Petra Jaya
SMK Tun Abang Hj. Openg
SMKSiburan
SMK Tunku Abdul Rahman
SMK Santubong
SMK Muara Tuang
PMR
Pair & Group Work
LIST OF ABBREVIATIONS
English as a Second Language
Sijit Pelajaran Malaysia
Sekolah Menengah Bantuan Joseph
Sekolah Menengah Kebangsaan Agama Matang IT
Sekolah Menengah Kebangsaan Green Road
Sekolah Menengah Kebangsaan Abdul Ghapor
Sekolah Menengah Kebangsaan Sungai Maong
Sekolah Menengah Kebangsaan Sungai Tapang
Sekolah Menengah Kebangsaan Petra Jaya
Sekolah Menengah Kebangsaan Abang Haji Openg
Sekolah Menengah Kebangsaan Siburan
Sekolah Menengah Kebangsaan Tunku Abdul Rahman
Sekolah Menengah Kebangsaan Santubong
Sekolah Menengah Kebangsaan Muara Tuang
Penilaian Menengah Rendah
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LIST OF APPENDICES
Appendix A Questionnaire Primary instrument of the research
AppendixB Interview - Secondary instrument of the research Dem
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ABSTRACT
'This research aims to investigate Malaysian students' attitudes towards pair and group
work in learning ESL with regard to three factors - learning experience, peer preference
and peer influence. It also aims at finding out the relationship between students'
attitudes towards pair and group work in learning ESL, and their achievements in
learning ESL. Questionnaires were used and the obtained data (on the respondents'
attitudes towards pair and group work, as well as on their experiences of learning, peer
preference and peer influence while working in pairs and groups) was analyzed using the
Statistical Packages for the Social Sciences (SPSS) Version 7.5.1 on the computer. In
addition, interviews were conducted to provide supportive information to conIum the
questionnaire data. The findings revealed that there were students who had a positive
attitude and also students who had a negative attitude towards pair and group work in
learning ESL. Furthermore, there was a positive correlation, though low, between
students' attitudes towards pair and group work, and their achievements in learning ESL.
Besides that, there were students who had a positive and also students who had a
negative learning experience of pair and group work. In addition, there were students
who showed peer preference in relation to gender and English proficiency leve~ as well
as students who experienced peer influence in pair and group work. Demo (
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ABSTRAK
_eo ,.___
Kajian ini bertujuan Wltuk menyiasat sikap para pelajar terhadap kerja berpasangan dan
berkumpulan dalam mempelajari Bahasa Inggeris sebagai Bahasa Kedua dengan
mempertimbangkan tiga faktor pengalaman pembelajaran, pemilihan rakan sekerja,
dan pengaruh rakan sekerja. Kajian ini juga bertujuan Wltuk menyelidik pertalian antara
sikap para pelajar terhadap kerja berpasangan dan berkumpulan dalam mempelajari
Bahasa Inggeris sebagai Bahasa Kedua, dan pencapaian mereka dalam mempelajari
Bahasa Inggeris sebagai Bahasa Kedua. Soal selidik telah digunakan dan data yang
diperolehi (mengenai sikap responden-responden terhadap kerja berpasangan dan
berkumpulan, serta pengalaman mereka dalam pembelajaran, pemilihan rakan sekerja
dan pengaruh rakan sekerja semasa membuat kerja berpasangan dan berkumpulan) telah
dianalisa dengan menggunakan pengisian komputer, "Statistical Packages for the Social
Sciences (SPSS) Version 7.5.1." Tambahan lagi, temuduga telah dijalankan Wltuk
mendapatkan maklumat tambahan bagi mengesahkan data datipada soal selidik.
Dapatan kajian menunjukkan bahawa terdapat para pelajar yang bersikap positif dan juga
para pelajar yang bersikap negatif terhadap kerja berpasangan dan berkwnpulan dalam
mempelajari Bahasa Inggeris sebagai Bahasa Kedua. Terdapatjuga korelasi positifyang
rendah antara sikap para pelajar terhadap kerja berpasangan dan berkumpulan, dan
pencapaian mereka dalam mempelajari Bahasa Inggeris sebagai Bahasa Kedua. SeIain
dati itu, terdapat para pelajar yang mempWlyai pengalaman pembelajaran positif dan
juga para pelajar yang mempWlyai pengalaman pembelajaran negatif dalam kerja
berpasangan dan berkumpulan. Selanjutnya, terdapat para pelajar yang memilih rakan
sekerja berasaskan jantina dan tahap kemahiran Bahasa Inggeris, serta para pelajar yang
mengalami pengaruh rakan sekerja dalam kerja berpasangan dan berkumpulan.
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CHAPTER ONE
1.0INTRODUCfION
1.1 Introduction
English is viewed important in that it functions as a means of communication in certain
everyday activities and job situations, as an enabler for meaningful engagement in local
and international trade and commerce, as well as the additional means of access to
academic, professiona~ and recreational materials (Sukatan Pelajaran Sekolah
Menengah Bahasa Inggeris, 1988, p. 1). In view of this, the Malaysian Ministry of
Education has recognized the English Language as a second language to be taught
compulsorily in schools. Thus, students in both primary and secondary schools learn
English as a second language (hereafter the term "English as a second language" is
referred to as "ESL") .. '
The Malaysian Secondary School English Language Programme aims:
"to build upon and extend the proficiency of the students from the primary schools, so as to equip them with the skills and knowledge of English to communicate in certain everyday activities and certain job situations; and also to provide points of take-off for various post secondary school needs."
(Sukatan Pelajaran SekolahMenengah Bahasa Inggeris 1988, p. 2)
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The objectives of the Malaysian Secondary School English Language Programme, drawn
upon these aims, are stated as below:
"At the end of the secondary school English Language Programme, the students should be able to • listen to and understand spoken English in the school and in real life
situations; • speak effectively on a variety of topics; • read and understand prose and poetry for information and enjoyment;
and • write effectively for different purposes. "
(Sukatan Pelajaran Sekolah Menengah Bahasa Inggeris 1988. p. 2)
Thus, Malaysian ESL students are anticipated to achieve communicative ability in the
foW' language skills, namely, listening, speaking, reading, and writing. To be able to use
a language to communicate efficiently in it means that one needs the abilities to
understand the language when others speak, to speak to others, to read the language and
also to write it (Compendium, 1989, p. ix). Therefore, these four language skills are
essential to form the foundation of all language learning programmes~ including the
Malaysian English Language Programmes for all secondary and primary schools.
Chitravelu, Sithamparam and Teh (1995, p. 345) claim that a communicative approach
places more stress on language as communication than on language as a system of
grammatical and phonological rules, thus emphasizing on the teaching and learning
process to reflect the following three characteristics - task-based activities, interactive
activities and integration of skills. In other words, they advocate teachers, who adopt the
Communicative Approach, to carry out activities, which ensure the use of language in
situations relevant to students, pair and group work that stresses on the interactive
fimction of language, and lesson plans that include tasks for students to employ various
combinations of listening, speaking, reading and writing skills.
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Thus, it is apparent that the Malaysian Secondary School English Language Programme
adopts the Comrntmicative Approach.
ill addition, Wringe (1989) wrote that:
"'In a commWlicaUve approach in which oral production is regarded as
being at least as important as the other three language skills, the culminating activity of a lesson or Wlit of work will often be oral work in groups or pairs."
(Wringe 1989, p. 62)
With regard to this, pair and group work, which requires students to hold a discussion,
exchange and share infonnation, and/or Wldertake a task together is being encouraged in
the Malaysian ESL classroom.
1.2 Statement of Problem
In Malaysian schools, the teaching of the English Language is compulsory. However,
our Deputy Director-General 1 of the Ministry of Education in 1989, Datuk Abdul Aziz
Ismail wrote that "it [the English Language] is often described as 'a strong second
language' but is, in reality, a compulsory foreign language in all primary and secondary
schools." (Compendium, 1989, p. v). For most commWlities throughout Malaysia,
English is not used as a medium of daily commWlication. The exposure to English in
some of these commWlities is so limited that the students' sole contact with the language
may only be when they attend their English Language classes during the school hours.
Unfortunately, the importance of the English Language as mentioned at the beginning of
this research paper remains as a fact. Therefore, all students, regardless of their origins,
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should be given the opportunity to learn to be proficient in the English Language, or
more precisely, to be competent to communicate effectively in the English Language as
in listening, speaking, reading and writing. Thus, the school plays an important role in
providing students with this opportunity.
Many teachers of ESL are aware of the implementation of pair and group work in the
teaching and learning process for the purpose of facilitating students' learning of ESL.
However, there are many opinions of educators and researchers on pair and group work,
some ofwhich are opposing and others that are supportive to its implementation.
According to Jacobs and Ratmanida (1996), pair and group work (which they referred to
as group activities where between two and six students are assigned to work together) is
related negatively to chaotic classrooms, native noise, muddled modelling, and faulty
feedback. It is feared that students will abuse their freedom when they are assigned to
work in pairs and groups, and cause the class to become difficult for the teacher to
con1ro1. In addition, there is the high tendency for students to use their mother tongue in
their pairs and groups with the teacher's absence to supervise all the time and thus,
native noise exists in the classroom. While working in pairs and groups, students listen
to each other use the English Language, which is inclusive of pronunciation and
grammatical errors. This may result in the provision of poor models to students and
prove to be hannful to students when fossilization of non-target fonns happen. Besides
that, students are also feared ofnot having the ability to identify each other's errors. The
greater fear is that one may provide others with incorrect feedback.
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On the contrmy, there are supportive views of pair and group work. Firstly, it is the
nature of working in pairs and groups to require some interaction to take place among
students themselves. Therefore, opportunity for realistic and meaningful use of the
language is created. Secondly, some second language educators view that group
activities lead to increased success for students and a better learning environment, thus
increase student motivation for language learning (Jacobs & Ratmanida, 1996, p. 112).
In addition, Tsui (1995, p. 93) claims that "in small groups, students have to take on the
responsibility of managing talk and determining the direction of the discussion
themselves." This results in students' experience of individual empowerment and also in
the high probability for the individual students to raise divergences of opinion.
The earlier mentioned views of pair and group work are from educators and researchers.
In view of this, this research is decided to be different in the sense that its interest is on
students themselves, who are the participants that are directly involved in the
implementation of pair and group work in the ESL classroom. So, students are the main
determiners to the success of pair and group work and with regard to this, this research is
initiated mainly to fmd out their attitudes towards pair and group work in learning ESL.
1.3 Definition of Terms
Attitude:
Best and Kahn (1993) define one's attitude as how one feels or what one believes, ie.
one's opinions. They explain that one's opinions are obtained through one's answering
questions or expressing reaction to statements and later, from these statements of
opinion, the researcher will be able to infer one's attitude to form a description or
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6 Pair & Group Work
measurement of one's attitude. They also stress that though this method cannot always
ensme a true indication of one's attitude, it may closely be able to. Based on Best's and
Kahn's definition of attitude and explanations, it is decided that for the PW"pOse of this
research, students with a positive attitude towards pair and group work in learning ESL is
referred to as students who like doing pair and group work with the view that it enhances
their ESL learning. On the contrary, students with a negative attitude towards pair and
group work in learning ESL is referred to as students who dislike doing pair and group
work with the view that it stagnates their ESL learning.
Pair and group work:
Working in a pair requires two students to interact as they work with each other to
complete a task. Similarly, this requirement for interaction applies to students' working
in a group of three or more. According to Rivers (1987, p. 4) interaction occurs when
one interacts, by expressing one's own ideas and comprehending the ideas of others.
Therefore, it is decided that for the purpose of this research, pair and group work for
Malaysian students in learning ESL is referred to as a situation that requires them to
interact between and among themselves using the target language.
1.4 Research Objectives
The objectives of this research are to investigate:
i) whether Malaysian students have a positive or a negative attitude towards pair and
group work in learning ESL; and
ii) the relationship between the students' attitudes towards pair and group work, and
their achievements in learning ESL.
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1.5 Research Questions
With regard to the objectives of the research, two research questions were fonnulated to
direct the research. They are as follows:
i) Do Malaysian students have a positive or a negative attitude towards pair and group
work in learning ESL?
il) What is the relationship between the students' attitudes towards pair and group work,
and their achievements in learning ESL?
1.6 Significance of the Research
This research highlights the need for teachers to be aware of students' attitudes towards
pair and group work in learning ESL, as well as the relationship between students'
attitudes towards pair and group work and their achievements in learning ESL.
It is hoped that this research will be able to increase the insight of Malaysian ESL
teachers who adopt the Communicative Language Teaching Method as it serves as a
source of infonnation to them on how to manage students' pair and group work
effectively.
With the above knowledge as well as the conclusions and recommendations included in
this research paper, it is anticipated that ESL teachers will be able to ensure the success
in students' pair and group work by taking the necessary actions to overcome students'
negative attitude as well as to promote students' positive attitude towards pair and group
work. As teachers manage pair and group work effectively in the classroom, students'
ESL learning is facilitated, and thus, their English proficiency is enhanced.
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1.7 Limitations of the Research
This research has a few limitations due to time and financial constraints. Firstly, the
samples, who were from six Form IV classes, only amOlmted to 195 students. Moreover,
the research was conducted in three selected schools in Kuching, Sarawak only. Thus,
the data collected was insufficient to form an accW'ate generalization to represent the
whole population ofMalaysian ESL students.
Secondly, this research only focuses on two areas, which are students' attitudes towards
pair and group work in learning ESL, and the relationship between students' attitudes
towards pair and group work, and their achievements in learning ESL. Other variables
like learning strategies and motivation are not explored.
In addition, there are many influential factors in students' attitudes towards pair and
group work in learning ESL but this research has covered only three of them, which are
learning experience, peer preference and peer influence.
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CHAPTER TWO
2.0 REVIEW OF RELATED LITERATURES
2.1 Introduction
This chapter begins with the discussion on the CommWlicative Approach, the
Communicative Language Teaching and the objectives of the Malaysian Secondary
School English Language Programme in relation to the implementation of pair and group
work to facilitate students' ESL learning in the classroom. Then, it illustrates pair and
group work, as well as the roles of both the teacher and the student in pair and group
work. Lastly, three influential factors in pair and group work learning experience
(which includes four positive learning experiences as well as four negative learning
experiences of pair and group work), peer preference and peer influence, are discussed.
2.2 The Communicative Approach in Language Teaching
Chitravelu, Sithamparam and Teh (1995, p. 345) define the Communicative Approach as
"an approach to language teaching and learning, which gives greater importance to
language as communication than on language as a system of grammatical and
phonological rules". Implying the same view, Larsen-Freeman (1986, p. 123) stresses
that "students may learn and know the rules of language usage but will be unable to use
the language". Therefore, commWlication should be part of students' language learning.
According to Edge (1993, p. 17), commwtication is the vital essence of Modem English
Language Teaching due to two reasons. He explains that firstly, commWlication is the
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10 Pair & Group Work
goal of language teaching because in one way or another, one learns the English
Language so that one will be able to communicate in the language. Secondly,
communication is part of the learning process itself in that while being engaged in
meaningful communication during the English Language class, the student acquires the
language subconsciously by asking for, giving or exchanging infonnation, doing things
and getting things done, expressing opinions and feelings, etc.
Similar to Edge's (1993) views, Larsen-Freeman (1986, p. 128) stresses that one of the
principles of the Communicative Approach views the English Language as "a vehicle for
classroom communication, and not just as the object of study." This is because when
one communicates, one uses the language to accomplish some functions within a social
context. She stresses that as students learn the English Language in the classroom, they
acquire the knowledge of the language, which includes language forms, language
fimctions and meanings but more importantly, students learn to apply this knowledge in
negotiating meanings through interaction, i.e. communication among themselves. When
one interacts with another, meaning becomes clear. For instance, Student A listens to
Student B speaks and then, gives Student B feedback as to whether or not he/she
understands what Student B has said. If necessary, Student B communicates hislher
intended meaning again.
Therefore, the Communicative Approach is essential to be adopted in the teaching and
learning of language, including the English Language in schools. In other words, ESL
teachers should practise the Communicative Language Teaching in the classroom.
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2.3 The Communicative Language Teaching in the Malaysian Secondary School
English Language Programme
The objectives of the Malaysian Secondary School English Language Programme, drawn
from its aims, are stated as below:
.,At the end of the secondary school English Language Programme, the students should be able to • listen to and understand spoken English in the school and in real life
situations; • speak effectively on a variety of topics; • read and understand prose and poetry for information and enjoyment;
and • write effectively for different purposes."
(Sukatan Pelajaran Sekolah Menengah Bahasa Inggeris 1988, p. 2)
Nunan (1989) claims that "CLT [CommUnicative Language Teaching] has stressed
function over fonn, meaning over structure, and has encouraged teachers to let their
learners proceed through classroom tasks which attempt to simulate communicative
purposes in the real world" (cited in Bums, 1990, p. 42). With reference to this, the aims
and objectives of the Malaysian Secondary School English Language Programme seem
to underpin the Communicative Language Teaching, which supports the nature of
communicative competence. An achievement in communicative competence refers to
the ability to communicate efficiently in the target language, using the four language
skills - listening, speaking, reading and writing in that "we must be able to: understand
the language when someone speaks to us, speak to other people, read the language and
also write it" (Compendium, 1989, p. ix). Therefore, the contents of the syllabus for each
of the five secondary levels Forms I, II, III, IV, and V, are spelt out in terms of
communicative competence, i.e. the abilities to do things with the English Language by
listening to, speaking, reading and writing the language. FQr example, it is stated in the
Huraian Sukatan Pelajaran Bahasa Inggeris Tingkatan IV (1989, p. 8) that by the end of
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