Task-Based Language Teaching; Potential Benefits and Possible Criticisms in Indonesian Contexts (original) (raw)
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PEOPLE: International Journal of Social Sciences, 2017
Task-Based Language Teaching (TBLT) has been widely administered in Asian countries including Indonesia. This paper aims to investigate its implementation in Indonesian secondary school context using the previous research to present comparison. As identified, either target language issue and national examination as it is applied in the curriculum remain in the same situation. Another finding has indicated that the notion of TBLT contradicts to the cultural value of Indonesian students. Having reviewed the relevant studies, this article suggests some potential alternatives in order to move forward: 1) utilizing the teaching procedure called 'Engage, Study, Activate' (ESA), 2) employing 'mediated learning' and 3) embedding local culture in the teaching materials. Finally, this study addresses the possibility of TBLT in the future particularly in Indonesian context.
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...
2016
The aim of the study is to shed light on the importance of teaching pragmatic competence by means of TaskBased Language Teaching (TBLT) to foreign Language (FL) learners and teacher candidates. After the emergence of Communicative Language Teaching (CLT) in 1980s, today, at least in the last three decades, people in the field are in search of improving the shortcomings of CLT. Though a number of methods have been introduced on overcoming the limitations of CLT; such as Desuggestopedia, Total Physical Response, Silent Way and many others, they all serve to complement a very small area of the gap attributed to CLT. On the other hand, TBLT, introduced to language teaching market by Prabhu, embraces quite a large area that CLT has left behind. From this point of view, this study also focuses on the ways through which TBLT overcomes the shortcomings of (CLT). People in the field propose how TBLT scaffolds language learning through real life tasks and establishes form and function relatio...
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.
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?
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...
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...
Can the Task-Based Learning Improve Students ’ Communicative Competence ?
2018
There have been two contradictive conclusions whether (or not) task-based language teaching (TBLT) effective to improve students’ communicative competence, i.e. effective and not effective. The dichotomy was promoted by a number of differences in aspects of research undertaken, such as location, subject, and object of the research. This empirical study was aimed at investigating effectiveness of TBLT for vocational college students. Two groups of research participant (experimental and control groups, each of which consists of 26 female people) were involved in the research. Both groups were given pre-test or T1which is the same as T2 prior to treatment to see each group basic competence. The treatment which used TBLT model and approach was undertaken for experiment class for two sessions, while control class was taught with conventional model. T1 and T2 were designed in form of an Indonesian-English translation test which focused on simple past tense sentences with verb. Test result...
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...
International Journal of Multidisciplinary, 2022
This study employed communicative language education to assist a subset of a public school in Tondo, Manila, Philippines, especially the Junior High School Grade 7 students, in improving their Englishspeaking abilities. The researchers used the Direct Teaching Method to conduct a teaching and learning process (Pre-test). The students were then given a speaking test. Following the pre-test, the researchers started the teaching-learning process by teaching Communicative Language. After two months of using the communicative language education strategy, the researcher repeated the speaking test (posttest). Compiling the data and calculating the speaking test scores. The following statistical instruments were applied to the data collected for analysis and interpretation: t-Test: Two-Sample Assuming Equal Variances, Weighted Mean, Frequency and Percent Distribution, Standard Deviation, One-Way ANOVA [Single Factor], and the findings of the pre-test and post-test show a considerable improvement in the selected students' speaking ability. Task-based learning is excellent for cultivating language ability because it allows students to participate in natural conversation. The task-based approach gives learners a natural setting in which to utilize language. There are several opportunities for interaction while students try to finish an assignment. Such engagement is said to help with language development since it forces students to converse with one another and articulate their meaning.