IMPLEMENTING COMMUNICATIVE LEARNING STRATEGIES IN ENGLISH LANGUAGE TEACHING FOR SENIOR HIGH SCHOOL STUDENTS: A REFLECTIVE STUDY DURING TEACHING PRACTICE
Abstract
This reflective study explores the implementation of communicative learning strategies in teaching English at a senior high school during a one-month teaching practice in an Islamic boarding school setting. The aim is to analyse how communicative approaches such as role-play, group discussion, and real-life interaction tasks can be effectively applied without reliance on digital tools. Using a qualitative descriptive method, data were collected through classroom observation, reflective journals, teaching documentation, and student interviews. The findings indicate that communicative strategies significantly improved students' engagement and speaking confidence, despite limited technological support. Interview responses revealed that students felt more motivated and involved when participating in real-life based communication activities rather than rote learning. Observational and documentation data further confirmed that learner-centered methods encouraged greater autonomy and peer collaboration. The study also reveals several challenges, including time constraints and students’ varying language proficiency levels, which at times hindered balanced participation. However, adaptive teaching techniques such as differentiated instructions, visual aids, and role-based tasks proved effective in addressing these issues. This study contributes practical insights into English language teaching in resource-limited contexts and highlights the importance of contextual flexibility. Furthermore, it emphasizes the value of reflective teaching practices for pre-service teachers, particularly in environments where modern technological tools are limited or unavailable. Ultimately, the findings advocate for the integration of communicative learning strategies to enhance learner motivation and speaking fluency in traditional educational settings.
References
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Choi, S. H., & Sinwongsuwat, K. (2024). Vlogging: An Alternative to Role-Play in Improving EFL Learners’ Conversation Skills. REFLections, 31(2), 353–385.
Dewi, N. P. A., Sintadewi, N. M. D., & Dewi, T. K. (2024). Interactive Teaching Materials Based on Character Education to Improve English Reading Comprehension of Elementary School Students. Jurnal Ilmiah Pendidikan Dan Pembelajaran, 8(3), 492–499.
Djalolovna, M. S. (2025). THE EVOLUTION OF INFORMAL SPEECH: HOW LANGUAGE CHANGES IN EVERYDAY CONVERSATIONS. Web of Teachers: Inderscience Research, 3(1), 109–113.
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Feng, L. (2025). Investigating the effects of artificial intelligence-assisted language learning strategies on cognitive load and learning outcomes: A comparative study. Journal of Educational Computing Research, 62(8), 1961–1994.
Fobert, B. J. (2024). Empowering Educators: Practitioner-Directed Professional Development Approach for Technology Integration. Saint Mary’s College of California.
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Harahap, H. F., & Fithriani, R. (2024). Employing reflective practice to capture Indonesian EFL pre-service teachers’ conceptions of English learning. Journal on English as a Foreign Language, 14(1), 209–237. https://doi.org/10.23971/jefl.v14i1.7796
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Moosa, S., Shareefa, M., & Hammad, A. (2024). Boosting fluency and confidence: The impact of role-play activities on speaking skills of ESL learners. The International Journal of Literacies, 32(1), 21.
Oladele, O. K. (2024). Kinesthetic Learning: Hands-On Learning and Active Engagement.
Putri, D. (2025). How Communicative Language Enhances Student Engagement in ESL Classrooms. Education Library, 2(1), 84–93.
Rahmi, A., Khulaifiyah, K., Nawir, E., & Ling, Z. (2025). Effect of Podcast towards Improvement of Students’ Listening Comprehension. Lectura: Jurnal Pendidikan, 16(1), 17–29.
Roulston, K., & Halpin, S. N. (2022). Designing Qualitative Research Using Interview Data. In The SAGE Handbook of Qualitative Research Design. https://doi.org/10.4135/9781529770278.n41
Sanz-Angulo, P., Galindo-Melero, J., De-Diego-Poncela, S., & Martín, Ó. (2025). Promoting soft skills in higher engineering education: Assessment of the impact of a teaching methodology based on flipped learning, cooperative work and gamification. Education and Information Technologies, 1–44.
Saputra, D. B., Suherdi, D., & Rodliyah, R. S. (2020). Reflective Practice As Tools To Explore in-Service Teachers’ Beliefs and Classroom Practices: Indonesian Efl Teachers’ Voices. JOALL (Journal of Applied Linguistics & Literature), 5(2), 174–192. https://doi.org/10.33369/joall.v5i2.11260
Sevarakhon, A. (2024). THE IMPACTS OF COMMUNICATIVE COMPETENCE ON SECOND LANGUAGE ACQUISITION AND EMPLOYING CERTAIN METHODS TO IMPROVE SPEAKING SKILLS. University Research Base, 47–53.
Shi, M., Deng, L., Zhang, M., & Long, Y. (2025). How telepresence and perceived enjoyment mediate the relationship between interaction quality and continuance intention: Evidence from China Zisha-ware Digital Museum. PloS One, 20(1), e0317784.
Simbolon, T. N. (2025). Exploring Non-Digital Gamification in English Education: Insights from a Middle School Study. Journal of English Language and Education, 10(1), 443–455.
Sutthiroj, W., & Sukavatee, P. (2025). Enhancing English oral communication skills and motivation: the impact of AR hotel situated-learning board game in Thai EFL contexts. International Journal of Innovation and Learning, 37(3), 304–322.
Tadjibaeva, A. (2025). From Participation to Passion: Enhancing Motivation and Engagement in the Classroom.
Widyaningrum, L., Mujiyanto, Y., Yuliasri, I., & Astuti, P. (2022). In-service EFL teachers’ critical reflective practice: An appraisal analysis. International Conference on Science, Education and Technology, 349–354. https://proceeding.unnes.ac.id/index.php/iset
Xia, Y., Shin, S.-Y., & Kim, J.-C. (2024). Cross-cultural intelligent language learning system (CILS): Leveraging AI to facilitate language learning strategies in cross-cultural communication. Applied Sciences, 14(13), 5651.
Yeung, M. M.-Y., Chan, E. A., Wong, M. M.-Y., & Mok, A. L.-F. (2024). Teaching and learning strategies foster the development of autonomous learning and its interrelated factors in prelicensure nursing education: A scoping review. Teaching and Learning in Nursing, 19(2), e288–e297.
Yusoff, S. M., Marzaini, A. F. M., Zakaria, N., & Lijie, H. (2025). EXPLORING THE IMPLEMENTATION OF CLASSROOM-BASED ASSESSMENT IN MALAYSIAN SECONDARY SCHOOLS: ALIGNMENT WITH POLICY AND TEACHER PRACTICES. MOJEM: Malaysian Online Journal of Educational Management, 13(1), 81–101.
Hadi, H. P., Aziz Wahab, A., & Zainuddin. (2023). The Effectiveness of the Students’ Vocabulary Handbook of English Course at Zahanain Islamic Boarding School. ELS Journal on Interdisciplinary Studies in Humanities, 6(1), 133–137. https://doi.org/10.34050/elsjish.v6i1.26329
Aprilia, F. A., Ainol, A., & Kholili, A. (2023). The Effectiveness Of (Esa) Engage Study Activate Method On Student’s Speaking Ability At The Eight Grade Students Of Islamic Junior High School of Syech Abdul Qadir Al Jailani. Journal of English Language Teaching, 10(1), 162.
Kholili, M. I., Wisudaningsih, E. T., & Islam, R. (2024). ANALYZING THE ROLE PLAY TECHNIQUES IMPROVING STUDENTS SPEAKING COMPETENCE. Jurnal Review Pendidikan dan Pengajaran (JRPP), 7(2), 3748-3757.
Jalil, H., Islam, M. H., & Hamdany, B. (2024). Undergraduate Students’ Perception on Using Ome TV as a Tool in Improving English Speaking Skill. Journey: Journal of English Language and Pedagogy, 7(1), 86-94.
Harzanah, N. D., Islam, M. H., & Hamdany, B. (2024). Students’ Perception Toward English Meeting Club of Their Speaking Skill. Journey: Journal of English Language and Pedagogy, 7(1), 67-75.
Han, H., Islam, M. H., & Ferdiyanto, F. (2023). An Analysis of Student's Difficulties in English Speaking, a Descriptive Study. EDUTEC: Journal of Education And Technology, 6(4), 497-503.
Lutfah, N. W., & Arisanti, K. (2023). The Story Telling as a Solution of Student’s Difficulties in English Speaking at Islamic of Senior High School Sirojut Tholibin. Jurnal Kewarganegaraan, 7(1), 410-415.
Al-khresheh, M. H., & Alkursheh, T. O. (2024). An integrated model exploring the relationship between self-efficacy, technology integration via Blackboard, English proficiency, and Saudi EFL students’ academic achievement. Humanities and Social Sciences Communications, 11(1), 1–12.
Ardhana, B. A., & Sadikin, I. S. (2025). Enhancing Self-Confidence in English Speaking through Role-Play Activities. PROJECT (Professional Journal of English Education), 8(1), 163–176.
Arzieva, B. A. (2025). Using authentic materials and real-life scenarios to develop the intercultural competence of B2 level students. Prospects of Teaching English for Professional Purposes in Non–Philological Higher Education Institutions: Problems and Solutions, 681–686.
Besche, H. C., King, R. W., Shafer, K. M., Fleet, S. E., Charles, J. F., Kaplan, T. B., Greenzang, K. A., Hoenig, M. P., Schwartzstein, R. M., & Cockrill, B. A. (2025). Effective and Engaging Active Learning in the Medical School Classroom: Lessons from Case-Based Collaborative Learning. Journal of Medical Education and Curricular Development, 12, 23821205251317148.
Blevins, W. (2024). Differentiating Phonics Instruction for Maximum Impact: How to Scaffold Whole-group Instruction So All Students Can Access Grade-level Content. Corwin Press.
Choi, S. H., & Sinwongsuwat, K. (2024). Vlogging: An Alternative to Role-Play in Improving EFL Learners’ Conversation Skills. REFLections, 31(2), 353–385.
Dewi, N. P. A., Sintadewi, N. M. D., & Dewi, T. K. (2024). Interactive Teaching Materials Based on Character Education to Improve English Reading Comprehension of Elementary School Students. Jurnal Ilmiah Pendidikan Dan Pembelajaran, 8(3), 492–499.
Djalolovna, M. S. (2025). THE EVOLUTION OF INFORMAL SPEECH: HOW LANGUAGE CHANGES IN EVERYDAY CONVERSATIONS. Web of Teachers: Inderscience Research, 3(1), 109–113.
Farrell, T. S. C. (2021). Doing reflective practice in English language teaching: 120 activities for effective classroom management, lesson planning, and professional development. Routledge.
Fasaaro Hulu, S. S. (2025). PRACTICAL COMMUNICATION: EVERYDAY CONVERSATIONS. English Essentials: Build Confidence In Every Skills, 126.
Feng, L. (2025). Investigating the effects of artificial intelligence-assisted language learning strategies on cognitive load and learning outcomes: A comparative study. Journal of Educational Computing Research, 62(8), 1961–1994.
Fobert, B. J. (2024). Empowering Educators: Practitioner-Directed Professional Development Approach for Technology Integration. Saint Mary’s College of California.
Hamdani, Z. (2025). English Essentials: Build Confidence In Every Skills. English Essentials: Build Confidence In Every Skills, 39.
Harahap, H. F., & Fithriani, R. (2024). Employing reflective practice to capture Indonesian EFL pre-service teachers’ conceptions of English learning. Journal on English as a Foreign Language, 14(1), 209–237. https://doi.org/10.23971/jefl.v14i1.7796
Jiang, L., Meng, K., Temiz, M., Hu, J., & Masouros, C. (2025). Federated Learning Strategies for Coordinated Beamforming in Multicell ISAC. ArXiv Preprint ArXiv:2501.16951.
Khan, K., Khan, I. U., Hussain, M., & Hanif, M. (2024). Investigating Elementary Teachers’ Perceptions of Traditional Science Teaching Methods within the Single National Curriculum Framework. Academy of Education and Social Sciences Review, 4(3), 341–349.
Khoirotun, N., & Rohmah, U. (2024). ANCOLT International Proseeding on Language Teaching. ANCOLT International Proseeding on Language Teaching, 1(1), 1–12.
Lesiana, N., Jaya, A., & Pratiwi, E. (2024). Classroom Interaction in Communicative Language Teaching of Secondary School. Esteem Journal of English Education Study Programme, 7(1), 61–71.
Mathews, M. (2025). Building the Bones to Effective Literacy Instruction: A Professional Development Series. CALIFORNIA STATE UNIVERSITY SAN MARCOS.
Mayekti, M. H., Faiza, D., & Bestari, A. C. Y. (2025). Improving Interpersonal Speaking Learning Outcomes and Students’ Confidence as Well as Exploring Students’ Responses through Project-Based Learning. EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics, 9(1), 109–121.
Moosa, S., Shareefa, M., & Hammad, A. (2024). Boosting fluency and confidence: The impact of role-play activities on speaking skills of ESL learners. The International Journal of Literacies, 32(1), 21.
Oladele, O. K. (2024). Kinesthetic Learning: Hands-On Learning and Active Engagement.
Putri, D. (2025). How Communicative Language Enhances Student Engagement in ESL Classrooms. Education Library, 2(1), 84–93.
Rahmi, A., Khulaifiyah, K., Nawir, E., & Ling, Z. (2025). Effect of Podcast towards Improvement of Students’ Listening Comprehension. Lectura: Jurnal Pendidikan, 16(1), 17–29.
Roulston, K., & Halpin, S. N. (2022). Designing Qualitative Research Using Interview Data. In The SAGE Handbook of Qualitative Research Design. https://doi.org/10.4135/9781529770278.n41
Sanz-Angulo, P., Galindo-Melero, J., De-Diego-Poncela, S., & Martín, Ó. (2025). Promoting soft skills in higher engineering education: Assessment of the impact of a teaching methodology based on flipped learning, cooperative work and gamification. Education and Information Technologies, 1–44.
Saputra, D. B., Suherdi, D., & Rodliyah, R. S. (2020). Reflective Practice As Tools To Explore in-Service Teachers’ Beliefs and Classroom Practices: Indonesian Efl Teachers’ Voices. JOALL (Journal of Applied Linguistics & Literature), 5(2), 174–192. https://doi.org/10.33369/joall.v5i2.11260
Sevarakhon, A. (2024). THE IMPACTS OF COMMUNICATIVE COMPETENCE ON SECOND LANGUAGE ACQUISITION AND EMPLOYING CERTAIN METHODS TO IMPROVE SPEAKING SKILLS. University Research Base, 47–53.
Shi, M., Deng, L., Zhang, M., & Long, Y. (2025). How telepresence and perceived enjoyment mediate the relationship between interaction quality and continuance intention: Evidence from China Zisha-ware Digital Museum. PloS One, 20(1), e0317784.
Simbolon, T. N. (2025). Exploring Non-Digital Gamification in English Education: Insights from a Middle School Study. Journal of English Language and Education, 10(1), 443–455.
Sutthiroj, W., & Sukavatee, P. (2025). Enhancing English oral communication skills and motivation: the impact of AR hotel situated-learning board game in Thai EFL contexts. International Journal of Innovation and Learning, 37(3), 304–322.
Tadjibaeva, A. (2025). From Participation to Passion: Enhancing Motivation and Engagement in the Classroom.
Widyaningrum, L., Mujiyanto, Y., Yuliasri, I., & Astuti, P. (2022). In-service EFL teachers’ critical reflective practice: An appraisal analysis. International Conference on Science, Education and Technology, 349–354. https://proceeding.unnes.ac.id/index.php/iset
Xia, Y., Shin, S.-Y., & Kim, J.-C. (2024). Cross-cultural intelligent language learning system (CILS): Leveraging AI to facilitate language learning strategies in cross-cultural communication. Applied Sciences, 14(13), 5651.
Yeung, M. M.-Y., Chan, E. A., Wong, M. M.-Y., & Mok, A. L.-F. (2024). Teaching and learning strategies foster the development of autonomous learning and its interrelated factors in prelicensure nursing education: A scoping review. Teaching and Learning in Nursing, 19(2), e288–e297.
Yusoff, S. M., Marzaini, A. F. M., Zakaria, N., & Lijie, H. (2025). EXPLORING THE IMPLEMENTATION OF CLASSROOM-BASED ASSESSMENT IN MALAYSIAN SECONDARY SCHOOLS: ALIGNMENT WITH POLICY AND TEACHER PRACTICES. MOJEM: Malaysian Online Journal of Educational Management, 13(1), 81–101.
Hadi, H. P., Aziz Wahab, A., & Zainuddin. (2023). The Effectiveness of the Students’ Vocabulary Handbook of English Course at Zahanain Islamic Boarding School. ELS Journal on Interdisciplinary Studies in Humanities, 6(1), 133–137. https://doi.org/10.34050/elsjish.v6i1.26329
Aprilia, F. A., Ainol, A., & Kholili, A. (2023). The Effectiveness Of (Esa) Engage Study Activate Method On Student’s Speaking Ability At The Eight Grade Students Of Islamic Junior High School of Syech Abdul Qadir Al Jailani. Journal of English Language Teaching, 10(1), 162.
Kholili, M. I., Wisudaningsih, E. T., & Islam, R. (2024). ANALYZING THE ROLE PLAY TECHNIQUES IMPROVING STUDENTS SPEAKING COMPETENCE. Jurnal Review Pendidikan dan Pengajaran (JRPP), 7(2), 3748-3757.
Jalil, H., Islam, M. H., & Hamdany, B. (2024). Undergraduate Students’ Perception on Using Ome TV as a Tool in Improving English Speaking Skill. Journey: Journal of English Language and Pedagogy, 7(1), 86-94.
Harzanah, N. D., Islam, M. H., & Hamdany, B. (2024). Students’ Perception Toward English Meeting Club of Their Speaking Skill. Journey: Journal of English Language and Pedagogy, 7(1), 67-75.
Han, H., Islam, M. H., & Ferdiyanto, F. (2023). An Analysis of Student's Difficulties in English Speaking, a Descriptive Study. EDUTEC: Journal of Education And Technology, 6(4), 497-503.
Lutfah, N. W., & Arisanti, K. (2023). The Story Telling as a Solution of Student’s Difficulties in English Speaking at Islamic of Senior High School Sirojut Tholibin. Jurnal Kewarganegaraan, 7(1), 410-415.
Authors
Salviya, N., & Zainuddin, Z. (2025). IMPLEMENTING COMMUNICATIVE LEARNING STRATEGIES IN ENGLISH LANGUAGE TEACHING FOR SENIOR HIGH SCHOOL STUDENTS: A REFLECTIVE STUDY DURING TEACHING PRACTICE. Interling : International Journal of English Language Teaching, Literature and Linguistics, 3(1), 17–23. https://doi.org/10.55210/interling.v3i1.2089
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