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All Journal Voices of English Language Education Society English Language Teaching Methodology (ELTM)
Sujariati
Universitas Muhammadiyah Makassar, Indonesia
Languange, Linguistic, Communication & Media Social Sciences

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Enhancing Speaking Proficiency and Learning Motivation through Integrated Active Learning Tasks in Secondary EFL Classrooms Rampeng; Sujariati; Risman Wanci
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.32291

Abstract

Speaking proficiency in EFL classrooms requires more than linguistic knowledge; it depends on sustained opportunities for interaction, participation, and meaningful language use. This study investigated the effects of integrated active learning tasks on secondary students’ speaking proficiency and learning motivation in Indonesian EFL classrooms. Using a quasi-experimental sequential explanatory mixed-methods design, the study included 60 students from two state senior high schools in Makassar, Indonesia, who were divided into an experimental group and a control group. The experimental group received integrated active learning tasks, including role-plays, problem-solving discussions, peer interviews, project-based presentations, and reflective group activities. In contrast, the control group received conventional teacher-centered instruction. Data were collected through speaking pre- and post-tests, a motivation questionnaire, classroom observations, semi-structured interviews, and teaching materials. Quantitative data were analyzed using descriptive statistics, paired and independent-sample t-tests, effect sizes, and correlation analysis, while qualitative data were analyzed thematically. The findings showed that the experimental group achieved substantial improvement in speaking proficiency, particularly in fluency, vocabulary use, and overall performance. Motivation also increased significantly, with the strongest gains in task engagement and intrinsic motivation. Classroom observations and interviews revealed higher participation, more balanced peer collaboration, increased target-language use, and stronger reflective engagement. Positive correlations between motivation and speaking gains further indicated that students who became more motivated and engaged tended to show greater improvement in speaking. These findings suggest that integrated active learning tasks can transform speaking instruction from teacher-dominated performance practice into a more participatory, motivating, and communicative learning process.
Rethinking Communicative Language Teaching (CLT-Based): Developing a Contextualized Model for Non-English Major University Students Sujariati; Risman Wanci; Rampeng; Nurdevi Bte Abdul
VELES Voices of English Language Education Society Vol 10 No 2 (2026): August 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i2.34157

Abstract

Communicative competence has become a central objective of English language teaching in higher education; however, many non-English major students continue to experience difficulties in developing speaking proficiency because classroom instruction often relies on decontextualized communication tasks that are disconnected from learners’ academic and social realities. Addressing this gap, this study aimed to develop and evaluate a Contextualized Communicative Language Teaching (CCLT) model and its accompanying speaking materials to enhance speaking instruction for non-English major students. The study employed a Research and Development (R&D) design adapted from the ADDIE framework, encompassing needs analysis, model and material development, expert validation, limited try-out, revision, and field implementation. The participants consisted of non-English major university students, English lecturers, and expert validators. Data were collected through questionnaires, validation sheets, observation, speaking performance assessments, and interviews, and analysed using descriptive statistics and qualitative thematic analysis. The findings indicate that the developed CCLT model achieved a high level of content and pedagogical validity based on expert evaluation and was perceived as practical and relevant by both lecturers and students. Field implementation further demonstrated notable improvements in students’ speaking performance, particularly in fluency, interaction, confidence, and contextual language use. Integrating authentic communicative tasks with learners’ disciplinary and everyday contexts enabled students to engage more actively in meaningful communication. These findings suggest that the CCLT model provides a pedagogically sound and context-sensitive framework for speaking instruction and offers an effective alternative for enhancing communicative competence among non-English major learners in higher education.
FALOU APPLICATION ON STUDENTS’ PRONOUNCIATION (A QUANTITATIVE RESEARCH) Ibrahim Rahman; Andi Bulkis Maghfirah Mannong; Sujariati
English Language Teaching Methodology Vol. 6 No. 2 (2026): English Language Teaching Methodology
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v6i2.1993

Abstract

Accurate vowel pronunciation remains a challenge for Indonesian EFL learners, highlighting the need for accessible technology-enhanced pronunciation practice. This study investigated the effect of the Falou application on eighth-grade students’ vowel pronunciation at SMPN 18 Makassar. Employing a quantitative pre-experimental one-group pretest–posttest design, the study involved students from class 8.1, selected through random sampling. Data were collected through pronunciation tests administered before and after the intervention and analyzed using a paired-samples statistical test. The results revealed a substantial improvement in students’ pronunciation performance, with the mean score increasing from 40.00 in the pretest to 74.37 in the posttest. The difference was statistically significant (Sig. 2-tailed = 0.000 < 0.05). These findings demonstrate that Falou can provide an effective technology-mediated environment for practicing vowel pronunciation and contribute to the development of innovative, accessible, and engaging pronunciation instruction for EFL learners.
Co-Authors Andi Bulkis Maghfirah Mannong Ibrahim Rahman Nurdevi Bte Abdul Rampeng Rampeng Risman Wanci Risman Wanci