Exploring Communicative Language Teaching in Enhancing English Proficiency for Non-Native Speakers

Abstract

This study aims to examine the effectiveness of Communicative Language Teaching (CLT) in enhancing English proficiency specifically speaking proficiency, focusing on fluency and vocabulary knowledge, among non-native English learners at Rumah Pembelajaran Rimo Kayu. The research employs a pre-experimental, one-group pre-test/post-test design as instruments to collect data with two structured teaching sessions of CLT combined with a Presentation–Practice–Production (PPP) framework. The study population was mostly Junior High School Students between grade seven and eight who attends the teaching sessions with the sample being seven students whom shows up during both meetings. Findings reveal a consistent improvement in both fluency and vocabulary across nearly all learners throughout both sessions. In support of the study’s theoretical basis, a number of previous studies gathered through a Systematic Literature Review are included in the literature review section to demonstrate the broader effectiveness of CLT in improving speaking skills across various educational contexts. From this research it can be concluded that integrating Communicative Language Teaching along with a Presentation–Practice–Production framework significantly enhances speaking proficiency among non-native speakers, improving both fluency and vocabulary knowledge aligning with the previous CLT findings.