TEACHING SPEAKING THROUGH THE COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH

This article examined the implementation of the Communicative Language Teaching (CLT) approach in speaking classes at the English Department of Oriental University. The research focused on identifying the teaching strategies applied by lecturers and exploring students’ perceptions regarding the classroom activities used in speaking courses. An evaluative research design employing the CIPP model was adopted, specifically emphasizing the Input and Process components. The participants consisted of four speaking lecturers and eight students who had attended speaking courses. Data were gathered through interviews and questionnaires using both qualitative and quantitative methods. The findings revealed that lecturers consistently integrated CLT principles into classroom instruction through various communicative activities such as pair work, group discussion, and role play. Nevertheless, several students expressed dissatisfaction with some classroom practices, particularly because large class sizes and limited instructional media reduced the effectiveness of communicative activities. The study concludes that although CLT has been widely implemented, improvements in classroom management and media utilization are still necessary to enhance students’ speaking performance and motivation.