Task-based language teaching is an approach applying tasks as a key point of pedagogical instruments. This study explores teachers’ perceptions of task-based language teaching in the secondary school context in Indonesia. Descriptive qualitative research design is used with data collected by using questionnaires. This study used purposive sampling to choose the sample. The findings showed that most of the junior and senior high school EFL teachers appeared to embrace positive attitudes towards practicing task-based language teaching, even though their knowledge of task-based language teaching is still low. All teachers in the study said they have implemented task-based language teaching in the classroom. All of them will continue to use TBLT. The implication of the study is to inspire other researchers to investigate task-based language teaching with greater confidence. The researcher hopes that this research will motivate curriculum designers and other researchers to explore more fully the views of those who are key to successful classroom implementation.
Learners of higher education are encouraged to write a scholarly publication in that it helps corroborate them as professionals in their fields of study. Practices in academic writing are thus indispensable to do to achieve a higher level of competency. This study explores learners’ reactions towards focused metalinguistic written feedbacks provided by a lecturer. The lecturer used electronic mail to provide constructive feedback to her students. This mixed-method study involved 22 post-graduate students from an Indonesian university. In analyzing the qualitative data, the researchers employed Miles and Huberman’s qualitative data analysis approach. Meanwhile, the quantitative data, namely the basic analysis of focused metalinguistic written feedbacks were analyzed by employing Cumming’s writing approach. The findings reveal that: (1) learners revised and expanded their draft after getting back their paper; (2) lecturer’s feedbacks through email have reportedly motivated learners because such the feedbacks did not lead learners perplexity compared to the handwritten feedbacks; (3) the majority of participants used revising and responding, consulting a dictionary/grammar book, and referring to the previous composition as the ways to handle lecturer’s input.
This study explores teachers' and students’ perceptions of task-based language teaching in teaching speaking and the teacher's techniques in implementing task-based language teaching in teaching speaking. This study employs an explanatory case study design with an English teacher and 35 students of vocational schools in Indonesia involved in this study. Semi-structured interviews and classroom observations were used to collect the data. The data were analyzed qualitatively using interactive models of Miles, Huberman, and Saldana (2014). The finding indicates that both teacher and students had a positive perception toward task-based language teaching, especially its implementation in speaking class. Implementing task-based language teaching in speaking classes makes the classroom environment more effective. The implication indicates that how the teacher sets the knowledge into classroom implementation is related to what the teacher has understood about task-based language teaching.
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