Nasrah Waty. 2025. A Quantitative Analysis Of Teacher Verbal Communication, Communicative Language Teaching (CLT) And English As A Foreign Language (EFL) Students’ Intrinsic Motivation Dr. Ibrahim Manda, S.Pd.I., M.Pd. and Dr. Sam Hermansyah, S. Pd., M. Pd. as the first consultant and the second consultant.

In Indonesia, English as a Foreign Language (EFL) context, intrinsic motivation among junior high school students remains limited, particularly in rural settings. This research investigates the extent to which teacher verbal communication and the Communicative Language Teaching (CLT) approach influence students’ intrinsic motivation. Using a quantitative method with correlational and ex post facto designs, data were collected from 48 seventh-grade students at SMP Negeri Pakkabba through validated questionnaires. Statistical analysis using multiple linear regression revealed that both teacher verbal communication and CLT independently and significantly affect intrinsic motivation. However, CLT demonstrated a stronger predictive influence. When combined, the two variables accounted for 52.7% of the variance in students’ intrinsic motivation. These findings underscore the critical role of communicative strategies in enhancing student engagement and offer empirical support for integrating verbal interaction with CLT practices. This study contributes to the theoretical framework of Self-Determination Theory (SDT) and offers practical guidance for EFL teachers in rural contexts.