Examining Task-Supported Language Teaching on Student Empowerment: A Case from Indonesian Context

Abstract

This research was an attempt to reveal the impacts of TSLT implementation on the student empowerment. Through a descriptive study, questionnaires and interview were used to collect the data involving 289 students. Frymier, Shulman, & Houser's (1996) psychological empowerment measurement scale was utilized as the instrument of the questionnaire containing three psychological dimensions: impact, meaningfulness, and competence. The results of the questionnaires show that impact had 51.92 % positively response; meaningfulness received 86.17 % responses; and competence perceived 77.55 % responses. The perceived score of the impact indicates students felt less degree to make difference in the classroom. The score of the meaningfulness means that students perceived their English learning is interesting and valuable. The score of the competence means students felt qualified and capable in performing their tasks. The findings of the interview suggest that students-teacher classroom interaction and small group tasks become interesting issues for promoting student empowerment. At the end of the part of the paper, instructional implications are also discussed.

Speaking fluency and EFL learners’ reluctance to speak english among primary school students: factors and evidence

“…Consequently, they will not be able to speak fluently and also have hesitation or repeating when they speak. Other studies also confirm psychological issues are also raising problems during task performances (Misdi, Mahaputri, and Rozak, 2019). Misdi, et al (2019) reported how speaking tasks in a madrasah (senior high school) enable to empower students to speak.…”