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p-Index From 2021 - 2026
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All Journal Voices of English Language Education Society Celebes Journal of Language Studies
Nurdevi Bte Abdul
Universitas Muhammadiyah Makassar, Indonesia
Languange, Linguistic, Communication & Media Social Sciences Other

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The Students’ Voices on Lecturers’ Instructional Communication Strategies in EFL Class Nurdevi Bte Abdul; Nunung Anugrawati; Ummi Khaerati Syam
Celebes Journal of Language Studies Vol. 1 No. 1 June 2021
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v1i1.33

Abstract

This paper is concerned with communication that occurs in the classroom. It aimed at investigating students’ responses on lecturers’ instructional strategies in EFL class. Instructional communication is a field of study that certainly is essential to teachers of speech communication. It focuses on communication variables that can affect any instructional situation, classroom context, or school environment, it is of value to teachers of any subject matter in any discipline as well as to those such as parents who are not teachers by profession but who do engage in instruction periodically. This research used qualitative research method with a case study design. This research was conducted in natural setting. This study was conducted at the campus of state and private universities in South Sulawesi, namely State University of Makassar and Muhammadiyah University of Makassar. There were six lecturers involved in this research from two different universities, and 20 students. Two kinds of instruments were used in collecting data namely observation and interview. In interpretation, it followed Discourse Analysis approach to present the data in extract form. The results the lecturers applied nine strategies to keep the students active the class. Those instructional strategies are using code – switchig, grouping, the use of Information and Communication Technology, feedback, walking arround, humor insertion, question-answer, and scoring system. It can stated that most of students gave positive responses on lecturers’ instructional communication strategies in EFL classroom. They revealed that the strategies applied helped them to actively participate in the classroom.
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.
Co-Authors Nunung Anugrawati Rampeng Risman Wanci Sujariati Ummi Khaerati Syam