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 perceived benefits and challenges about TBLT were investigated through focus-group-discussion (FGD) and individual interviews. The data were analyzed qualitatively and resulted in findings that fell into two categories, namely benefits and challenges. The benefits were this method (1) was considered to be the ‘right’ approach, (2) actively engaged the learners in their learning, (3) was relevant to the current curriculum, (4) increased the learners’ motivation and (5) provided “scaffolding” method for leaners’ use of the language and accomplish the tasks. Meanwhile, its challenges were (1) its time-consuming preparation, (2) complicated and confusing features of a task, (3) complicated implementation of the scaffolding process, (4) doubts or questions about “get-it-right-at-the-end approach” and (5) irrelevance of this method to the exam preparation.
The Relevance of Turn-Taking to EFL Teaching and Learning: An Awarness Raising and Practice Model
For many reasons, the use of scoring rubrics has acquired more attention. However, the number of studies investigating the perception and the writing performance as well as the relationship between those two variables in the use of rubric is limited. Therefore, by involving 27 students in Writing-class of an English Language Education Department at a particular university in Indonesia, the present study aimed to explore the students' perceptions through surveys and their writing performance in the three different situations in which they had no scoring rubric, generate their own scoring rubric and had teachermade scoring rubric prior to the writing tasks. Also, the study was intended to explore how the students perceived the three situations related to their writing performance. After analyzing the data, it was found that the most helpful situation for the students was the second situation. It also helped the students to achieve the higher score compared to the other two situations. However, there was a contradictory finding in which the students' perception and their performance were negatively correlated.
At English Department (ED) UMM, students learn communication for General Purposes (GE) and the generality of the communication materials very much depend on the teachers’ decisions. In other words, teachers can decide any topics and materials depending on the communication books they possessed and read. Even so, many of them by the end of their study period are still not able to speak English fluently. This research is to provide information needed for the curriculum development and classroom instruction through Needs Analysis (NA). The research questions for this study cover (1) what communication skills and competence are expected by ED UMM students? To answer the following questions, an interpretive research paradigm will be employed in the proposed research. In an interpretive research paradigm, theories are constructed from the data rather than theories preceding the data. The data in this research is the participants’ goals, reasons, motives, feelings, perspectives, and assumptions and these participant perspectives will be viewed through the lens of their cultural contexts. This approach uses three-stage data collection and analysis, namely: FGD (focus-group interview) with ED students. The findings showed:
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