The descriptive study focused on investigating CLT strategies employed by the English teacher in hospitality classrooms to improve the hospitality students' speaking abilities. This research conducted a mixed method design with the quantitative analysis applied in small proportion only to measure the mean score of pre-test and post-test students speaking improvements. The participants in this study involved one teacher and one class from twelfth-grade (XII) students of hospitality at SMK N 5 Barru that consisted of 20 students. Observation with field notes and interviews were used as instruments for data collection. This research utilized Richards's (2006) three practices of mechanical practice, meaningful practice, and communicative practice as the basis in investigating the CLT strategies used by the teacher. The data were analyzed in three major steps such as data reduction, data display, and conclusion drawing proposed by Miles & Huberman (1994). The findings indicated that the English teacher mostly used meaningful and communicative practices rather than mechanical practices. In applying CLT strategies to improve the hospitality students speaking abilities, the teacher mostly provided active discussion activities and worked in pairs or groups with the encouragement of integrating some additional tools such as the online platforms and applications. Moreover, cumulative score analysis from pre-test and post-test verified that the level of speaking proficiency in hospitality students demonstrated a 57.5% improvement, leading to the enhancement in their speaking score, which was classified as moderate categorization. The findings of this study concluded that CLT strategies that applied by the teacher helped improve the students speaking abilities gradually, as these applications also serve the purpose of engaging and captivating students in language learning by encouraging them with opportunities to utilize technological advancements in developing their language skills.

Freedom of religion, as the main part of human rights, has been one of the main discourses in traditional and modern Indonesia. However, its current development reveals that such a freedom is still far from its final agreement, especially in guaranteeing the religious right of minority. By using the approach of Critical Discourse Analysis (henceforth CDA), this article investigates the religious freedom discourse as defended and disseminated by one of the NGOs in Indonesia, namely the Setara Institute, to identify how the Indonesia Ahmadiyya sect is discursively discriminated against. The study is carried out by analysing multiple texts in various genres produced and disseminated by this NGO when defending the Ahmadiyya minority sect. The sect has been the target of religious discrimination and violent attacks perpetrated by Islamic majority groups in the country. The data used in this study are annual reports, books, interviews, and public debates. The analysis reveals that freedom of religion is still not properly established and Ahhamdiyya followers are not treated equally both in religious or political matters. This can be seen in four discourse constructions, namely discourses of democracy, unrestricted freedom of religion, impartiality and the weakness of leadership.

This study explores the interplay of adult EFL learners’ reading ability and the universality of schema theory. The conceptual relationship between the two aspects are discussed in an attempt to provide better understanding of why this study is essential for Second Language Acquisition (SLA) audience, both the practitioners and the researchers. Content-based Instruction (CBI) and Traditional Instruction (TI) materials are applied to six groups of ESP (English for Specific Purposes) adult learners comprising Agriculture, Engineering and Economic classes which accommodate 25-27 students each. Utilizing classroom observation, the study reveals detail interactions which occur during the teaching and learning processes. The activation of schemata or background knowledge during the process of learning, specifically, reading skills is clearly shown in the CBI classes while such cognitive process does not seem to occur in the implementation of Traditional Instruction (TI) material. This leaves a substantial recommendation for future researchers and practitioners of SLA to incorporate schema theory in whatever design they are pursuing in relation to developing teaching instructions for Reading skills.