Abdurahman Ahmed Ali Milad, 0203514090 (2016) TEACHERS’ PERCEPTION OF THE IMPLEMENTATION OF THE COMMUNICATIVE APPROACH TO TEACH LISTENING TO CONVERSATION The Case of 10th Grade Teachers’ Lesson Plans of Islamic Senior High Schools in Semarang. Masters thesis, Universitas Negeri Semarang.

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Abstract

This study investigates the implementation of the communicative approach (CA) in relation to teachers’ perception. The problem statements were formulated as follows: (1) how do teachers perceive the implementation of the communicative approach to teach listening to conversation in grade 10 of Islamic senior high schools? (2) how is the implementation of the communicative approach to teach listening to conversation in Islamic senior high schools’ grade 10 viewed from lesson plans? (3) what are the teachers’ strengths and weaknesses in implementing the communicative approach to teach listening to conversation in Islamic senior high schools in Semarang? The design of the research was a descriptive qualitative. The subjects of this study were 6 English teachers of 6 Islamic senior high schools. A questionnaire was used in collecting the data and teachers’ lesson plans as observing the documents is a pure qualitative method based on the underlying theory of (Creswell, 2013). The present study revealed three findings. First, teachers have responded positively to the items contained activities and materials used in the classroom. Therefore, they positively perceived the implementation of the CA. Second, only one lesson plan followed the instructions of CA literally. However, CA was realized in the planned activities of the 6 targeted lesson plans. Third, teachers had some weaknesses and strength points; in which teachers’ strengths were realized due to their sufficient prior knowledge about the CA’s principles. On the other hand, teachers’ weaknesses were realized through the difficulty of differentiating between activities in developing students’ fluency and their ability to write correct grammar; this indicated the inconsistency between theory and practice. Other findings were the grammatical mistakes that have occurred in teachers’ written responses to the questionnaire. In conclusion, the present study could successfully achieve its goal in obtaining teachers’ perception towards the implementation of CA in teaching listening to conversation texts as well as describing its implementation through the level of lesson plans. The suggestions are proposed to the English teachers to train more and attend some conferences/seminars related to the teaching of English as a foreign language, teaching and learning theories to have deeper knowledge about the fundamental principles of the communicative approach to reflect their teaching in the real classroom.

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