Breaking the Silence: The Impact of the CLT Method on Grade 12 Students' Speaking Skills

Abstract

Teaching speaking skills to EFL learners remains a significant challenge, often hindered by traditional methods that prioritize rote learning over meaningful communication. This study investigates the impact of communicative language teaching (CLT) on the speaking skills of Grade 12 students, while also exploring their attitudes toward this approach. Moreover, the study considers how CLT might contribute to enhancing language literacy, particularly in terms of speaking proficiency. Thirty Grade 12 students, selected through purposive sampling, participated in the study. The research employed a pre- and post-test, a questionnaire, and a semi-structured interview as the primary instruments. Data analysis involved calculating mean scores and standard deviations, along with thematic analysis of the interview data. Findings revealed that the implementation of CLT significantly improved students' speaking skills, with mean scores rising from 61.2 to 69.2. Additionally, students demonstrated positive attitudes toward the method, highlighting its effectiveness in enhancing their speaking ability and creating a favorable language learning experience.