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Abstract
This paper investigates the comparative impact of the Grammar-Translation Method (GTM) and Communicative Language Teaching (CLT) on the development of writing skills in secondary school students. The study explores the theoretical foundations, classroom practices, and pedagogical implications of both methods. GTM emphasizes grammatical accuracy and translation exercises, providing students with a solid structural foundation. In contrast, CLT prioritizes meaningful communication, fluency, and real-world writing tasks, which promote creativity and engagement. Through analysis and case study examples, the paper argues that while each method has its strengths and limitations, a balanced approach that integrates both can lead to more effective writing instruction. The findings suggest that combining explicit grammar instruction with communicative writing activities enhances both accuracy and expressiveness in student writing. This approach can better equip learners for academic and real-world
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