The Influence of Students' Perceptions of the Method Communicative Language Teaching (CLT) Towards English Language Achievement With Motivation to Study as a Mediator in Junior High School X

English language achievement is associated with instructional experiences and students’ learning motivation; however, the mediating role of motivation in the relationship between perceptions of Communicative Language Teaching (CLT) and academic achievement requires further investigation. This study examined the direct and indirect relationships between students’ perceptions of CLT and English language achievement, with learning motivation serving as a mediating variable. A quantitative, nonexperimental research design employing path analysis was conducted at a private junior high school in Pantai Indah Kapuk, Indonesia. The participants included 120 eighth-grade students, while an additional 30 students participated in instrument testing. Data were collected using a 40-item CLT perception questionnaire, a 30-item learning motivation questionnaire, and second-semester English report card grades. Content validity was evaluated using Aiken’s V coefficient, while internal consistency reliability was assessed using Cronbach’s alpha. Data were analyzed using JASP statistical software. The results revealed positive associations between students’ perceptions of CLT and learning motivation (? = 0.978) and between CLT perceptions and English language achievement (? = 0.550). Learning motivation was also positively associated with English language achievement (? = 0.407), with a statistically significant indirect association (? = 0.398), indicating partial mediation. These findings suggest that favorable perceptions of communicative language instruction are associated with improved English language achievement, partly through learning motivation. Nevertheless, the exceptionally strong association between CLT perceptions and motivation suggests potential construct overlap, warranting cautious interpretation. The findings highlight the importance of communicative instructional practices and motivational support, while further longitudinal research is recommended to establish temporal relationships and examine the generalizability of these findings across diverse educational settings.