Revisiting the Implementation of Task-Based Language Teaching (TBLT) in Indonesian Secondary School: Current Issues and Possibilities (original) (raw)
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Task-Based Language Teaching; Potential Benefits and Possible Criticisms in Indonesian Contexts
Journal of English Teaching and Learning Issues, 2021
The primary aim of English language teaching in Indonesia is to equip Indonesian students with communicative competence in English. However, due to the prevalent utilisation of traditional student-centered approaches that accentuates linguistic structural properties as well as the lack of exposure to and usage of the target language in the classroom, research has found that Indonesian school graduates’ English communicative skills are still low. Very few students can deliver ideas, thoughts, and feelings through English as a medium of communication. This conceptual review article aims to promote the viabilities of task-based language teaching (TBLT) method to accelerate students’ communicative skills in Indonesia. Drawing on a wide range of theories and research findings, it critically explores some potential benefits as well as addresses some possible criticisms of employing TBLT in Indonesia. It argues that TBLT promotes natural learning, generates students’ intrinsic motivation, ...
Benefits and challenges of doing task-based language teaching in Indonesia: Teachers’ perception
KEMBARA Journal of Scientific Language Literature and Teaching
Task-based language teaching (TBLT) has received significant attention from both researchers and practitioners of second language learning. This approach has been reported to be effective in various contexts. Studies on the teachers’ perception on TBLT have also been conducted. The results inform the perceived benefits and challenges of using TBLT in teaching context. However, very few studies have investigated the teachers’ perception in Indonesian context. To investigate the perception, a qualitative research design was employed. Three female English teachers of a vocational school in Malang, East Java, Indonesia were the participants of the study. Before the study was conducted, these three participants were asked to attend a training or coaching on TBLT. At the end of the training or coaching, they had to design a TBLT lesson plan which later were used in their real teaching to their students. After the whole training or coaching was finished, their perceptions about the perceiv...
2015
This resarch is aimed to: (1) identify how teachers developed their knowledge of TBLT; (2) identify the teachers’ knowledge of TBLT in the English teaching and learning process; (3) describe and identify the implementation of TBLT in the English teaching and learning process in SMAN 1 Pecangaan Jepara; (4) identify the difficulties faced by teachers in implementing TBLT in the English teaching and learning process; (5) describe the teachers’ solution dealing with the difficulties in implementing TBLT in the English teaching and learning process; and (6) identify the effects of implementation of TBLT on the effectiveness of English teaching and learning.This research is a Naturalistic Study. It was conducted at tenth grade students of SMA Negeri 1 Pecangaan in the academic year of 2013/2014 from August 2013 to February 2014. It has ten classrooms. The researcher took three classes: X5, X6, and X7 which are taught with TBLT.The research findings are: (1) Teachers developed their knowl...
Designing a Lesson Plan for Indonesian Adult Students by Using TBLT (Task Based Language Teaching)
ETERNAL (English, Teaching, Learning and Research Journal)
This paper starts with the introduction concerning the development of the pedagogical implementation of second language acquisition (SLA) from communicative language teaching (CLT) to task based language teaching (TBLT). Within the same section, the definition of a task is also provided. It then continues to the design of the lesson plan by implementing the six-step model for TBLT as suggested by Nunan (24); the rationale for each of the step is presented. Lastly, it culminates with the evaluation over the principles applied in the design of the lesson plan.
AKSARA: Jurnal Bahasa dan Sastra, 2017
Tujuan penelitian ini adalah untuk mengetahui apakah ada efek dari Taskbased language teaching (TBLT) terhadap pencapaian berbicara siswa pada siswa tingkat pertama di SMAN 1 Bandar Lampung. Penelitian ini adalah penelitian kuantitatif dan kualitatif. Sasaran penelitian ini adalah 29 siswa tingkat pertama SMAN 1 Bandar Lampung. Tes berbicara digunakan untuk mengumpulkan data dari performa siswa. Hasil penelitian menunjukkan bahwa ada efek secara statistik dari penerapan TBLT terhadap pencapaian berbica siswa. Dapat disarankan bahwa pengajaran berbicara menggunakan TBLT dapat membantu siswa untuk mengungkapkan gagasan-gagasan dan membuat siswa lebih aktif di dalam kelas.
Teachers' Perceptions of Task-Based Language Teaching in English Classroom
It is true that task-based language teaching (TBLT) is one of an effective language teaching approach to improve teachers and learners' communication competence. This is in line with the educational policy of Indonesia involved in the " Kurikulum 2013 " , that is, enhancing teachers' communication competence. But, the studies of TBLT in Indonesian context are very limited. The purpose of the study is to find out how the state junior, senior, and vocational high schools teachers in Tanjungpinang, Riau Archipelago Province know well about the TBLT in English classroom practice. In this case, the focuses are on their perceptions of (1) understandings of TBLT, (2) views of implementation TBLT, and (3) reasons to use or avoid implementing TBLT in their English classroom. This is conducted in descriptive qualitative approach. All the EFL teachers of those schools are at the research subjects (55 teachers of 23 schools). Survey method, four sections questionnaire – research instrument (adapted from Jeon and Hahn, 2006) is used to collect data such as general and demographic information, teachers' understandings of TBLT, teachers' views on implementing TBLT, and reasons of using or not using TBLT. All the teachers are asked to fill in the questionnaire. Data analysis conducted through interpretation of each items to see the quality of their perceptions and Likert-scale to see their perceptions' quantity. The results showed that most of the teachers had good understandings and positive attitudes/views of TBLT. Classroom observation and deepen interview of these are suggested for future research.
2019
In recent decades, the issues on Task-Based Language Teaching (TBLT) have been widely investigated across the globe (e.g., Japan, Greece, and Indonesia). TBLT facilitates learners to improve their communicative competence in a natural setting. Although TBLT is not a new issue in ELT, there remains empirical evidence how it is represented in an ELT textbook in Indonesia, in particular. To fill this gap, informed by TBLT framework (Nunan, 2004), the present study address es to examine how speaking tasks are prescribed in an Indonesian Senior High School ELT textbook. The result of this study shows that although the textbook portrayed a TBLT, there should be a revisit in the tasks , because it is important to make the designed task connected to the real world . Therefore , this study implies for English teachers as curriculum remakers in relation to design and re-appropriate English materials from an ELT textbook by considering the proper task to implement in their English classrooms.
PREMISE JOURNAL:ISSN online: 2442-482x, ISSN printed: 2089-3345, 2016
This study is intended to find out that the task based language teaching method is effective in improving the students’ speaking ability at the eleventh grade students of SMK Penerbangan AAG Adisutjipto Yogyakarta in the academic year 2012/ 2013. The population of this research is the eleventh grade students of SMK Penerbangan AAG Adisutjipto Yogyakarta in the academic year 2012/ 2013. The researcher in this case takes two intact classes with a total number of 63 students selected as the samples of the study. To collect the data, the researcher utilizes a test and questionnaire. The test is employed to reveal the students’ speaking ability while the questionnaire is used to collect the data of the students’ learning activities during the teaching and learning process. The data are analyzed utilizing descriptive and inferential statistics. The task based language teaching (TBLT) method is effective on the students’ speaking ability at the eleventh grade students of SMK Penerbangan AA...
The Journal of Asia TEFL, 2022
Language pedagogy should help students communicate effectively in the target language. Schools have applied the communicative agenda in different ways. One such realization is task-based language instruction (hereinafter TBLT). TBLT is a “learner-centered approach to language education (e.g., Van den Branden et al., 2009, p. 3). Given the many definitions of tasks and the distinctiveness of task performance in technology-enhanced environments, it is critical to operationalize what we mean by tasks in this review. Samuda and Bygate (2008) define a task as “a holistic activity that integrates language use to attain a non-linguistic objective while facing a linguistic challenge, with the overarching aim of increasing language learning, through process or product or both” (p. 69). In addition, Ellis and Shintani (2014, p. 135) define TBLT as an approach that “aims to develop learners’ communicative competence by engaging them in meaning-focused communication through the performance of tasks.” On the same page, they add that “a key principle of TBLT is that even though learners are primarily concerned with constructing and comprehending messages, they also need to attend to form for learning to take place.” The present study identifies in-service English teachers’ understanding and performance of Technology-Mediated Task-Based Language Teaching (hereafter TMTBLT) in their classrooms. Moreover, the study aims to assist in-service English teachers in designing and implementing Technology-Mediated Task-Based Language Teaching (TMTBLT) in their classrooms. Finally, the study investigates the in-service English teachers’ reflections on the change in their practice in implementing TMTBLT in their classroom. Therefore, the current research endeavours to address the following research questions: 1. Are Indonesian in-service English teachers familiar with TMTBLT Instruction? 2. What are in-service teachers’ responses after participating in three workshops in TMTBLT?
It is true that task-based language teaching (TBLT) is one of an effective language teaching approach to improve teachers and learners' communication competence. This is in line with the educational policy of Indonesia inolved in the "Kurikulum 2013", that is, enhencing teachers' communication competence. But, the studies of TBLT in Indonesian context are very limited. The purpose of the study is to find out how the state junior, senior, and vocational high schools teachers in Tanjungpinang, Riau Archipelago Province know well about the TBLT in English classroom practice. In this case, the focuses are on their perceptions of (1) understandings of TBLT, (2) views of implementation TBLT, and (3) reasons to use or avoid implementing TBLT in their English classroom. This is conducted in descriptive qualitative approach. All the EFL teachers of those schools are as the research subjects (55 teachers of 23 schools). Survey method, four sections questionnaire-research ins...