<![CDATA[This study aims to review the implementation of Communicative Language Teaching (CLT) and its impact on senior high school students’ speaking skills in English as a Foreign Language (EFL) learning. This study employed a qualitative library research design using a comprehensive literature review approach. The data were collected from secondary sources, including peer-reviewed journal articles, conference proceedings, and academic publications related to CLT and speaking skills. A total of ten core articles published between 2021 and 2025, supported by several earlier foundational studies, were selected and analyzed using descriptive content analysis. The findings reveal three major themes: students’ speaking challenges, communicative classroom activities, and the impact of CLT on speaking sub-skills. The review shows that senior high school students commonly face linguistic challenges, such as limited vocabulary and poor pronunciation, as well as psychological barriers, including anxiety and lack of confidence. The implementation of CLT through interactive activities such as role-plays, pair discussions, project-based learning, and technology-assisted communication helps reduce these barriers and improves students’ fluency, confidence, and overall speaking performance. However, the implementation of CLT is still constrained by structural challenges, including large class sizes and exam-oriented curricula. Overall, this study concludes that CLT is an effective approach for improving senior high school students’ speaking skills and promoting meaningful communication in EFL classrooms.]]>
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