Abstract:
This study investigates the students’ perceptions of using the Communicative
Language Teaching (CLT) approach in English as a Foreign Language (EFL)
classrooms, focusing on students' perceptions, barriers, and the impact of CLT on
academic achievement. This research addresses the gap in understanding EFL
students' attitudes towards CLT, particularly in regions dominated by traditional
teaching methods. This study addresses these questions: (1) what are the students'
perceptions of learning by using CLT in their EFL classes? Moreover, (2) how
learning by using CLT can improve the student’s learning achievements. This study
explores students' perceptions of CLT and assesses its impact on their academic
achievements. The study employs a qualitative case study design conducted with
53 students from the English Education Department at a university in Ciamis, West
Java, Indonesia. Participants were selected using purposive sampling. Data were
collected through questionnaires comprising 26 questions (24 close-ended and 2
open-ended questions). These questionnaires were administered via Google Forms
and included Likert-scale items to quantify perceptions and open-ended questions
to gather in-depth insights. Data analysis involved transferring responses from
Google Forms to Microsoft Excel, where percentages were calculated, and thematic
analysis was applied to open-ended responses. The findings reveal that students
hold overwhelmingly positive perceptions of CLT, recognizing its benefits in
enhancing communication skills, promoting active participation, and improving
language proficiency. CLT activities, such as pair speaking, group discussions, and
multimedia tasks, are perceived as highly beneficial. However, barriers such as
varying proficiency levels, lack of authentic materials, large class sizes, and
Insufficient student confidence hinder its effective implementation. Practical
suggestions from students, including increasing English interaction and utilizing
authentic materials, offer potential solutions. The study concludes that CLT
positively impacts students' language development and academic achievements,
highlighting its effectiveness in improving English proficiency. These insights
contribute to the pedagogical discourse, offering valuable strategies for enhancing
EFL teaching practices and informing educational policies to meet learners' diverse
needs better.
