DOI 10.5281/zenodo.6786793 1812 | V17.I06 COMMUNICATIVE COMPETENCE OF STUDENT’S CLASSROOM INTERACTIONS PERWI DARMAJANTI 1 , LIES AMIN LESTARI 2 and SLAMET SETIAWAN 3 1,2,3 Universitas Negeri Surabaya, Indonesia. Email: 1 perwidarmajanti@mhs.unesa.ac.id; 2 lieslestari@unesa.ac.id; 3 slametsetiawan@unesa.ac.id Abstract The objective of this research are to explore the learners’ use of communication strategies when they interact orally in English in classroom context; to find out learners’ intercultural communicative competence (ICC) in terms of English listening and reading skill and intercultural competence. This research methodise qualitative approach which describes the real performance of communication strategies use, background and reasons underlying the employment and the impact on learners’ motivation to speak and participate in speaking activities in the classroom. The number of participant in this research is 25 of 56 student’s population The respondents are randomly selected without considering the gender and proficiency at preliminary stage. The age ranged from 20 to 23 years old to represent adult learners of English. Based on the results of observation, it is found that there are 14 communication strategies of taxonomy used by respondents, two strategies are used by 10 respondents each, namely self-repetition and code switching strategies. Meanwhile, the most frequently used strategy is use of filler which is employed only by 8 respondents. Based on the results of data analysis, it is found that some communication strategies are employed more frequently than those of the other strategies which lay on the employment of “use of all purposes words” and “foreignzing” strategies that are found in the current study only. Furthermore, these researches find that “self-repetition” strategy is the most popular strategy to use. Keywords: Communication strategies, intercultural communicative competence, willingness to communicate. Introduction Speaking on a daily use is a tool to of communication to express our opinions, and to project an image of who we are. Speaking skills are now a major component in most international and local language examinations, as they are recognized as essential for international mobility, entrance to higher education, and employment (Fulcher, 2015; Isaacs, 2016). This is at least partially due to the rise of the communicative movement in language teaching and assessment. In today's globalized world, speaking skills are recognized as essential for international mobility, entrance to higher education, and employment (Fulcher, 2015; Isaacs, 2016; Fulcher, 2000). The growing challenges of society today encourage foreign language learning to respond better to a changing world. It is urgent to respond appropriately to the developing needs in the 21 st century, otherwise the education cannot fulfil students’ need in preparing them for effective functioning in the modern world. Erdogan (2019) emerged an idea to integrate the four skills of the 21 st century (communication, collaboration, creativity and critical thinking skills) into language skills in English as a Foreign Language (EFL) classes which then it deduced that foreign language learning should be focused on developing communication skills which was closely related to collaborative skills in which collaboration was a key factor to connect to today’s global society.