The particular dialect or language that a person chooses to use on any occasion is called a code 622 Copyright © 2025 The Author IDEAS is licensed under CC-BY-SA 4.0 License Issued by English study program of IAIN Palopo IDEAS Journal of Language Teaching and Learning, Linguistics and Literature ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) Volume 13, Number 1, June 2025 pp.622 - 628 Using Communicative Language Teaching to Improve Speaking Skills of the Tenth-Grade Students at Senior High School Suci Salsabila1, Nadrun2, Desrin lebagi3, Mochtar Marhum4 1,2,3,4universitas Tadulako E-mail: Sucisalsa.b13@gmail.com Received: 2024-07-25 Accepted: 2025-05-19 DOI: 10.24256/ideas. v13i1.5354 Abstract This study aims to determine the effectiveness of using communicative language teaching to improving Speaking skills of the tenth-grade students at SMA negeri 1 Ampibabo. This study used quasi experimental research design with two classes designated as a control class and the experimental class. The sample in this research has tenth grade students. In collecting the data, the researchers used pretest and posttest. The collected data were analyzed using SPSS version 23. The result shows that the mean score of posttests of the students in the experimental class (62.02) was higher than the mean score in the control class (55.16). Based on the results of the independence sample t-test, the sig (2 tailed) value (0.000) was less than 0.050. This study shows that the alternative hypothesis is accepted. While means, using communicative language teaching effective to improve Speaking skill of the tenth-grade students at SMA negeri 1 Ampibabo. Keywords: CLT, Speaking Skill Introduction English skills can make it easier for us to live in the current era of globalization. To face the globalization era, we are required to learn English language skills. According to Darancik (2018) the English language has components in speaking to mastery namely listening, speaking, reading, and writing. The students should be able to verbally express their thoughts and emotions. They can communicate effectively and learn the language. They have the http://u.lipi.go.id/1457703302 mailto:Sucisalsa.b13@gmail.com IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 623 spontaneity to communicate their view and thoughts when speaking. Many individuals in our nation speak English but they cannot speak very well. The students are expected to engage with others and learn English. In this research, the researcher focuses on speaking skills. Speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information. Speaking is important in building communication to give suggestions, opinions, ideas, or information to each other. Besides that, speaking can also share students' ideas and feelings with others. According to Harmer (2007), speaking entails interaction with one or more participants. In this case, people express their ideas and communicate what they want orally. Speaking is important to learn as early as possible especially in Senior High School because speaking skills can help students to convey information and ideas. High school students have learned English from primary school to high school, up to university. High school students are expected to have the ability to speak English, but the researcher has conducted preliminary observation, According to English teachers at SMA Negeri 1 Ampibabo, there are still students who have difficulty in speaking English, they find it difficult to convey their words to other because they confuse to choose the appropriate dictions. It is very important to help them to be more active and successful in learning. According to Batang (2016), teaching speaking was not easy. It needs extra effort to teach students how to speak fluently, how to have good pronunciation, and how to express ideas. Expressing ideas orally is quite difficult for students. Furthermore, the teacher was also terrible because of the difficulties, the teacher should have a unique method such as giving them tasks, such as by creating group discussions and presentations. Using Communicative Language Teaching (CLT). Communicative language teaching is one of the ways to build the student's interest, motivation, and fluency in speaking English by creating instruction in the class and can provide opportunities for students to use the language in real-life situations and interact with each other Eisenring and Margana (2019), this method can give task use role play, information gap, interview, strip stories, and discussion. The task is a job which is given by the teacher to the students. It can help the students when they have difficulty in speaking. According to Nurbani (2017), in Teaching English for EFL Young learners using task Based Language Teaching. By doing the task with group discussion and presentation. The students are expected to be active in learning activities because the task covers all kinds of activities that Suci Salsabila, Nadrun, Desrin lebagi, Mochtar Marhum Using Communicative Language Teaching to Improve Speaking Skills of The Tenth-Grade Students at Senior High School 624 make them interested in doing something using language. Based on the explanation above, the researcher was interested in research on the litigation of teaching speaking. The researcher was investigating the effectiveness of using communicative language teaching. Therefore, the researcher proposed research entitled “The Use of Communicative Language Teaching in Improving Speaking Skills of the tenth-grade students at SMA Negeri 1 Ampibabo.” Method In this study, the researcher used the quasi-experimental design with pre- test, treatment, and post-test. This study was divided into two groups namely the experimental group and the control group. The researcher investigated the effects of communicative language teaching techniques on students' speaking skills in the tenth of senior high school with the quasi-experimental method. The design was adapted from Creswell (2018). A population is a group of people, things, or events that are going to be investigated. Creswell (2005) defines that population as a group an individuals who have the same characteristics. Based on the definition of population, the researcher chose tenth-grade students of SMA Negeri 1 Ampibabo as the population of this research. There are 5 classes. They are A, B, C, D, E, and F. which consist of 30 to 32 students for each. Therefore, the total population of this research was 184 students. Results The results of statistical analysis of the data are supported by the research findings, the researcher using the SPSS 23 software the analysis involved, a comparison of the students' pre- and post-test results, as well as their classification percentage, mean score, and standard deviation. Table 1 Statistics Pre- experiment al Post- experimental Pre- control Post- control N Valid 32 32 32 32 Missing 0 0 0 0 Mean 52.78 60.59 53.00 55.16 IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 625 In the experimental group, the lowest pre-test score was 25, then the highest score was 75, and the post-test score was the lowest score was 26 and the highest score was 78. It can be seen from the pre-test descriptive statistic, the pre-test, and pro-test scores are shown in table 4.1. The pre-test mean score was 52.78 and the post-test mean score was 60.59. While in the pre-control group, the lowest score was 25, then the highest score was 75, then in the post-test, the lowest score was 28, and the highest score was 77. Judging from the descriptive statistics, the pre- test scores and the post-test scores shown in the table above were found to be mean scores. The mean score of the pre-test was 53.00 and the mean score post- test was 56.16. Table 2 Group Statistics kelas N Mean Std. Deviation Std. Error Mean Hasil belajar postexpr m 32 60.59 11.305 1.998 postktrl 32 55.16 13.412 2.371 Based on the result of the data distribution, it was found that the post-test result of the experimental class taught by the CLT method had a significant improving with a total mean score of 60.59, while the post-test result of the control class did not have a significant increase. This can be seen from the total mean score of 55.16 Std. Error of Mean 2.482 1.998 2.483 2.371 Median 50.00 62.00 50.00 53.00 Mode 50 62 50 50a Std. Deviation 14.039 11.305 14.048 13.412 Variance 197.080 127.797 197.355 179.878 Range 50 52 50 49 Minimum 25 26 25 28 Maximum 75 78 75 77 Sum 1689 1939 1696 1765 Suci Salsabila, Nadrun, Desrin lebagi, Mochtar Marhum Using Communicative Language Teaching to Improve Speaking Skills of The Tenth-Grade Students at Senior High School 626 This implied that the alternative hypothesis (Ha) was accepted and the null (Ho) was rejected. In conclusion, there was a significant difference in teaching speaking skills before and after using the CLT method. The researcher concluded the CLT method effectively improved students speaking skills of the tenth-grade students at SMAN 1 Ampibabo. Disccusion After presenting the result, the researcher continued by discussion. Once the test was administered, the treatment was implemented, and the data for the experimental group was computed, the research hypothesis was demonstrated to be correct. This was confirmed by the results of the pre-and post-test given to the experimental group. To apply the CLT method, students must have good vocabulary skills, at the time of this study, the researcher found students lacking of vocabulary, making it a little difficult to apply the CLT method. Krashen (1985) state for effective language learning, students need to input that they can understand, if the students lack of vocabulary, then they will have difficulty, understanding the language input provided, which is the basis of the CLT method. The solution used by researchers to improve vocabulary skills for students is that researchers write down vocabulary related to daily life for students so that the application of the method runs well. Students write the vocabulary given by the researcher, and after that, the students make sentences from the vocabulary and practice when the CLT method begins. When the CLT method was applied, the researcher started a pre-test to see if there was an improvement at the beginning and end of the method, the score obtained by the researcher during the pre-test experimental class was 52.78, and the control class was 53.00, and then applying the CLT method, after applying the CLT method, the researcher gave a post-test to see the result of the application of the method, post-experimental is 60.59 and post control is 55.16. seen in the mean score, although not significant, there was still an iimprovement because it could be seen from the fluency and comprehensibility scores making mean scores in pre- test and post-tests in both experimental & control groups iimproved. Based on the previous study, the results of this study are in line with the research of Wacana & Lantu, The study shows that students' English language skills have been successfully developed through the communicative language teaching (CLT) method which triggers students to speak and practice the functions of the IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 627 language they are learning. The following was noted by the researcher when the first meeting was being implemented: 1) Students grew more at ease and enthusiastic to communicate in English; 2) Students spoke more smoothly; 3) Students were able to speak more clearly, even though they still made grammatical mistakes occasionally; 4) Students made progress in their pronunciation, even though they still mispronounced words occasionally; 5) Students had a greater vocabulary list; 6) Students could correctly use expressions; and 7) Students engaged more in speaking exercises and were given more chances to speak. Acknowledgement To the Rector of Tadulako University, Prof. Dr. Ir. Amar, S.T., M.T., IPU., and the Dean of Teacher Training and Education Faculty, Dr Jamaludin. M.Si, the Head of the Language and Art Education Department, Dr. Agustan, S. Pd., M. Pd., the Coordinator of the English Education Study Program, Dr. Darmawan S. Pd., M.Phil, and all faculty staff for their administrative support and assistance. Special gratitude is extended to the Head Master of SMA Negeri 1 Ampibabo, Rusman, S. Pd., the principal of SMA Negeri 1 Ampibabo, Azowar, S. Pd., and Lisa, S. Pd., the English teacher, for their support during the research. Class X B deserves acknowledgment for their cooperation References Batang, N. T. (2016). Teaching speaking of English as a foreign language: Problems and solutions. TEFL Overseas Journal, 2, 105-128. Darancik, Yasemin. 2018. “Students’ Views on Language Skills in Foreign Language Teaching.” International Education Studies 11(7): 166. Darmawan, A. A. Dewi, Mashuri, and S. M. Setiana. 2020. “Teaching Speaking with Communicative Language Teaching (CLT) Approach.” Journal of Physics: Conference Series 1477(4): 1–4. 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