Candadila, Radinsa Yola (2025) The Effectiveness of the Communicative Language Teaching (CLT) on Speaking Skillsand Motivation Ofseventh Graders at SMPN 3 Kota Madiun. Undergraduate (S1) thesis, UIN Kiai Ageng Muhammad Besari Ponorogo.
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Abstract
Key terms: CLT, speaking skills, students’ motivation
Communicative Language Teaching (CLT) is widely recognized as a language teaching method that emphasizes the development of communicative competence—namely, the ability to use language appropriately in real-life contexts. This method encourages learners to engage in meaningful communication through interactive activities such as role play, group discussions, and task-based learning. According to the principles introduced by David Nunan, such interaction provides learners with opportunities to practice the target language, increases their confidence, and enhances their willingness to speak. As a result, CLT has strong potential to effectively improve both speaking skills and learners’ motivation. In comparison, the Audio Lingual Method (ALM), which was also used in this study, is a behaviorist-based method that emphasizes habit formation through repetitive drills and pattern practice, commonly applied in traditional language classrooms.
This research aims to examine the effectiveness of Communicative Language Teaching (CLT) on the speaking skills and motivation of seventh grade students at SMPN 3 Kota Madiun. Specifically, the study investigates: (1) whether there is a significant difference in speaking skills between students taught using CLT and those taught using ALM, and (2) whether there is a significant difference in students' motivation between the two groups.
The study employed a quantitative approach with a quasi-experimental design involving two groups: an experimental group taught using CLT and a control group taught using ALM. The research instruments consisted of a speaking test, which was assessed by two raters to ensure reliability, and a motivation questionnaire distributed to both the experimental and control classes. Data were analyzed using SPSS with several statistical tests, including the Mann-Whitney U test, Independent Sample t-Test, and N-Gain analysis.
The findings revealed that students taught using CLT showed significantly higher improvement in speaking skills compared to those in the control group. The Mann-Whitney U test produced a value of 259.000 with a significance level of 0.002 (sig. 2-tailed < 0.05), indicating a significant difference between the two groups after treatment. The N-Gain results further showed that the experimental class achieved a score categorized as fairly effective (56–75%), while the control class fell into the ineffective category (< 40%), confirming that CLT was more effective in improving students’ speaking skills.
Additionally, the motivation questionnaire results revealed a significant increase in students’ motivation, with the Independent Sample t-Test showing a significance value of 0.000 (sig. 2-tailed < 0.05). This confirms a significant difference between the two groups, suggesting that CLT promotes higher levels of engagement, confidence, and enthusiasm in learning English.
In conclusion, CLT is a highly effective instructional method for enhancing both speaking skills and students’ learning motivation. It is recommended that English teachers implement CLT-based strategies more frequently to create interactive learning environments. Future research may explore the long-term effects of CLT or its application to other language skills, providing deeper insights into its contribution to language education.
| Item Type: | Thesis (Undergraduate (S1)) |
|---|---|
| Thesis Supervisor: | Desi Puspitasari |
| Subjects: | 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified |
| Divisions: | Fakultas Ilmu Tarbiyah dan Keguruan > Jurusan Tadris Bahasa Inggris |
| Depositing User: | Perpustakaan Pusat |
| Date Deposited: | 21 Nov 2025 08:45 |
| Last Modified: | 21 Nov 2025 08:45 |
| URI: | http://etheses.uinponorogo.ac.id/id/eprint/35717 |
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