The CLT Approach and Its Influence on Speaking Proficiency
DOI:
https://doi.org/10.36002/litera.v11i1.3942Keywords:
Communicative Language Teaching, Speaking Proficiency, Teaching ApproachAbstract
The objective of this study is to investigate the influence of the Communicative Language Teaching (CLT) approach on the speaking ability of first-grade students. A quantitative method was employed, specifically a quasi-experimental design. There were two classes selected: one as the experimental group (X) and the other as the control group (Y). The participants were the first-grade students of SMAN 2 Kupang in the 2024/2025 academic year. Class A and Class B were chosen as the samples using purposive sampling. A questionnaire was administered to assess the perceptions of the experimental group regarding the implementation of the CLT approach. In addition, tests were conducted to measure students’ progress in speaking ability, and classroom observations were carried out to monitor student engagement during the application of the CLT approach. Based on the comparison between pre-test and post-test results, students’ post-test scores were higher than their pre-test scores. The results of the hypothesis testing showed that the calculated t-value is 12.503, which exceeded the critical t-value of 1.701 (t₠≥ tâ‚œ). Therefore, the null hypothesis (Hâ‚€) is rejected and the alternative hypothesis (Hâ‚) is accepted. These findings indicated that the implementation of the CLT approach was effective in improving the speaking ability of first-grade students.
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