Analyzing Students’ English Grammar Comprehension through Written and Oral Debate Practice using the Communicative Language Teaching (CLT) Approach at MA Al Ikhsan Beji

Abstract

This study aims to investigate the extent of English grammar comprehension skills among eleventh-grade students at MA Al Ikhsan Beji through written and oral debate practices, employing the Communicative Language Teaching (CLT) approach. Utilizing a mixed-methods research design, data were collected via classroom observations and reflective discussions between teachers and students. The findings reveal that students frequently struggle with selecting appropriate grammar structures in both written and oral forms. However, some students demonstrated accurate grammar usage, as evidenced by written assessments during debate argument tasks. The integration of CLT facilitated communicative and responsive learning, allowing students to immediately address their confusions during tasks, ultimately optimizing their grammar comprehension.