EFFECTIVENESS OF THE COMMUNICATIVE LANGUAGE TEACHING (CLT) METHOD IN ENHANCING ENGLISH LANGUAGE PERFORMANCE AMONG SECONDARY SCHOOL STUDENTS

1.1 Background of the Study English is classified as a foreign language and is taught primarily as a subject within the school curriculum in West African Countries. As a result, the use of English in daily communication is quite limited. This circumstance presents significant challenges for both educators and learners in their efforts to teach and learn the language effectively. For Indonesian students, learning English proves to be a demanding task. Vocabulary, being a central component of language learning, plays a vital role in expressing thoughts, engaging in conversations, translating meaning, and overall communication. Yuliawati (2018) refers to Hornby’s definition of vocabulary as a collection of words and their meanings, which is essential for full comprehension of a language. The importance of vocabulary in language education cannot be overstated. As noted by linguist Wilkins, while grammar alone is insufficient for meaningful communication, vocabulary provides the tools to convey meaning (Yiwei, 2019). Vocabulary acquisition is particularly important for mastering both spoken and written forms of a foreign language. When learning English, students often face considerable adjustment due to the stark differences between English and their native Indonesian language in terms of vocabulary and structure. According to Brown (2017), the journey of learning a second language is complex and extended. It requires the learner to move beyond the boundaries of their native language and adapt to a new linguistic, cultural, emotional, and behavioral framework. True comprehension and communication in a new language demand full commitment, cognitive engagement, emotional involvement, and physical participation. Yuliawati (2018) describes vocabulary mastery as the ability to use words accurately and understand their meanings within the context of a language. Brown emphasizes that adapting to a new language involves internalizing its grammar, phonology, and vocabulary as well as adjusting to its culture and communication style. Because of these complexities, classroom instruction alone is rarely sufficient for learners to achieve fluency. Learners must also build competence in several communicative areas—including pronunciation, grammar, vocabulary, collocations, and functional and pragmatic elements like social norms, conversational interaction, and cultural awareness. Yasin, Aziz, and Jannah (2017) state that a competent language user is characterized by their ability to effectively communicate and interpret meaning. At the junior secondary school level, English instruction often begins with vocabulary because it forms the basis of all other language skills. The acquisition of a robust vocabulary enables students to strengthen their overall language proficiency. Between the ages of 12 and 15, students experience a critical period of vocabulary development, making it essential to focus instructional efforts during this time. Hurlock (2021) supports this view, stating that vocabulary acquisition significantly contributes to the development of children's speech. Teaching vocabulary at this stage must go beyond pronunciation and include both semantic understanding and contextual usage. Nurgiyantoro (2021) adds that vocabulary can be seen as a collection of lexical resources within a language. True mastery requires not only knowing the meanings of words but also understanding their function in sentences and broader communication. Effective use of vocabulary is central to expressing thoughts and ideas. Lewis (2019) highlights vocabulary as a primary focus in second language acquisition, noting that skills such as reading, writing, speaking, listening, and even translation all rely on vocabulary knowledge. Similarly, Kusmaryati (2018) asserts that vocabulary is crucial for enabling individuals to comprehend meaning and express themselves effectively. According to Kusmaryati (2018), teaching vocabulary must go beyond merely introducing new words—it should ensure that students grasp both the meaning and proper usage of those words in different contexts. Therefore, English teachers frequently implement a variety of established methodologies such as the grammar-translation method, direct method, audiolingual method, structural method, reading method, situational approach, communicative language teaching (CLT), and others (Sihabuddin, 2019). Among these, CLT is particularly notable for encouraging students' active participation. One typical activity in CLT involves reading texts and identifying unfamiliar words to understand their meaning. Through such interactive methods, students’ understanding and usage of the English language can improve in a structured and engaging way. In the CLT approach, classroom activities are designed to emphasize communication through task completion, information exchange, and negotiation of meaning. Instructors’ and learners’ attitudes also play a key role in how effectively CLT is implemented. As Hien (2021) explains, teachers' beliefs shape their instructional practices and influence the curriculum. The researcher conducted observations at SMP Negeri 50 Halmahera Selatan and noted that the school has made continuous efforts to improve students’ language skills—especially vocabulary memorization—by integrating English into their daily routines. However, despite these efforts, some students still struggle with vocabulary acquisition. These students face difficulties in understanding sentence meanings and tend to memorize vocabulary more slowly than their peers. An effective method of teaching vocabulary can enhance students’ skills without making learning tedious. Vocabulary learning involves more than simply understanding definitions—it requires knowing how to apply words in both spoken and written contexts. Vocabulary underpins all major language skills: listening, speaking, reading, and writing. It also represents the bridge between emotion, thought, and communication. Nurgiyantoro (2021) reiterates that vocabulary encompasses the entire collection of words within a language and reflects the integration of knowledge, emotion, and meaning. Robbani (2016) argues that using games to teach vocabulary is particularly effective for young learners, as it supports multiple areas of language development. Students with a wide vocabulary are better equipped to speak and interact effectively. Therefore, teachers must create engaging and accessible learning experiences that introduce new words in meaningful ways. The teacher’s role is to guide and support students in building strong language foundations. This involves choosing creative and effective instructional strategies that address students' needs. The CLT method, which promotes both individual and group activities, has proven to be an effective tool for enhancing students’ vocabulary through communication. According to Firiady (2018), CLT activities must fully engage students in meaningful interaction, prompting them to use the language they are learning. Lumy (2018) adds that CLT encourages spontaneous communication without the teacher constantly correcting grammar mistakes. Theoretically, the Communicative Language Teaching method is widely regarded as one of the most effective approaches for teaching foreign languages, especially for improving students’ communicative competence and real-world language use (Kapurani, 2016). Thus, this study sets out to examine the effectiveness of the CLT method in enhancing English language performance among secondary school students in Ikwo Local Government Area of Ebonyi State. ________________________________________ 1.2 Statement of the Problem Proficiency in English is often used as a benchmark for measuring students’ communication abilities. Unfortunately, poor communication skills among students have contributed to concerns about the overall decline in the quality of education in Nigeria. Proficiency in spoken English is expected of all students who complete secondary education, and oral English has long been a key component of the English curriculum. School syllabi are regularly updated to reflect best practices in teaching spoken English, and instructional resources are available to help students develop their speaking skills. Despite these efforts, students continue to perform poorly in oral English. Reports from the West African Examination Council (WAEC) from 1998 to 2003 indicate consistent underperformance among secondary school students in spoken English. A major challenge is mother tongue interference, which hampers students’ ability to write clearly and express themselves due to weak oral English foundations. Sihabuddin (2019) supports this observation, noting that many students revert to pidgin English or their native language during conversations because they struggle with standard English. This gap in spoken ability also negatively affects students’ writing. Firiady (2018) similarly found that students have limited vocabulary, poor word choice, weak sentence construction, incorrect tense usage, and other grammatical issues. These deficiencies often lead to misunderstandings and, at times, embarrassment. There is an urgent need to explore more effective teaching strategies to enhance students’ language skills—especially in spoken English. This has prompted a reassessment of existing methods and the adoption of new teaching techniques. While the CLT method has been successful in teaching reading and writing, its use for developing speaking skills remains underutilized in Nigerian classrooms. Evidence suggests that teaching methods can either support or hinder students’ ability to communicate. Therefore, students’ poor communication skills may be attributed to the continued use of traditional teaching methods instead of more interactive approaches like CLT. Despite the advantages of CLT, many English teachers still rely heavily on traditional methods. This calls for a comparative evaluation of students’ performance in oral English under both the traditional and communicative approaches. Such an assessment would help determine which method better supports students’ communicative competence. For this reason, the present study investigates the effectiveness of the Communicative Language Teaching (CLT) method in improving the English language performance of secondary school students in Ikwo Local Government Area of Ebonyi State. 1.3 Purpose of the study The broad purpose of this study is to evaluate the Effectiveness of the Communicative Language Teaching (CLT) Method in Enhancing English Language Performance 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 study will provide benefits to many stakeholders, including students, instructors, external assessment bodies, educational administrators, writers, and researchers. The study aims to provide valuable insights that can contribute to the reduction or elimination of challenges faced by students and teachers in the instruction and acquisition of oral English. Specifically, it seeks to determine the superior method between two alternatives and provide guidance on its optimal utilisation to enhance students' communicative competence. Additionally, this study will furnish valuable insights that can potentially influence secondary school certificate examination bodies, such as the West African Examination Council (WAEC) and the National Examination Commission (NECO), to consider reintroducing the authentic assessment of oral English, specifically the Oral Production tests, within the Senior School Certificate Examinations. This recommendation is made in contrast to the current practise of solely employing objective tests for t The inclusion of a pronunciation assessment in oral English tests is deemed necessary. However, it is regrettable that the current WAEC and NECO exams for Test of Orals do not adequately evaluate the candidate's proficiency in English pronunciation (Elugbe, 2004). The use of oral examinations will enhance the level of academic rigour in the instruction and acquisition of spoken English inside educational institutions. The outcomes of this research will be equally beneficial to educational administrators, as they will be provided with essential data on strategies for enhancing oral communication ability among secondary school students. This research will be of use to authors of English Language textbooks as it will assist them in structuring their texts to align with the specific methodology employed in the instruction of spoken English.This study is expected to be of great use to researchers in related fields, since it will provide valuable insights on potential research methodologies and topics of investigation. 1.7 Scope of the study The study focuses on evaluating the Effectiveness of the Communicative Language Teaching (CLT) Method in Enhancing English Language Performance 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 of the study As with many other research endeavors, this study encountered several challenges. One of the primary difficulties was the lack of readily available and accurate materials relevant to the topic under investigation, as well as the inability to obtain sufficient data. The researcher also faced financial limitations, which created obstacles in sourcing appropriate materials and in carrying out the printing and compilation of questionnaires. In addition, time constraints posed another significant challenge. The need to balance the demands of writing the research with other academic responsibilities made the research process particularly strenuous and demanding for the researcher.