Exploring Teachers and Students’ Perceptions of Task-Based Instruction in Teaching English Speaking
DOI:
https://doi.org/10.30812/humanitatis.v12i1.5586Keywords:
Task-Based Instruction (TBI), Teachers and Students’ Perceptions, Teaching SpeakingAbstract
Task-Based Instruction (TBI) emphasizes meaningful tasks to promote students’ language use, especially in speaking. This research aims at exploring the implementation of Task-Based Instruction in teaching speaking at Madrasah Aliyah (MA) Darunnashihin Nahdlatul Wathan (NW) Ranggagata. The research used a qualitative descriptive method, with interviews as the primary data collection instrument. The participants in this study are an English teacher and several tenth-grade students. The data are analyzed descriptively based on the responses from the interview. The findings showed that Task-Based Instruction helped students become more engaged and confident in speaking English. The teacher also stated that TBI encouraged more student-centered learning and meaningful communication in the classroom. However, some challenges, such as time management and students’ varying speaking proficiency, were also identified. In conclusion, Task-Based Instruction is considered effective and beneficial in supporting students’ speaking development.
References
Anshary, D., Mulyadi, Y., & Mutiarsih, Y. (2019). Penerapan strategi pembelajaran task based language learning dalam meningkatkan keterampilan menulis teks deskriptif bahasa Perancis. Jurnal Pendidikan Bahasa dan Sastra, 19(2), 245–254. https://doi.org/10.17509/bs_jpbsp.v19i2.24790
Aorny, K. A., Haque, M. N., & Hossain, M. M. (2022). Technology-mediated task-based language teaching at private universities in Bangladesh: Students’ and teachers’ perceptions. ELT Worldwide: Journal of English Language Teaching, 9(2), 412–438.
Arifin, S., Ilyas, H. P., Kosasih, A., & Saswati, R. (2023). Implementasi task based language teaching dalam pelatihan berbicara dalam bahasa Inggris siswa kelas X. Communnity Development Journal, 4(4), 8064–8069.
Azmy, K., & Nanda, D. W. (2024). Implementing task-based language teaching (TBLT) to enhance students’ speaking, writing, and reading skills: Is it possible? Jurnal Ilmiah Didaktika: Media Ilmiah Pendidikan dan Pengajaran, 24(2), 176–189. https://doi.org/10.22373/jid.v24i2.22730
Brown, H. D. (2007). Principles of language learning and teaching. Pearson Longman.
Chairena, M. S. (2016). The implementation of task-based learning in teaching recount text writing for junior high school students. Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya, 6(2), 142–163. https://jurnal.unimus.ac.id/index.php/lensa/article/view/2147
Ellis, R. (2012, March 2). Language teaching research and language pedagogy (1st ed.). Wiley. https://doi.org/10.1002/9781118271643
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge University Press.
Hafiz, H. S. (2023). The effectiveness of situational language teaching (SLT) approach in teaching speaking for Islamic junior high school. Enrichment: Journal of Multidisciplinary Research and Development, 1(4), 199–209. https://doi.org/10.55324/enrichment.v1i4.48
Hafiz, H. S., Wilian, S., & Jazadi, I. (2016). Investigating teachers’ use of media and strategies in teaching English at junior high schools in Selong Subdistrict East Lombok. International Conference on Elementary and Teacher Education (ICETE) 2016, 14–23.
Haryoko, S., Bahartiar, B., & Awandi, F. (2020). Analisis data penelitian kualitatif (konsep, teknik, & prosedur analisis) (1st ed.). Universitas Negeri Makassar.
Hutabarat, A., & Simanjuntak, D. C. (2019). A phenomenological study: Speaking anxiety overwhelms English learners. Acuity: Journal of English Language Pedagogy, Literature and Culture, 4(1), 44–59. https://eric.ed.gov/?id=EJ1305502
Maulana, M. I. (2021). Task-based language teaching: Potential benefits and possible criticisms in Indonesian contexts. Journal of English Teaching and Learning Issues, 4(2), 69. https://doi.org/10.21043/jetli.v4i2.12183
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE.
Mulyadi, D., Singh, C. K. S., Setiawan, A., & Prasetyanti, D. C. (2023). Technology-enhanced task-based language teaching toward self-directed language learning: ESP learners’ views. Studies in English Language and Education, 10(3), 1326–1341. https://doi.org/10.24815/siele.v10i3.27910
Nugrahaeni, S. M. (2022). Task-based language teaching for enhancing students’ speaking ability in junior high school. Globish: An English-Indonesian Journal for English, Education, and Culture, 11(2), 83. https://doi.org/10.31000/globish.v11i2.6250
Nunan, D., & Richards, J. C. (2015). Language learning beyond the classroom. Routledge, Taylor & Francis Group. https://doi.org/10.4324/9781315883472
Parcon, R. E. (2022). Task-based instruction in teaching 21st century literature from the Philippines and the world: Learners’ views and reflections. ELT Forum: Journal of English Language Teaching, 11(1), 41–51. https://doi.org/10.15294/elt.v11i1.52493
Putra, J. E., Sobandi, A., & Aisah, A. (2024). The urgency of digital technology in education: A systematic literature review. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 10(1), 224. https://doi.org/10.29210/1202423960
Siregar, R. Y., Talib, A., & Muhayyang, M. (2023). The use of Zoom meeting in learning English speaking. Performance: Journal of English Education and Literature, 2(1), 19–26. https://doi.org/10.26858/performance.v2i1.43951
Tremblay, M. S., LeBlanc, A. G., Kho, M. E., Saunders, T. J., Larouche, R., Colley, R. C., Goldfield, G., & Connor Gorber, S. (2011). Systematic review of sedentary behaviour and health indicators in school-aged children and youth. The International Journal of Behavioral Nutrition and Physical Activity, 8, 98. https://doi.org/10.1186/1479-5868-8-98
Ultavia, A., Jannati, P., Malahati, F., Qathrunnada, Q., & Shaleh, S. (2023). Kualitatif: Memahami karakteristik penelitian sebagai metodologi. Jurnal Pendidikan Dasar, 11(2), 341–348. https://doi.org/10.46368/jpd.v11i2.902
Yulia, Y. (2013). Teaching challenges in Indonesia: Motivating students and teachers’ classroom language. Indonesian Journal of Applied Linguistics, 3(1), 1. https://doi.org/10.17509/ijal.v3i1.186
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Mukammal, Hairori Sahrul Hafiz, Terasne
This work is licensed under a Creative Commons Attribution 4.0 International License.
