The Effects of Communicative Language Teaching (CLT) Combined with Game-Based Techniques on English Learning Achievement and Learning Attitudes of Grade 10 Students

Abstract

Background and Aims: The purposes were 1) to examine the learning achievement among Grade 10 students after instruction through the CLT approach combined with game techniques. 2) to compare the posttest achievement of these students against a predetermined 60% performance criterion, and 3) to investigate the students’ attitudes toward learning English via CLT combined with game-based learning activities.

Methodology: This research was a preliminary experimental study (pre-experimental design) employing a one-shot case study design. The sample consisted of one Grade 10 language-program classroom with 40 students in the second semester of the 2024 academic year, selected by cluster random sampling. The research instruments included 1) lesson plans based on the CLT approach integrated with game techniques, 2) an academic achievement test, and 3) a questionnaire assessing attitudes

Results: The results of the research were 1) the learning achievement showed that the students achieved an average score of 24.85 out of 30, equivalent to 82.83 percent of the full score, with a standard deviation of 0.83. 2) A comparison between the learning achievement in the predetermined criterion of 60 percent indicated that their average score of 82.83 percent was significantly higher than the criterion at the 0.05 level of significance. 3) Overall attitudes toward learning English were found to be at a high level, with a mean score of 4.28-4.48 and a standard deviation of 0.48.

Conclusion: In conclusion, the learning activities based on the Communicative Language Teaching (CLT) approach, integrated with game-based techniques, achieved English learning outcomes that exceeded the predetermined passing criterion of 60 percent. Moreover, the students demonstrated an overall attitude toward English language learning at a high level.