The impact of Communicative Language Teaching (CLT) Approach on Students’ Speaking Ability in a Public Indonesian University: Comparison between Introverts and Extrovert Groups

The aim of this research is to explore the effect of implementing the Communicative Language Teaching (CLT) Approach on the speaking ability of students. The sample size for this study comprises 46 students representing the introvert class and the extrovert class, selected based on the results obtained from the distribution of questionnaires. To conduct the study, an experimental design was employed, which involved gathering quantitative data from the students' responses to the distributed questionnaire, as well as conducting pre-tests and post-tests to assess their speaking abilities. In order to analyze the collected data, the researcher utilized the SPSS program (Statistical Program for Social Science) for precise and efficient processing, generating various necessary outputs to draw meaningful conclusions. The findings of this study strongly indicate a positive impact of implementing the Communicative Language Teaching (CLT) model on the speaking abilities of introverted students. The results not only demonstrate the effectiveness of CLT in the speaking class but also align with previous research in the field. the incorporation of CLT in the speaking class positively impacts the speaking abilities of both introverted and extroverted students. However, a slight distinction can be observed in terms of the extent of improvement between the two groups, with the extrovert class showing a more notable progress. Recognizing and accommodating the diverse learning styles and preferences of students can help create a comprehensive and inclusive learning environment that fosters growth and development for all learners, regardless of their personality traits


Introduction
Communicative language teaching (CLT) is an approach of language teaching that focuses on acquiring a language first and foremost to communicate with others.Larsen-Freeman and Anderson (2013) thinks that communication is a must in language learning and believes that language is for communication and in a communicative course; everything is done with a communicative concentration.With a major focus on developing learner ability to use language appropriately in context, Savignon & Wang (2003) asserted that communicative language teaching (CLT) contrasts sharply with established traditions that emphasize learner knowledge of formal features.
Communicative language teaching is derived from the effort to develop communicative competence.Canale & Swain (1980) proposed that communicative competence is composed minimally of grammatical competence, sociolinguistic competence, and communication strategies, or what we will refer to as strategic competence.There is no strong theoretical or empirical motivation for the view that grammatical competence is any more or less crucial to successful communication than is sociolinguistic competence or strategic competence.Canale & Swain (1980) add that the primary goal of a communicative approach must be to facilitate the integration of these types of knowledge for the learner, an outcome that is not likely to result from overemphasis on one form of competence over the others throughout a second language program.They continue that a communicative approach must be based on and respond to the learner's communication needs.These needs must be specified with respect to grammatical competence (e.g. the levels of grammatical accuracy that are required in oral and written communication), sociolinguistic competence (e.g.needs relating to setting, topic, communicative functions), and strategic competence (e.g. the compensatory communication strategies to be used when there is a breakdown in one of the other competencies).
In recent years, there has been a shift in the perspective of language learning, as highlighted by Richards (2006).Language learning is now understood as a process that emerges from various factors and interactions.One of these factors is the interaction between the learner and users of the language.Through these interactions, learners have the opportunity to engage in collaborative activities that involve the creation of meaning.This collaborative creation of meaning allows learners to engage in meaningful and purposeful interactions using the language.Furthermore, negotiation of meaning plays a crucial role in language learning.As learners interact with their interlocutors, they engage in a process of arriving at mutual understanding.This negotiation of meaning helps learners to develop their language skills and improve their communicative competence.Additionally, feedback plays a significant role in the language learning process.Learners attend to the feedback they receive when using the language, allowing them to identify areas for improvement and make necessary adjustments in their language use.Moreover, language learning involves paying attention to the input, which refers to the language that learners hear.By actively listening and attending to the language input, learners can incorporate new linguistic forms and structures into their developing communicative competence.Experimentation and trying out different ways of expressing oneself are also essential aspects of language learning.Learners are encouraged to explore different language patterns and expressions, allowing them to expand their linguistic repertoire and become more fluent and accurate in their language use.Overall, this revised perspective on language learning emphasizes the importance of interaction, collaboration, negotiation of meaning, feedback, attention to input, and experimentation in the language learning process.To be able to communicate with people around the world, English speaking skill is considered to be important.Students should have a good command of communication skills in English in order to prepare their future careers and lives.
In reality, even though English has been taught for at least six years in school levels in Indonesia which 3 years at Junior High School and 3 years at Senior High School, and some elementary schools as local content lesson, Indonesians EFL students still have some difficulties in learning English regarding speaking.Rafii (2021) stated that the fact that a lot of school graduates cannot communicate in English has become a national problem in Indonesia.English in Indonesia is considered to be a foreign language.Most of time, EFL students can only develop their speaking ability in an EFL classroom, however, they usually do not use this chance to enhance their speaking ability.Learning activities in English classes at target schools still minimally apply communicative activities which make the students are not able to express and organize their ideas well in constructing a text orally.
Hence, in this study the researcher attempt to apply the Communicative Language Teaching approach in English classes with a purpose to improve students' communication skills.The fact that classrooms in Indonesia are dominated by students coming from various cultures, native languages, different personality, and different language strategies as well, challenges English teachers to be able to create and to design an effective way to achieve learning objectives.Therefore, identifying students' characteristics differences might be helpful for English teachers to reach the objectives.There are two of the possible variables which might contribute to the language learner's success are learner's personality involving extroversion and introversion, tolerance of ambiguity, empathy, and sensitivity of rejection along with cognitive style which relates to what is called field independence.Besides personality traits, language learning strategies are also believed to have influence in helping the language learners study English and lead them into success.Considering those information, an English teacher is expected to be able to identify the students' characteristics and language learning strategy they frequently use as well in order to be able to play his/her roles in the classroom effectively.Teachers' awareness of personality differences combined with their language learning strategy could possibly construct learning environments that take advantage of students' individual strengths.
Therefore, the researcher is interested in assessing student learning, especially in speaking ability based on their personality used communicative language teaching approach.This study is expected to be able to give some meaningful contributions for Indonesian education especially teachers and students in teaching and learning English to achieve the objectives of learning English.For teachers, this finding can be used as the reference to identify the students' personality especially extroversion and introversion and communicative language teaching strategies, to give better understanding about the importance of teaching strategy in the classroom activities.By doing so, it is hoped that the teacher could create an effective way in learning and teaching English considering students' personality preference and their learning strategy.For students, knowing their own personality and adjusting communicative learning strategies they prefer can help them understand their strengths and weaknesses in learning English and try to learn how to improve themselves.

Communicative competence
The concept of communicative competence was first proposed by Hymes (1972) in an essay where the sociolinguist argued for a linguistic theory which could focus on "the capacities of persons, the organization of verbal means for socially defined purposes, and the sensitivity of rules to situations".According to Hymes (1972), communicative competence thus includes speakers' knowledge of linguistic and sociolinguistic rules as well as their ability to use this knowledge in interaction.
Communicative Language Teaching (CLT) is known as an approach in English Language Teaching (ELT) in recent decades.This approach is believed to be able to lead students to develop their communicative competency in English.A number of studies showed that the CLT activities have been implemented in every ELT to enhance learners' communicative competence.There are a lot of activities implemented in the classroom categorized as CLT activities such as group discussion, presentation, role play, interview, and games.Every Teacher has different capability in applying Communicative Language Teaching activities in their classroom.With this different capability, this comes up as one of the problems in applying Communicative Language Teaching activities implementation.For example, one of the Teacher implements CLT activities in the classroom, but the Teacher sometimes gets difficulty in managing the class in oral communication so that he or she only focuses on the Students who are good at speaking.Likewise, the other Teachers only focuses on the Students who are not good at speaking.That way, the Students have not the same opportunity in the classroom activities.Therefore, the researcher feels challenged in conducting the Communicative Language Teaching in the classroom for the Students.

Communicative language teaching
Larsen-Freeman & Anderson (2013) defines communicative language teaching as the term commonly used in the pedagogical literature to describe an approach which aims to implement the theory of communicative competence by incorporating the interdependence of language and communication.He then explains that communication comprises finding out about what people underwent on a holiday or on last weekend, and know something about friends' happiness, accomplishments, favorites, and feelings.It also contains clearing up everyday practices to other people that want to know, conversing contemporary dealings, making an electronic mail message with some private news, or expressing a remarkable book, an editorial or a podcast.It is stated in the hypotheses of this study that both lecturers and students perceive CLT as an ideal method allowing students to reach an outstanding proficient stage of communication.Alternatively, Brown (2000) suggests that CLT definitions share four major components about communicative competence, meaningful communication, fluency, and spontaneity.In CLT, semantics (meaning in real-life contexts) is emphasized in preference to grammar and students are exposed to the use of authentic language to improve their fluency.Furthermore, CLT students are taught to speak naturally.In other words, they are not expected to rehearse what they will say for an oral presentation.

Insight of speaking
Speaking is one of four language skills that play an important role in the context of global communications.Nunan (2003) proposed that in language teaching, the four skills are described in terms of their direction.Language generated by the learner (in speech or writing) is referred to as productive.Language directed at the learner (in reading or listening) is called receptive.Another important idea is the channel, which refers to the medium of the message (aural/oral or written).Thus, speaking is the productive aural/oral skill.It consists of producing systematic verbal utterances to convey meaning.On the other hand, Yule (1989) asserts that some conversations are interactional with the purpose of establishing or maintaining a relationship.This latter kind is sometimes called the interpersonal use of language.It plays an important social role in oiling the wheels of social intercourse.Examples of interactional uses of language are greetings, small talks, and compliments.Apparently, the language used in the interactional mode is listener oriented.Speakers' talk in this type tends to be limited to quite short turns.However, in spite of the distinctions between the two types, Brazil (1995) argues that in most circumstances, interactional language is combined with transactional language.This helps to ease the transactional tasks to be done by keeping good social relations with others.In, other words, we can say that speakers do one thing by doing another.So both purposes can be viewed as two dimensions of spoken interaction.

The concept of personality
Personality theory of the mid-to-late twentieth century was dominated by the contributions of three very different people: Gordon Allport, Raymond Cattell and Hans Eysenck.It is the contributions of Eysenck that are the focus of this special issue, but it is worth considering his work in the context of the broader field defined by the other two giants.For all three laid the broad foundations for much of current research in personality and individual differences.
Eysenck (1991) proposed that personality traits are based on biological processes that produce behaviors, thoughts, and emotions.For instance, Eysenck believed that differences in arousal produce the behavioral differences between extraverts and introverts.Arousal, or alertness, is regulated by the reticular activating system.The reticular activating system affects alertness and is also involved in inducing and terminating the different stages of sleep.He states that each person prefers to operate and operates best at some optimal level of arousal.Eysenck (1991) proposed that the resting levels of the reticular activating system are higher for introverts than for extraverts.In addition, Green and Hecht (1992) asserts introverts are chronically more aroused than extraverts; they ought to be more sensitive to stimuli at all levels of intensity.Generally, introverts do appear more sensitive.For example, they experience pain more intensely than extraverts do.They also experience sourness more intensely: They salivate more when lemon juice is placed on their tongues than extraverts do.Evidence for baseline differences in arousal has been more difficult to produce.That is, the visible biological difference between introverts and extraverts appears to be their level of arousability, or how much they react to stimuli.

Research design
This study applied comparative experimental design.The design of this study is experimental design because the researcher wants to measure the effect of communicative language teaching to students with introvert and extrovert personality on their speaking ability.In this study, a learning approach (CLT) was applied to two groups of students who are divided based on introverts and extroverts personalities and the researcher investigated the effectiveness of the learning approach on their speaking ability.This research study utilized quantitative approach.It aims to bring out significant results and interesting differences in the observed situation and in this study English Education Department of a public Indonesian universitywere treated using the communicative language teaching as a learning approach to obtain information about the effectiveness of this approach.

Research participants and instruments
The sample size for this study comprises 46 students representing the introvert class and extrovert class, selected based on the results obtained from the distribution of questionnaires.The data in this study is quantitative data; it was gained from the students' responds in the distributed questionnaire, the result of speaking pre-test, and speaking post-test.The questionnaire for this study was designed by researchers.To ensure the vailidity of the questionnaires, the researchers in his study have pre-tested questionnaires items.The pre-tested aim to ensure the credibility of the contents of the questionnaires.

Data analysis approach
To analyze the data, the researcher used the computational calculation of the SPSS program (Statistical Program for Social Science) to process statistical data accurately and quickly into various required outputs to draw a conclusion.The data was analyzed through the following steps:Firstly, the researcher tabulated the data for students' answers to the questionnaire, the data that has been collected was processed and distributed in the form of tables according to the answers to each category of questions using Microsoft Excel.The researcher then changed the respondent's answer into a score according to the Likert scale.Afterwards, the answer scores obtained from each respondent will be summed.A Likert scale is used with scores ranging from 1-5.A score of 1 = strongly disagree, 2 = disagree, 3 = uncertain, 4-agree, and 5 = strongly agree the maximum score possible is 70.To see the frequency and percentage of student answer data, the researcher was analyzed using SPSS.Secondly, descriptive statistics analysis was used to obtain the central tendency of the pre-test and post-test score.The results of the speaking pre-test and post-test were compared to see the development of students' speaking scores before and after the implementation of communicative language teaching.The distributions of values were differentiated based on introverted and extroverted students so that the differences can be seen clearly.The last, the researcher evaluated the result of the questionnaire, pre-test, and post-test to be distributed in the finding and concluded the result to be interpreted discussion, which described at the end of the chapter to answer the research questions of this study.

Descriptive analysis of pre-test in introvert group
This section provides a detailed analysis of the descriptive statistics for students' speaking ability in the Introvert class before any treatment or intervention.The assessment of students' speaking ability encompasses six specific aspects: grammar, vocabulary, comprehension, fluency, pronunciation, and task performance.Base on category of speaking ability such as Good level was 78 percent and 22 percent in average level.
Referring to the classification provided by Harris (1974), a score range of 50-59 falls within the average criteria.Therefore, the pre-test for the introvert class is categorized as average.Subsequently, the writer further classifies the students' scores to determine their level of speaking competence, ranging from excellent to poor criteria, as described in Table 1 The data presented illustrates the distribution of scores among students in the introvert class during the pre-test.It is evident that the majority of students, specifically 18 students (78%), fall within the good category as their scores range between 60 and 79.Conversely, the remaining 5 students (22%) achieved scores in the range of 50-59, placing them in the average category.The distribution presented above provides insight into the speaking abilities of students in the introvert class.It is apparent that the majority of students are classified as good in the speaking test.This average distribution of scores can be attributed to several challenging aspects, such as generating ideas, learning methodology, and the class environment.Consequently, the researcher has undertaken the implementation of Communicative Language Teaching (CLT) in the speaking class with the intention of enhancing the students' speaking abilities and promoting improvement in their overall performance.

Descriptive analysis of pre-test in extrovert group
The description bellow is the result from students' score on pre-test in extrovert class.The writer proceeds to further classify the students' scores to determine their level of speaking competence, using criteria ranging from excellent to poor, as outlined in Table 2.The presented data provides an overview of the score distribution among students in the Extrovert class during the pre-test.The data reveals that out of the total number of students, 15 students (65%) fall into the good category, as their scores range from 60 to 79.In contrast, 7 students (31%) achieved scores ranging from 50 to 69, categorizing them as average performers.While 1 student (4%) obtained a score between 80 and 100, classifying him as an excellent speaker.The distribution displayed above offers valuable insights into the speaking abilities of students in the Extrovert class.It is evident that, considering the mean score on the pre-test, the students' scores fall into the average category in the speaking test.This average distribution of scores can be attributed to various challenges, including generating ideas, learning methodology, and the classroom environment.As a result, the researcher has taken the initiative to introduce Communicative Language Teaching (CLT) in the speaking class, aiming to enhance the students' speaking abilities and facilitate overall improvement in their performance.

Descriptive analysis of post-test in introvert group
The description bellow is the result from students' score on post test in introvert class.The result of students' score that obtained from post test result in introvert class can be seen in the following table: Based on the above description of post-test scores in the Introvert class, it is clear that the highest score achieved in the Introvert class was 87, while the lowest score obtained was 62.The standard deviation was calculated as 6.55, and the mean score was determined to be 72.17.Referring to the criteria established by Harris (1974)scores within the range of 60-79 are classified as good.Therefore, the mean score of 72.17 in the post-test for the introvert class indicates a good level of speaking ability.Furthermore, the writer proceeds to further classify the students' scores based on criteria that range from excellent to poor, as outlined in Table 4, to determine their level of speaking competence.The presented data provides an overview of the score distribution among students in the introvert class during the post-test.It is evident that the majority of students, specifically 20 students (87%), achieved scores within the good category, falling between 60 -79.In contrast, 3 students (18%) attained scores ranging from 80 to 100, placing them in the excellent category.The displayed distribution reveals a notable improvement in the mean score of students' speaking abilities before and after implementing Communicative Language Teaching (CLT).In the pre-test, the average score was 63.87, whereas in the post-test, the mean score increased to 72.17.Based on this data, the writer concludes that there is an enhancement in the students' speaking abilities from the pre-test to the post-test in the Introvert class.Consequently, it is highly recommended to continue employing this method in the speaking class.

Descriptive analysis of post-test in extrovert group
The description bellow is the result from students' score on post-test in extrovert class.The result of students' score that obtained from post-test result in extrovert class can be seen in the following table: Regarding the above description of post-test scores in the Extrovert class, it is evident that the highest score achieved in the extrovert class was 96, while the lowest score obtained was 68.The standard deviation was calculated to be 8.35, and the mean score was determined to be 80.13.Referring to the classification provided by Harris (1974)scores falling within the range of 80-100 are categorized as excellent.Hence, the mean score of 80.13 in the post-test for the Extrovert class indicates a excellent level of speaking ability.Additionally, the writer proceeds to further categorize the students' scores to determine their level of speaking competence, utilizing criteria ranging from excellent to poor, as presented in Table 6.The provided data offers a comprehensive overview of the score distribution among students in the Extrovert class during the post-test.It reveals that out of the total number of students, 12 students (52%) fall into the good category, as their scores range from 60 to 79.
Additionally, 11 students (48%) achieved scores ranging from 80 to 100, classifying them as excellent performers.The distribution presented indicates a significant enhancement in the average score of students' speaking abilities in the Extrovert class as a result of implementing Communicative Language Teaching (CLT).Prior to the intervention, the average score in the pretest was 64.57, but after the implementation of CLT, the mean score notably increased to 80.13 in the post-test.This data leads the writer to conclude that there is a remarkable improvement in the students' speaking abilities from the pre-test to the post-test in the Extrovert class.As a result, it is highly recommended to continue implementing this strategy in the speaking class to further enhance the students' speaking skills.After analyzing the provided description of the students' scores, it can be deduced that the post-test scores in the Introvert class surpassed the pre-test scores, with a mean score of 64.83 on the pre-test and 72.17 on the post-test.This indicates a substantial increase of 8.3 in the average score from the pre-test to the post-test.Similarly, in the Extrovert class, the mean score on the post-test was 64.57, surpassing the mean score of 80.13 on the pre-test.The increase in the average score from the pre-test to the post-test in the Extrovert class was 15.56.It can be concluded that the increase in the mean score in the Extrovert class was higher than the increase observed in the Introvert class.

Comparison of introvert and extrovert group on CLT
Test the average differences of post-test student's speaking ability on Extrovert and Introvert group after being taught with Communicative Language Teaching (CLT) approach with using t test and IBM SPSS Statistic 20.Before using the t test , prerequisite test is performed t test such as normality test and homogenity test student speaking competence in introvert and extrovert group after being taught with Communicative Language Teaching (CLT) approach, can be seen in the following table.Based on the homogeneity test table for the variance of the speaking ability data, students in the Extrovert and Introvert groups after being taught with the Communicative Language Teaching (CLT) approach can be seen with a sig = 0.210.If the value of sig = 0.210 is compared with the value of α = 0.05, the sig value is more than α = 0.05, which means that the variance of the speaking ability data of Extrovert and Introvert group students is the same or homogeneous.Because the results of the prerequisite tests have been carried out and meet the requirements for the t test, the next step is to carry out the average difference test with the t test.The results of the mean difference test with the t-test are listed in the following table.The table above is a table of the results of the difference test on the average post-test speaking ability scores of the Extrovert and Introvert student groups after being taught by the Communicative Language Teaching (CLT) approach with the t test using IBM SPSS Statistics 20.The table provides two significant values of the average difference test, namely for the assumption of Equal variances assumed and Equal variances not assumed.The results of the prerequisite test show that the variance in speaking ability scores between Extrovert and Introvert student groups is the same or homogeneous.Therefore, the significance value in this average difference test is taken on the assumption of Equal variances assumed.Based on the t-test table, it can be seen that the significance value for the two-party test is 0.001.If this significance value is compared with the value α = 0.05, then the significant value is Sig.(2-tailed) = 0.001 less than α = 0.05, which means that there is a significant difference in the speaking ability of students in the Extrovert and Introvert groups, which is tested at a significant level of α = 0.05.This means that after being given learning using the Communicative Language Teaching (CLT) approach, the speaking abilities of the Extrovert and Introvert student groups are significantly different at the significant level α = 0.05.To find out which group of students has higher speaking ability, it can be seen from the results of the descriptive statistics.A descriptive table of statistics on the speaking ability scores of students in the Extrovert and Introvert groups before and after being given lessons with the Communicative Language Teaching (CLT) approach is listed below.Based on the comparison table of average scores before and after learning with the Communicative Language Teaching (CLT) approach, it can be seen that in the introvert group the average post-test speaking ability is 72.17 and the average post-test speaking ability in the Extrovert group is 80.13.From the two average values, it can be seen that the post-test speaking ability average of the Extrovert group is higher than the post-test average score of the introvert group.
Also in the table, the pre-test scores are compared with the post-test scores in the introvert and extrovert groups.It can be seen that each group experienced an increase in the average score from pre-test to post-test.Even though each group experienced the same increase, if seen from the magnitude of the increase in the average value, the increase in the average value of Extroverts was higher than introverts.In addition, the increase in the average value of the Extrovert group from pre-test (average 64.57) to post-test (average 80.13) was 15.56, while the increase in the average value of the introvert group from pre-test (average 63.87) to post-test (average 72.17) was 8.30.Thus it can be concluded that the speaking ability of Extrovert group students is higher than introvert group students after being taught with the Communicative Language Teaching (CLT) approach.In fact, in a descriptive way, the increase in the speaking ability of the Extrovert student group was higher than the Extrovert student group after being taught with the Communicative Language Teaching (CLT) approach.

Discussion
From the result, both the introvert and extrovert classes, the teacher followed the guidelines of the 2013 curriculum and implemented a well-structured lesson plan, consisting of preliminary activities, core activities, and closing activities.These activities were designed based on the specified knowledge and skills (KI and KD) and were tailored to the chosen learning model and approach.To enhance the students' speaking ability, the teacher incorporated a new learning model known as Communicative Language Teaching (CLT).The primary objective of this approach was to equip the learners with the necessary information, practice, and immersive experiences to effectively communicate in the target language.It is worth noting that there was no differentiation in the treatment between the Introvert and Extrovert classes.Both classes received the same treatment and underwent identical types of pre-test and post-test assessments to enable a fair comparison of their progress in speaking skills.This approach allowed for a comprehensive evaluation of the effectiveness of CLT in improving the speaking proficiency of students with different personality types.By implementing a standardized approach across both classes, any observed differences in the outcomes can be attributed to the impact of the CLT model rather than variations in instructional methods.
After conducting a thorough analysis of the pre-test and post-test data collected from the introvert class, it became evident that the implementation of Communicative Language Teaching (CLT) yielded a positive impact on the students' speaking skills.This positive effect was manifested by an observable increase in the average scores obtained from the pre-test and posttest evaluations.In the introverted class, the pre-test average score stood at 50.91, while the posttest average score exhibited a notable improvement, reaching 64.09.Consequently, there was a significant increase of 13.18 value points between the two assessments.These findings provide compelling evidence to support the notion that the application of the Communicative Language Teaching (CLT) learning model is indeed effective in enhancing students' proficiency in spoken communication.
The findings of this study align with a previous investigation conducted by Rafli (2021), highlighting the suitability of incorporating communicative language teaching (CLT) in the English as a Foreign Language (EFL) classroom, particularly for the development of students' speaking proficiency.The implementation of CLT empowers students to actively engage in communicative situations that hold relevance in their daily lives.They are encouraged to actively participate in collaborative group discussions, engage in role simulations, and undertake projectbased activities, all of which facilitate the contextual application of language skills.By immersing themselves in these practical experiences, students can enhance their comprehension of language structures, broaden their vocabulary repertoire, and refine their ability to express their thoughts and opinions with fluency and coherence.The outcomes thus support the effectiveness of CLT as a comprehensive approach to language instruction, encompassing both linguistic competence and communicative competence, thereby nurturing well-rounded and proficient speakers of the target language.
In line with the concept of communicative competence, Richards (2006)posited that one of the primary objectives of communicative language teaching (CLT) is to foster fluency in language usage.Fluency, in this context, refers to the natural and effortless utilization of language during meaningful interactions, despite potential limitations in one's communicative competence.Richards argues that fluency is cultivated by designing classroom activities that require students to engage in negotiating meaning, employing communication strategies, rectifying misunderstandings, and actively working to prevent breakdowns in communication.This approach emphasizes the importance of creating an environment where learners are motivated to participate and where the language they encounter is authentic, relevant, and applicable to their real-life experiences.Supporting this perspective, Hiep (2007) further contends that communicative language teaching underscores the notion that language acquisition is most likely to transpire when classroom activities are imbued with authenticity and meaning for the learners.By integrating these principles, CLT aims to facilitate language learning through practical and meaningful contexts that resonate with students, thereby nurturing their communicative abilities and enabling them to become more fluent and competent speakers of the target language.
Moreover, according to Richards and Schmidt (2013), introverts are individuals who typically shy away from extensive social interactions and often find solace in their own thoughts, feelings, and experiences.However, it's important to note that this does not imply that they are anti-social.For introverts, being alone with their thoughts is just as rejuvenating as sleep or as nourishing as eating.From the aforementioned explanation, it becomes apparent that introverted students are more inclined towards independent learning.They usually prefer working alone rather than in groups, find it challenging to express their ideas, and may feel overwhelmed in social situations.
Additionally, they tend to avoid drawing attention to themselves in public settings and are more comfortable observing rather than actively participating.They carefully analyze situations before taking action, as they prefer to think and prepare beforehand.It is crucial to understand that these characteristics of introverts do not imply that they lack social skills or are socially inept.
In conclusion, the findings of this study strongly indicate a positive impact of implementing the Communicative Language Teaching (CLT) model on the speaking abilities of introverted students.The results not only demonstrate the effectiveness of CLT in the speaking class but also align with previous research in the field.Notably, the research revealed a notable improvement in the learning outcomes of introverted students when comparing their performance before and after the application of CLT.This evidence further strengthens the argument for the beneficial effects of CLT on enhancing the speaking skills of introverted learners.By employing CLT techniques, such as creating interactive and meaningful communicative activities, encouraging active participation, and providing opportunities for students to negotiate meaning and utilize effective communication strategies, the study shows that introverted students can experience significant progress in their speaking abilities.These findings contribute to the growing body of literature supporting the efficacy of CLT as an approach to improve speaking proficiency among introverted learners.
In addition, the research question also focuses on the effect of Communicative Language Teaching (CLT) on extroverted students' speaking abilities, a similar approach was adopted as with the introverted class.Initially, personality questionnaires were distributed to identify individuals who exhibited extroverted traits, forming the extrovert class.Following this, a pre-test was conducted specifically within the extrovert group to gauge their initial speaking proficiency before they were exposed to the CLT learning model.The treatment phase for the extroverted students mirrored that of the introverted class.It involved a series of three sessions, during which the students were presented with tailored speaking materials aligned with a meticulously prepared lesson plan that catered to the applicable school year and semester.These sessions aimed to immerse the students in communicative activities and foster their speaking skills through the principles of CLT.Upon the completion of the treatment sessions, a post-test was administered to evaluate the progress made by the extroverted students in terms of their speaking abilities following the implementation of CLT.This assessment served as a means to measure the effectiveness of the CLT approach on their overall language proficiency.By employing a similar methodology to the one used for the introverted class, the study sought to provide a comprehensive understanding of the impact of CLT on both introverted and extroverted students' speaking abilities.The results of this research will contribute to the body of knowledge on the effectiveness of CLT in enhancing speaking skills among students with different personality traits, thereby offering valuable insights for language educators and researchers alike.
Upon conducting a comprehensive analysis of the data collected from the pre-test and posttest evaluations in the extrovert class, it becomes evident that the utilization of Communicative Language Teaching (CLT) also resulted in a positive impact on the students' speaking abilities.This positive effect is substantiated by a discernible rise in the average scores obtained from both the pre-test and post-test assessments.In the extrovert class, the initial pre-test average score was recorded at 53.85, while the subsequent post-test average score exhibited a remarkable improvement, soaring to 68.85.Consequently, there was a significant increase of 15 points observed between these two assessments.These findings provide compelling evidence to support the claim that implementing the Communicative Language Teaching (CLT) learning model effectively enhances students' proficiency in spoken communication.
The results of this particular research are consistent with a prior study conducted by Tawfiq (2020), where he discovered that effective communication plays a vital role in education, and teachers firmly believe in the efficacy of the Communicative Language Teaching (CLT) approach in improving students' communication abilities.Based on the findings of this study, it is strongly recommended that teachers adopt the CLT approach as a means to enhance communication skills among students.Furthermore, it is suggested that students themselves should prioritize communication as the primary objective when learning a new language.By employing the CLT approach and emphasizing communication, both teachers and students can greatly contribute to fostering effective language acquisition and proficiency.
In accordance with both current and previous research, the findings are corroborated by Savignon and Wang (2003) assertion that Communicative Language Teaching (CLT) stands in stark contrast to traditional teaching methods that prioritize learners' knowledge of formal language features.They argue that CLT places a primary emphasis on developing learners' ability to effectively use language in authentic contexts.Furthermore, Larsen-Freeman & Anderson (2013), in their own study, discovered that CLT serves as an optimal approach for enabling students to achieve an exceptional level of proficiency in communication.They firmly believe that communication is an essential component of language learning, as language itself exists for the purpose of communication.In a communicative language course, every aspect is approached with a focus on fostering effective communication.Students acquire language skills through engaging in various communicative activities that facilitate their learning process.
Furthermore, Marbut, & Harms, (2023).provides a comprehensive perspective on extroversion, defining it as encompassing sociability, likability, adjustment, prudence, and intellect.Essentially, extroverts are individuals who derive energy and enthusiasm from being in the company of others.This stands in contrast to introverts, who find solace and revitalization in solitude.When left alone, extroverts may experience a decrease in energy and easily become bored in the absence of social interaction.It can be said that extroverted individuals thrive on social engagement, displaying characteristics such as enthusiasm, talkativeness, assertiveness, and gregariousness.They derive pleasure from participating in activities that involve extensive social interactions, such as parties, community events, public demonstrations, political gatherings, and business engagements.According to Eysenck and Barrett, extroverted individuals are typically characterized by sociability, liveliness, and a propensity for excitement.
To sum up, the impact of Communicative Language Teaching (CLT) on extroverted students, in terms of their speaking abilities, is found to be similar to its effect on introverted students.This learning model has a positive influence on students' speaking performance, and this outcome is supported by numerous related studies in the field.These findings serve as valuable recommendations for educators, highlighting the significance of integrating the CLT approach into language instruction as it can substantially enhance students' communication skills.The study strongly advocates for teachers to embrace the CLT approach as a means to foster effective communication within the language classroom.By adopting CLT principles, educators can create an environment that encourages authentic and meaningful communication, enabling students to actively participate in oral interactions, express their ideas, and develop fluency and accuracy in their language usage.Additionally, the study suggests that students themselves should prioritize communication as a primary objective throughout their language learning journey.
In addition to the aforementioned findings, a more detailed examination of the learning outcomes in both the introvert and extrovert classes provides further insights into the effects of different teaching methodologies on students' speaking abilities.The analysis of the results indicates a consistent trend of improvement in the speaking skills of students in both groups.This suggests that the instructional methods employed in the classes were successful in fostering a conducive learning environment for students to develop their oral communication skills.
However, when comparing the impact of using Communicative Language Teaching (CLT) specifically in the speaking class, a noticeable difference emerges between the two groups.While both introvert and extrovert students experienced improvements in their speaking abilities, the extent of improvement was more significant in the extrovert class as opposed to the introvert class.One possible explanation for this discrepancy could be related to the nature of CLT itself.CLT emphasizes interactive and communicative activities that encourage students to engage in real-life language use, such as discussions, role-plays, and group work.These activities generally require students to actively participate, share their opinions, and interact with their peers.Extroverted students, who typically thrive in social situations and are more comfortable expressing themselves verbally, may find such activities more stimulating and conducive to their learning style.As a result, they might benefit more from the communicative approach and exhibit greater improvement in their speaking skills.
On the other hand, introverted students tend to be more reserved and prefer internal reflection before participating in discussions or expressing their thoughts.While they can still benefit from CLT and develop their speaking skills, it is possible that the extroverted students in the class had a slight advantage in terms of their initial comfort level and willingness to engage in the interactive activities.This may have contributed to the observed difference in improvement between the two groups.It is important to note that these findings do not imply that introverted students cannot excel in speaking classes or benefit from CLT.Rather, they suggest that instructional approaches and strategies can be tailored to accommodate the diverse learning needs and preferences of students.For introverted learners, providing additional support, creating a comfortable and low-pressure environment, and incorporating opportunities for individual reflection and expression can help them thrive and achieve similar levels of improvement in their speaking skills.
Thus, the comprehensive analysis of learning outcomes in both the introvert and extrovert classes reveals a general enhancement in students' speaking abilities.However, the impact of using CLT in the speaking class indicates a more pronounced improvement in the extrovert class compared to the introvert class.These findings highlight the importance of considering individual differences in learning styles and preferences when designing and implementing instructional approaches, ensuring that all students have equal opportunities to develop their speaking skills effectively.
This finding is corroborated by a relevant previous study conducted by Rahayu (2020), which discovered that students with an extroverted personality type tend to exhibit higher levels of activity and responsiveness in the speaking class.They display a greater enjoyment for participating in speaking activities and demonstrate a willingness to contribute comments and engage in class discussions.These students possess personalities that naturally lean towards frequent speaking practice and sharing their opinions.On the other hand, students with introverted personalities tend to be more reserved, often speaking only when necessary.They are less inclined to express themselves openly and may hesitate to share their opinions due to a certain level of apprehension.Consequently, it can be concluded that students with extroverted personalities tend to be more active in terms of their speaking abilities and exhibit a greater interest in the speaking class.This aspect plays a role in influencing the progress of the extrovert class, which shows a slightly higher degree of improvement compared to the introvert class.
The results indicating a more significant progress in the speaking ability of extroverted students can be supported by various factors, one of which is highlighted in a study conducted by Wakamoto (2009).In this study, 254 Japanese students learning English as a Foreign Language participated, and their learning strategies were examined.The findings revealed a strong correlation between extroversion and the learning strategies employed by language learners.The study found that extroverted students tended to utilize more functional strategies and socialaffective strategies in their language learning process compared to introverts.Functional strategies involve using language for practical purposes and focusing on meaningful communication, while social-affective strategies involve engaging in interactions and socializing with others to enhance language learning.This suggests that extroverts are more inclined to prioritize the meaning and purpose behind language use rather than solely focusing on grammatical form and structure.
Additionally, the study indicated that extroverted students were more prone to asking questions during the learning process compared to introverted students.This finding aligns with the common belief among many classroom teachers that extroverts tend to be more successful in language learning and possess superior communicative abilities compared to introverts.The inclination to ask questions reflects their active engagement and curiosity in the learning environment, which can contribute to their enhanced speaking abilities.It is important to note that these findings are specific to the context of the study conducted by Wakamoto (2009) and may not be universally applicable.Individual differences exist within both introverted and extroverted individuals, and language learning outcomes can be influenced by a variety of factors beyond personality traits alone.While extroversion may correlate with certain learning strategies and behaviors, it does not imply that introverts are incapable of achieving success or proficiency in language learning.Moreover, it is essential to recognize that effective language learning approaches should cater to the diverse needs and preferences of all students, regardless of their personality traits.Inclusive instructional practices should provide opportunities for both introverted and extroverted students to develop their speaking abilities.By creating a balanced learning environment that combines meaningful communication activities with individual reflection and expression, educators can support the progress and success of students with different learning styles.
Hence, the findings of Wakamoto's study provide insight into the potential relationship between extroversion and language learning strategies.Extroverted students were found to employ more functional and social-affective strategies, focusing on meaningful communication and asking questions.These findings align with the belief that extroverts tend to excel in language learning and possess superior communicative abilities.However, it is important to consider the individuality of students and adopt inclusive instructional practices that cater to the diverse learning needs and preferences of all learners.
Furthermore, the learning strategies adopted by students can significantly impact the learning progress of both introverted and extroverted individuals.Citra and Zainil (2021) conducted research shedding light on the differences in learning strategies between students with introverted and extroverted personalities.Their findings highlight that extroverted students tend to employ social strategies more frequently, particularly in speaking activities.
For extroverted learners, the most common strategy used in speaking activities is the social strategy, which involves collaborating and cooperating with peers.These students prefer practicing English speaking with their friends, engaging in role-plays, and conversing in English.They also seek feedback and correction from their peers, focusing on various aspects such as pronunciation, grammar, and fluency.This social interaction and involvement with others in the learning process contribute to the extroverted students' progress in speaking skills.
On the other hand, introverted learners tend to employ affective strategies, which aim to address their heightened anxiety levels and encourage self-confidence.In the context of the speaking class, introverted students often express experiencing higher levels of anxiety.To alleviate this anxiety, they may listen to music for about 10 minutes before speaking or learning a new language.This practice helps them calm their nerves and manage anxiety during language activities.Additionally, introverted learners may use positive self-statements, such as "I enjoy understanding a new language," to boost their motivation and emotional well-being.The differences in learning strategies between introverted and extroverted learners shed light on the potential reasons why extroverted students tend to make more progress in speaking skills.The extroverted students' preference for social strategies allows them to actively engage with their peers, practice speaking, and receive immediate feedback, which contributes to their improvement.Conversely, introverted students' focus on affective strategies highlights their need to manage anxiety and build confidence before engaging in speaking activities.It is essential to recognize that these findings should not be seen as absolute generalizations.Individual differences exist within introverted and extroverted individuals, and learners may employ a combination of strategies depending on the context and their personal preferences.Furthermore, effective language instruction should consider and accommodate the needs and learning styles of both introverted and extroverted students, providing a supportive and inclusive environment that encourages growth and progress for all learners.
It is essential to recognize that these differences in improvement are not definitive or absolute.Each student possesses a unique combination of introverted and extroverted traits, and their learning experiences can vary.Additionally, individual motivation, effort, and prior language proficiency can influence the extent of improvement in speaking skills.To optimize the learning outcomes for both introverted and extroverted students, a balanced and inclusive approach is crucial.Instructional strategies should encompass a range of activities that cater to different learning styles, creating an environment that encourages active participation for extroverted students while providing support and opportunities for reflection for introverted students.
In conclusion, the incorporation of CLT in the speaking class positively impacts the speaking abilities of both introverted and extroverted students.However, a slight distinction can be observed in terms of the extent of improvement between the two groups, with the extrovert class showing a more notable progress.Recognizing and accommodating the diverse learning styles and preferences of students can help create a comprehensive and inclusive learning environment that fosters growth and development for all learners, regardless of their personality traits.

Conclusion
The aim of this study is to examine the effect of implementing Communicative Language Teaching (CLT) on the speaking abilities of students with both extroverted and introverted personalities in the English Education Department of Halu Oleo University.In exploring the effect of CLT on introverted students specifically, the findings indicate a positive influence of the CLT model on the speaking abilities of introverted students, as demonstrated by a noticeable improvement in their average scores from the pre-test to the post-test evaluations.In investigating the impact of Communicative Language Teaching (CLT) on extroverted students' speaking ability, the results align with those of in extrovert class The findings demonstrate a positive improvement in the speaking ability of students in the extroverted class.This finding serves as compelling evidence that substantiates the assertion that the implementation of the Communicative Language Teaching (CLT) learning model effectively enhances students' proficiency in spoken communication.The study's findings contribute to the growing body of research supporting the value and efficacy of CLT in fostering students' spoken language skills.Educators and language instructors can confidently rely on the CLT learning model as a reliable and beneficial method for promoting and developing students' communicative competence in real-life contexts.However, upon closer examination and comparison of the outcomes, a slight variation becomes apparent in terms of the degree of improvement between the two groups.Specifically, the extrovert class displays a more noticeable enhancement in speaking ability compared to the introvert class.
the previous research conducted by Citra and Zainil (2021) highlights the divergent learning strategies employed by introverted and extroverted students.Extroverted learners tend to utilize social strategies, engaging in collaborative activities with peers to practice speaking.In contrast, introverted learners employ affective strategies, aiming to manage anxiety and boost selfconfidence before engaging in speaking tasks.Understanding these differences can inform instructional practices that support the progress of all students, regardless of their personality traits, and foster an inclusive learning environment.Moreover, it is worth noting that the positive impact of incorporating Communicative Language Teaching (CLT) in the speaking class is evident for both introverted and extroverted students.CLT, with its focus on meaningful communication and interactive language use, benefits students in developing their speaking abilities, regardless of their personality traits.The findings suggest that the teaching approach employed in the classes successfully creates an environment conducive to improving oral communication skills.However, when comparing the results, a nuanced difference emerges in the extent of improvement between the introvert and extrovert classes.While both groups experience enhancements in their speaking abilities, the extrovert class shows a more notable improvement.This distinction could be attributed to various factors related to the learning styles and preferences of introverted and extroverted individuals.Extroverted students, being more outgoing and sociable, might naturally feel more comfortable engaging in communicative activities and actively participating in discussions.They thrive in social settings and are more inclined to express their thoughts and opinions openly.
Therefore, the interactive and collaborative nature of CLT in the speaking class might align more closely with their preferred learning style, resulting in a more significant boost in their speaking skills.On the other hand, introverted students tend to be more reserved and introspective, preferring to reflect internally before sharing their ideas.While they may initially feel less at ease in participatory activities, it does not imply a lack of potential or capability.Instead, they may require additional support and opportunities for individual reflection to fully engage and benefit from the communicative approach.By incorporating strategies that cater to their learning

Table 1 .
The level of students' speaking ability on pre-test in introvert class

Table 2 .
The level of students' speaking ability on pre-test in extrovert class

Table 3 .
Students' score on post-test for introvert class

Table 4 .
The level of students' speaking ability on post-test in introvert class

Table 5 .
Students' score on post-test for extrovert class

Table 6
The level of students' speaking ability on post-test in extrovert class

Table 7 .
Characteristic of students' score before and after treatment This is a lower bound of the true significance.a. Lilliefors Significance Correction Based on above table can be see that significant value for Kolmogorov-Smirnov test Extrovert group was 0.200 and significant value introvert group was 0.117.If test significant in normality compared to α = 0.05 so that significant value more than α = 0.05.It means that data student speaking ability on Extrovert and Introvert group have categorized as normal.Besides the data normality prerequisite test, it is also necessary to test the homogeneity of the research data.The results of the data homogeneity test with the Levene Statistical test using IBM SPSS Statistics 20 obtained the results as in the following table.

Table 9 .
Test of homogeneity of variance