Indonesian Efl Learners’ Attitude And Perception On Taks-Based Language Teaching

Abstract

Task-based Language Teaching in Asia, especially Indonesia, was more popular in foreign language English teaching. The approach that focuses on the student is regarded to be more efficient than the traditional one. This study was undertaken so as to find out the attitude and perspective of learners regarding implementing language teaching based on tasks (TBLT). 96 learners of the Islamic Junior high school in Indonesia were randomly selected. In order to investigate participants' attitudes and perceptions a task based questionnaire has been designed. By employing the Likert Scale, data were evaluated quantitatively. The results of the study demonstrate that most EFL Indonesian learners have generally good attitudes and views concerning TBLT and so most of them like to join in TBLT English class. In other words, EFL learners are ready to adapt to a new methods of language learning because they are willing to apply TBLT successfully. In this study, some major issues highlighted by the results will be examined and some significant suggestions made by the results are discussed.

Sustaining TBLT during Online Learning: The Role of EFL Teacher Agency

“…According to Nurhayati (2019), EFL instructors in a university adopted the task cycle to help pupils learn basic English grammar. There was also evidence of instructors successfully using new techniques such as CLT and TBLT in response to a shortage of resources, big classes, and low teacher expertise (Sholeh, Salija, and Sahril, 2021;Adiantika and Purnomo, 2018). The examined studies suggest that, despite the numerous hurdles, there is some promising evidence that instructors are nevertheless motivated to implement task-based learning in their classes.…”

“…In line with globalization trends, language teaching and learning emphasize the significance of improving language learners' multi-cultural understanding and preparing them for successful, interactive communication. Several research studies have been carried out within the framework to evaluate the use of TBLT in developing students' communication ability (Maulana, 2021;Sholeh, Salija, and Sahril, 2021). According to Maulana (2021), the findings show that the task-based approach is successful and motivating in increasing students' communicative ability while not impeding form-focused EFL acquisition.…”

“…According to Maulana (2021), the findings show that the task-based approach is successful and motivating in increasing students' communicative ability while not impeding form-focused EFL acquisition. According to Sholeh, Salija, and Sahril (2021), a taskbased method promotes learners to experiment with new language structures and forms when learning EFL.…”

“…Numerous studies have sought to determine the best way to modify TBLT while addressing the limitations associated with its implementation, with varying degrees of success in various contexts (e.g. Prianty, Ngadiso, and Wijayanto, 2021;Sholeh, Salija, and Sahril, 2021;Nurhayati, 2019;Adiantika and Purnomo, 2018). Although these studies do not specifically address the role that teacher agency plays in enabling successful TBLT implementation, they do provide a glimpse of how crucial teachers' involvement is in circumventing restrictions.…”

“…This might be related to variances in learning processes across individuals. Regardless, assignment completion yields favorable outcomes that exceed students' expectations, and these outcomes may serve as a motivator for students to continue participating in the learning process (Sholeh, Salija, and Sahril, 2021), notably during online learning.…”