EXPLORING ENGLISH LEARNING INTEREST AMONG CIVIL SERVANTS AT THE NORTH SUMATRA GOVERNOR’S OFFICE
Keywords:
CLT, English, interest, teachingAbstract
This research is to analyze the implementation of Communicative Language Teaching and its influence on civil servants’ interest in learning English in this institutional context. This study aims to provide empirical evidence that can inform the development of more effective and professionally relevant English training programs for government employees. This study is grounded in the framework of Communicative Language Teaching (CLT). This study employs a quantitative descriptive research design to examine the relationship between the implementation of CLT and English learning interest among civil servants. The findings indicate that respondents generally demonstrate a moderate to high level of interest in learning English, as reflected in their responses to items 1–6. Most participants agreed or strongly agreed that: 1) English is important for their professional duties; 2) They are interested in improving their English skills; 3) They are willing to participate actively in learning activities; and 4) They intend to continue learning English in the future. The analysis of items 7–14 shows that CLT principles are partially implemented in the English training program. The findings from items 15–18 show that respondents generally perceive English training as relevant to their professional responsibilities. Participants reported that English training helps them: 1) Support daily work tasks; 2) Participate in meetings; 3) Handle foreign documents; and 4) Communicate with international stakeholders. The qualitative data reveal three major challenges: 1) Limited Vocabulary; 2) Grammar Difficulties; and 3) Lack of Confidence. This study demonstrates that teaching methods significantly influence English learning interest among civil servants at the North Sumatra Governor’s Office. The findings reveal that learners generally have a positive interest in learning English, especially when the instruction is relevant to their professional needs.References
Al-Hoorie, A. H., & MacIntyre, P. D. (2020). Language learning motivation:
Expanding the theoretical framework. Language Teaching, 53(1), 1–15
Akbar, R., & Saputra, E. (2021). Implementing communicative language teaching
in adult learning contexts. Journal of Applied Linguistics and Language Research, 8(4), 72–84.
Bayat, N., & Fayzi, S. (2020). Improving workplace English through communicative
language teaching techniques. Journal of Adult Education and Learning, 11(5),
–318.
Chang, C. Y. (2023). Communicative activities in workplace English courses
for government employees. Journal of Workplace English Studies, 4(2), 45–63.
Creswell, J. W., & Creswell, J. D. (2020). Research design: Qualitative, quantitative,
and mixed methods approaches (5th ed.). SAGE Publications.
Dörnyei, Z., & Ryan, S. (2020). The psychology of the language learner revisited.
Routledge.
Hasegawa, M. (2023). Developing speaking and listening skills through communicative
approaches in adult classrooms. ELT Journal, 77(6), 418–428.
Khademi, M. (2022). CLT and learner motivation: A correlational study in adult
EFL contexts. International Journal of Research in Education and Science, 8(3),
–903.
Littlewood, W. (2020). Communicative language teaching: An expanding concept for
a changing world. Language Teaching Research, 24(4), 1–18.
López, R., & García, M. (2021). The effect of communicative tasks on adult learners’
speaking ability. Journal of Language Teaching and Research, 12(8), 1291–1301.
Navarro, V. A., & Singh, K. (2022). English language needs and teaching methods among
public sector workers. International Journal of Government English Education,
(1), 23–39.
Richards, J. C., & Rodgers, T. S. (2021). Approaches and methods in language teaching
(3rd ed.). Cambridge University Press.
Savignon, S. J. (2021). Communicative competence. In J. I. Liontas (Ed.), The TESOL
encyclopaedia of English language teaching. Wiley.
Tao, J., & Gao, X. (2022). Enhancing adult learners’ engagement through communicative
language teaching. TESOL Quarterly, 56(3), 987–1005.
Ushioda, E. (2021). Motivation and English language learning in professional contexts.
English for Specific Purposes, 54, 12–25.
Uysal, H. H., & Hican, A. (2021). Teacher perceptions of communicative language teaching
in adult EFL classes. Journal of Language Teaching and Education, 9(1), 55–71.
Zhang, Y., & Li, X. (2024). Digital tools and communicative language teaching: Enhancing
adult learners’ engagement. Computer Assisted Language Learning, 37(2), 215–233.
