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Results show predominantly positive attitudes, enthusiasm for communicative activities such as pair/group work, role play, and games, and increased willingness to communicate in English alongside independent 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was the focus of this study?","Question",{"text":63,"@type":64},"The study focused on university students’ attitudes toward Communicative Language Teaching (CLT) in an English-speaking intensive program.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were students’ attitudes collected and analyzed?",{"text":68,"@type":64},"Fifteen students responded to a 20-statement questionnaire, and the data were analyzed using SPSS 20.0.",{"name":70,"@type":61,"acceptedAnswer":71},"What attitudes did students show toward CLT activities?",{"text":72,"@type":64},"Students showed positive attitudes, felt excited about communicative activities such as pair/group work, role play, and games, and were more willing to communicate in 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Losi1, Muhammad Muslim Nasution2  \nUniversity of Pembangunan Panca Budi, Medan, Indonesia University of Medan Area, Medan, Indonesia  \n[rizkyvitalosi@dosen.pancabudi.ac.id](rizkyvitalosi@dosen.pancabudi.ac.id)  \nReceived: 15/03/2022  \nAccepted: 28/03/2022  \nPublication: 01/04/2022  \nAbstract  \nUniversity students had difficulty with communicative skills, and they must engage in discussion situations in EFL class without adequate skills to speak or write in English. Communicative Language Teaching (CLT) can play an essential role in EFL classes. This study surveyed the students’ attitudes toward Communicative Language Teaching (CLT) in an English-speaking intensive program. Fifteen university students responded to a 20-statement questionnaire as the data. The data was analyzed by using SPSS 20.0 program. The research findings revealed that the students showed positive attitudes toward Communicative Language Teaching (CLT) . The students’ felt excited about learning through communicative activities, such as pair and group work, role play, games, etc. This learning satisfaction impacted their willingness to communicate in English. They were also motivated to communicate in English in their class even though they found it was not easy to use CLT, but they kept practising independently. Furthermore, it can be concluded that learning through CLT enabled students to communicate meaningfully, and their attitudes about these communication activities were positively impacted.  \nKeywords—Communicative Language Teaching (CLT); English Speaking Intensive Program; Language Attitude.  \nIntroduction  \nEnglish is regarded as the current method of communication in Indonesia since it is the most emphasized foreign language. In contrast, given the traditional or historical status of the Indonesian language, it plays a critical role in connecting the country and vernacular languages (Lie, 2017) . Even though English is not used in regular communication, it is used in a few areas in Indonesia, such as foreign corporations, educational institutions, and foreign offices. Thus, it is heartening that today's culture is beginning to appreciate studying English, not just for its role in knowledge, science, and technology, but also for economic and professional growth (Gunantar, 2016) .  \nDespite having studied English for years, many students still struggle to communicate in English, mainly when speaking, which frequently needs them to express their thoughts orally, and other skills (Abrar et al., 2018) . Due to the obstacles, insufficient learning tools, and limited time and opportunity for practice, many students are rarely motivated to study English. The same problems even happen to university students. Furthermore, the student's motivation is an essential factor that English lecturers must cultivate to engage them in English teaching and learning (Jon et al., 2021).  \nIn university life, English is considered the primary language that university students should master since they are learning in higher education. University students must be involved in any scientific activities, such as writing scientific articles, joining the debate, getting  \nscholarships or student exchange programs, etc. Speaking English is the most complex and complicated of four skills because it involves knowledge and exposure to the target language. A variety of issues have been identified as being responsible for poor speaking skills among EFL learners in general. Their English skills are still low (Soomro & Farooq, 2018) . They can not communicate in English even in their daily life. Interacting in EFL class is even getting worse. They can not convey their opinion or idea in total and complete sentences. If they can do it, it will show many more grammatical errors. Lastly, they are not eager to speak English. The lecturers also keep teaching English monotonou","cbCaiohj7bTF1oWu","https://ap.wps.com/l/cbCaiohj7bTF1oWu","pdf",306747,"English","# Abstract\n# Introduction\n## The role of English in Indonesia\n## Challenges in student speaking ability\n## Language teaching methodologies and CLT\n## CLT application in the English in Media course\n## Study focus and expected impacts","[{\"question\":\"What was the focus of this study?\",\"answer\":\"The study focused on university students’ attitudes toward Communicative Language Teaching (CLT) in an English-speaking intensive program.\"},{\"question\":\"How were students’ attitudes collected and analyzed?\",\"answer\":\"Fifteen students responded to a 20-statement questionnaire, and the data were analyzed using SPSS 20.0.\"},{\"question\":\"What attitudes did students show toward CLT activities?\",\"answer\":\"Students showed positive attitudes, felt excited about communicative activities such as pair/group work, role play, and games, and were more willing to communicate in English.\"}]","Students' Attitudes Toward Communicative Language Teaching (CLT) in English Speaking Intensive Program | PDF"]