ASSESSING THE IMPACT OF COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH ON ENHANCING ENGLISH LANGUAGE PROFICIENCY AMONG SECONDARY SCHOOL STUDENTS IN IKWO LOCAL GOVERNMENT AREA, EBONYI STATE

CHAPTER ONE INTRODUCTION 1.1 Background of the Study English is considered a foreign language within the Indonesian educational system, where it is taught as a subject. This status implies that the daily use of English in regular communication is limited. As a result, this reality has a profound effect on teaching and learning processes, posing considerable challenges for both educators and students. In particular, learning English becomes a demanding task for Indonesian learners. Vocabulary is a central element in language learning, acting as a critical tool for thinking, expressing ideas, translating, and communicating. Yuliawati (2018) highlighted Hornby’s definition of vocabulary as a collection of words with their meanings, essential for understanding a language comprehensively. The significance of vocabulary in language education cannot be overstated. As noted by the linguist Wilkins, while grammar allows limited expression of concepts, vocabulary provides the actual means to communicate meaning (Yiwei, 2019). Developing a robust vocabulary is essential for achieving fluency in both spoken and written forms of a foreign language. English learners must adjust to notable differences in vocabulary and language structure when compared to their native Indonesian language. Brown (2017) asserted that second language acquisition is a complex and lengthy process that deeply affects an individual's cognitive, emotional, and behavioral spheres as they strive to navigate beyond the limitations of their native tongue and adapt to a new language and cultural system. Full commitment—physically, mentally, and emotionally—is necessary for effectively understanding and conveying messages in a second language. Yuliawati (2018) defined vocabulary mastery as the ability to understand and appropriately use words and their meanings in a language. According to Brown, adaptation encompasses acquiring a new language, cultural immersion, and the adjustment of one’s thought patterns, emotions, and behaviors. These various transitions present significant hurdles. Brown also pointed out that learning a foreign language does not occur in isolation, making it rare for learners to attain fluency solely through classroom instruction. Therefore, to interact effectively with others, learners must build a firm foundation across multiple communicative components, including phonology, grammar, vocabulary, collocations, and pragmatic features such as language functions, variations, interpersonal skills, and cultural context. Yasin, Aziz, and Jannah (2017) noted that a competent language speaker is someone who can convey, understand, and interpret meaning effectively. Teaching English in junior high school typically begins with vocabulary, given its foundational role in overall language competence. Acquiring a wide vocabulary enables students to refine their linguistic abilities and increase their language proficiency. The age range between 12 and 15 is particularly critical for vocabulary development in English, necessitating focused instruction during this period. At this stage, children’s brains quickly absorb the words they encounter. Hurlock (2021) emphasized that vocabulary development is vital for the growth of children's speaking skills. Therefore, introducing new words should involve a deep understanding of both their semantic and phonological properties. Nurgiyantoro (2021) provided a perspective that views vocabulary as the stock of words or linguistic resources of a particular language. True vocabulary mastery requires more than rote memorization; it entails understanding how words function within sentences and contexts and using them effectively in both spoken and written communication. Vocabulary plays an essential role in expressing ideas and concepts. Lewis (2019) also emphasized that vocabulary acquisition is a primary focus in the field of Second Language Acquisition. The mastery of vocabulary underpins all other language skills—listening, speaking, reading, writing, and translating. Similarly, Kusmaryati (2018) pointed out that vocabulary is integral to understanding word meanings and articulating thoughts and ideas effectively. According to Kusmaryati (2018), the importance of vocabulary instruction goes beyond merely presenting new words to students. Learning vocabulary requires more than memorization; students must grasp the contextual uses and meanings of words. Hence, English teachers frequently apply a variety of instructional methods, such as the grammar-translation method, direct method, structural method, reading method, audio-lingual method, situational method, communicative language teaching, and communicative approaches (Sihabuddin, 2019). The Communicative Language Teaching (CLT) approach, in particular, emphasizes active student involvement in learning activities. One common strategy includes reading texts and identifying the meanings of unfamiliar words. Through such engagement, students improve their English proficiency in a systematic and formal setting supported by interactive learning. Classroom activities usually center on accomplishing tasks that involve language use and the exchange or negotiation of meaning. Additionally, the attitudes of teachers and students also impact how effectively CLT is implemented. The beliefs of teachers are especially influential as they determine their teaching practices and curriculum strategies (Hien, 2021). Researchers who conducted observations at SMP Negeri 50 Halmahera Selatan found that the school emphasizes vocabulary acquisition, especially memorization. The school integrates English usage into students’ daily routines to support continuous language practice. Despite these efforts, some students still struggle with vocabulary acquisition, particularly when it comes to understanding the literal meaning of sentences or remembering new words. The use of appropriate teaching methods is expected to enhance students' vocabulary skills without making the process monotonous. Vocabulary mastery involves more than understanding word definitions; it includes knowing how words fit into broader linguistic contexts. Effective language users can apply vocabulary in both writing and speech. Vocabulary is foundational in developing language skills—listening, speaking, reading, and writing—and plays a vital role in expressing emotions and ideas clearly. Nurgiyantoro (2021) reaffirmed that vocabulary represents the lexicon of a language and that vocabulary mastery requires an integrated understanding of both conceptual and emotional dimensions that can be effectively utilized. Robbani (2016) found that using games to teach vocabulary is highly effective in supporting various aspects of early language development. In this context, language development refers specifically to vocabulary acquisition and proficiency. Individuals with strong vocabulary skills are often better communicators and speakers. Thus, teachers must use effective and engaging techniques for introducing and teaching vocabulary. The role of the teacher is to act as a facilitator, helping students gain a solid command of the language. This means that educators should create stimulating and effective learning environments using suitable teaching strategies to overcome language learning obstacles. CLT is considered a practical and effective method for helping students learn vocabulary through both individual and group-based activities. Furthermore, CLT supports vocabulary instruction by engaging students in meaningful communication tasks using learned language structures. According to Firiady (2018), CLT activities should immerse learners in practical language use. Lumy (2018) added that CLT encourages students to use the language freely and naturally without worrying about grammatical correction from the teacher. Theoretically, CLT is highly regarded as an effective strategy for teaching foreign languages, particularly for enhancing communicative abilities and overall language acquisition (Kapurani, 2016). Consequently, this study seeks to examine the effectiveness of the Communicative Language Teaching (CLT) method in improving English language performance among secondary school students in Ikwo LGA, Ebonyi State. 1.2 Statement of the Problem English proficiency is frequently regarded as an indication of an individual's ability to use the language for productive communication. The poor communication skills displayed by many students suggest a perceived decline in Nigeria’s education quality. This perception arises from the widespread belief that anyone who completes secondary education should have basic competence in spoken English. For a long time, oral English courses have been integral to the English curriculum in secondary schools. Regular updates to the curriculum aim to support the successful implementation of oral English instruction. Additionally, numerous textbooks focused on developing speaking skills are available to support learners. Despite these efforts, students' performance in oral English remains below expectations. Reports from the West African Examinations Council (WAEC) between 1998 and 2003 reveal serious shortcomings in students’ English language performance, particularly in spoken English. Chief Examiners noted that mother tongue interference remains a major obstacle in essay writing, largely due to students’ inadequate oral communication training. Sihabuddin (2019) confirmed in his study that many students prefer to converse in their local languages or in pidgin English because they lack the ability to articulate themselves clearly in standard English. This deficiency in spoken skills has been observed to negatively affect students' written academic work as well. Firiady (2018) echoed this concern by noting that many secondary school students have a very limited vocabulary, despite the emphasis placed on spoken English skills. The study found that students frequently misuse words, construct faulty sentences, use incorrect verb tenses, and make other language-related mistakes. These errors often cause misunderstanding and, at times, embarrassment for the students. This situation highlights the urgent need to adopt more effective approaches for helping students develop language skills, especially in spoken English. This necessity forms the basis for reevaluating... 1.3 Objective of the study The broad purpose of this study is to investigate assessing the impact of communicative language teaching (clt) approach on enhancing english language proficiency among secondary school students in ikwo local government area, ebonyi state. The specific objectives is as follows: i.To find out the extent at which CLT is implemented in teaching english language in secondary school. ii.To investigate the challenges that teachers face in implementing CLT in teaching english language in secondary school. iii.To determine whether there is a significant relationship between communicative language teaching (CLT) and students communication competence in english language. iv.To assess the IMPACT OF communicative language teaching (CLT) on students performance in English language. 1.4 Research Questions The following questions have been prepared for the study: i.What is the extent at which CLT is implemented in teaching english language in secondary school? ii.What are the challenges that teachers face in implementing CLT in teaching english language in secondary school? iii.Is there a significant relationship between communicative language teaching (CLT) and students communication competence in english language? iv.What is the impact of communicative language teaching (CLT) on students performance in English language? 1.5 Research hypotheses The following hypothesis have been formulated for the study: H01: The extent at which CLT is implemented in teaching english language in secondary school is low H02: There is no significant relationship between communicative language teaching (CLT) and students communication competence in english language? 1.6 Significance of the study This research is anticipated to offer significant benefits to a wide range of stakeholders, including students, teachers, external examination bodies, educational administrators, textbook authors, and academic researchers. The primary objective of the study is to deliver insightful findings that can help address or completely resolve the challenges encountered by both students and teachers in the teaching and learning of oral English. More specifically, the research seeks to identify the more effective of two instructional methods and offer recommendations for its optimal implementation in order to improve students' communicative proficiency. Furthermore, the study will present important insights that may influence major secondary school examination bodies, such as the West African Examination Council (WAEC) and the National Examination Commission (NECO), to reconsider the reintroduction of comprehensive oral English assessments—particularly Oral Production tests—into the Senior School Certificate Examinations. This recommendation contrasts with the current practice of relying exclusively on objective-format tests. The inclusion of a component that evaluates pronunciation in oral English examinations is viewed as essential. Unfortunately, as Elugbe (2004) observes, the present WAEC and NECO formats for the Test of Orals fail to sufficiently assess candidates’ English pronunciation skills. Implementing oral examinations would thus raise the academic standard of spoken English instruction and learning within schools. The findings of this study will also be valuable to educational administrators by equipping them with crucial information on effective strategies to develop oral communication skills among secondary school learners. In addition, the research will assist textbook authors by guiding them in designing their materials to reflect the specific pedagogical approach used in teaching spoken English. Lastly, the study is expected to serve as a useful resource for researchers in related disciplines, providing them with essential insights into suitable research methods and areas for further investigation. 1.7 Scope of the study The study focuses on assessing the impact of communicative language teaching (clt) approach on enhancing english language proficiency among secondary school students in ikwo local government area, ebonyi state. . Hence, the study will find out the extent at which CLT is implemented in teaching english language in secondary school, investigate the challenges that teachers face in implementing CLT in teaching english language in secondary school, determine whether there is a significant relationship between communicative language teaching (CLT) and students communication competence in english language and assess the IMPACT OF communicative language teaching (CLT) on students performance in English language. Therefore, the study is delimited to Ikwo LGA of Ebonyi State. 1.8 Limitations Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraints are: Time: The researcher encountered time constraint as the researcher had to carry out this research alongside other academic activities such as attending lectures and other educational activities required of her. Finance: The researcher incurred more financial expenses in carrying out this study such as typesetting, printing, sourcing for relevant materials, literature, or information and in the data collection process. Availability of Materials: The researcher encountered challenges in sourcing for literature in this study. The scarcity of literature on the subject due to the nature of the discourse was a limitation to this study. 1.9 Definition of terms Communicative Language Teaching (CLT): CLT is a language teaching approach that emphasizes interaction and communication as the main goals of learning a language. It focuses on developing students’ ability to use the language effectively and appropriately in real-life situations. English Language Proficiency: This refers to the ability of secondary school students to effectively read, write, speak, and comprehend English. Proficiency includes grammar, vocabulary, pronunciation, fluency, and comprehension skills. Secondary School Students: Students enrolled in junior or senior secondary schools, typically between the ages Teaching Approach: A systematic method or strategy used by educators to facilitate learning. In this study, it refers specifically to the Communicative Language Teaching method.f 12 and 18 years, who are the focus of this study.