Teachers’ Beliefs and Practices: The Implementation of TBLT in Indonesian Higher Education

Annisa Permata Islami; Fatiha Senom

doi:10.35445/alishlah.v16i2.5227

Teachers’ Beliefs and Practices: The Implementation of TBLT in Indonesian Higher Education

Annisa Permata Islami, Fatiha Senom

Abstract

Task-Based Language Teaching (TBLT) has emerged as a trend in numerous countries. TBLT provides a contextualized and student-oriented approach in the EFL classroom that enables students to develop language skills that are relevant to a variety of real-life contexts. However, there is limited research on TBLT beliefs among teachers in Indonesian higher education. This study explored at two English language teacher beliefs concerning the implementation of TBLT in higher education in Indonesia, as well as the contextual factors that impact their beliefs. Qualitative research using a narrative inquiry approach was used to provide descriptive data about the teachers' experiences in task-based language teaching (TBLT). Data were collected through semi-structured online interviews and analyzed using thematic analysis. Based on the data analysis, it emerged that teachers' beliefs are instrumental as they influence their teaching approaches and practices related to TBLT. Teachers who believe in the effectiveness of TBLT tend to be more active in implementing it in their teaching. The results also showed a gap between teachers' beliefs and knowledge about TBLT. In addition, contextual factors such as curriculum, social relationships between teachers and students, and institutional support also influence the successful implementation of TBLT in EFL classrooms.

Keywords

Teachers’ beliefs; Task-Based Language Teaching; Higher Education; EFL teachers

Full Text:

PDF

References

Arifin, M. A. (2018). Designing a lesson plan for Indonesian adult students by using TBLT (Task based language teaching). ETERNAL (English, Teaching, Learning, and Research Journal), 4(1), 43-66.

Bao, R., & Du, X. (2015). Implementation of task-based language teaching in Chinese as a foreign language: Benefits and challenges. Language, Culture and Curriculum, 28(3), 291-310.

Borg, S. (2017). Teachers’ beliefs and classroom practices. In The Routledge handbook of language awareness (pp. 75-91). Routledge.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Chua, H. W., & Lin, C. Y. (2020). The Effect of Task-Based Language Teaching in Learning Motivation. International Journal on Social and Education Sciences, 2(1), 41-48.

Couper, G. (2017). Teacher cognition of pronunciation teaching: Teachers' concerns and issues. Tesol Quarterly, 51(4), 820-843.

Dewi, N. R., Hartoyo, I., & Saragih, A. T. (2021). Developing E-Learning of KKNI-Based Curriculum and Textbook Analysis Teaching Instruments in English Education Study Program, UNIMED. In 6th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2021, 902-906. Atlantis Press.

Duong, T. M., & Nguyen, H. T. T. (2021). Implementing Task-Based Language Teaching in Vietnamese Secondary Schools: What Hinders EFL Teachers?. TESL-EJ, 25(2), n2.

East, M. (2019). Sustaining innovation in school modern foreign language programmes: teachers’ reflections on task-based language teaching three years after initial teacher education. The Language Learning Journal, 47(1), 105-115.

East, M. (2020). Task-based language teaching as a tool for the revitalisation of te reo Māori: One beginning teacher’s perspective. The Language Learning Journal, 48(3), 272-284.

Hasnain, S., & Halder, S. (2023). Exploring the impediments for successful implementation of the task-based language teaching approach: a review of studies on teachers’ perceptions. The Language Learning Journal, 51(2), 208-222.

Hima, A. N., Saputro, T. H., & Farah, R. R. (2021). Benefits and challenges of doing task-based language teaching in Indonesia: Teachers’ perception. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya, 7(1), 131-142.

Huang, J., & Nisbet, D. (2020). Student Perceptions of Task-Based Language Teaching in Chinese High Schools. Asian Journal of English Language Teaching, 29.

Imants, J., & Van der Wal, M. M. (2020). A model of teacher agency in professional development and school reform. Journal of Curriculum Studies, 52(1), 1-14.

International Journal of Engineering Education, 2(1), 122-129.

Ji, Y., & Pham, T. (2020). Implementing task-based language teaching (TBLT) to teach grammar in English classes in China: using design-based research to explore challenges and strategies. Innovation in language learning and teaching, 14(2), 164-177.

Kafipour, R., Mahmoudi, E., & Khojasteh, L. (2018). The effect of task-based language teaching on analytic writing in EFL classrooms. Cogent Education, 5(1), 1496627.

Lam, H. T. L., Nguyen, S. V., & Nguyen, H. A. T. (2021). University Lecturers’ Task-Based Language Teaching Beliefs and Practices. Education Sciences, 11(11), 748.

Latif, A. (2017). Developing Curriculum of Bachelor in ELT Program Based on the Indonesian National Qualification Framework (KKNI). Premise: Journal of English Education and Applied Linguistics, 6(1), 85-101.

Liu, Y., & Ren, W. (2021). Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices. Language Teaching Research.

Liu, Y., Mishan, F., & Chambers, A. (2021). Investigating EFL teachers’ perceptions of task-based language teaching in higher education in China. The Language Learning Journal, 49(2), 131-146.

Long, M. (2015). Second language acquisition and task-based language teaching. Wiley- Blackwell.

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), 69-98.

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.

Maxwell, J. A. (2008). Designing a qualitative study (Vol. 2, pp. 214-253). The SAGE handbook of applied social research methods.

Mulyadi, D., Wijayatiningsih, T. D., Singh, C. K. S., & Prastikawati, E. F. (2021). Effects of Technology Enhanced Task-Based Language Teaching on Learners' Listening Comprehension and Speaking Performance. International Journal of Instruction, 14(3), 717-736.

Namaziandost, E., Hashemifardnia, A., & Shafiee, S. (2019). The impact of opinion-gap, reasoning-gap, and information-gap tasks on EFL learners’ speaking fluency. Cogent Social Sciences, 5(1), 1630150.

Nassaji, H. (2020). Good qualitative research. Language Teaching Research, 24(4), 427-431.

Peng, Y., & Pyper, J. S. (2019). Finding success with pedagogical innovation: A case from CSL teachers’experiences with TBLT. Language Teaching Research. https://doi.org/10.1177/ 1362168819862132.

Peng, Y., & Pyper, J. S. (2021). Finding success with pedagogical innovation: A case from CSL teachers’ experiences with TBLT. Language Teaching Research, 25(4), 633-655.

Prianty, T., Ngadiso, N., & Wijayanto, A. (2021). Indonesian EFL Teachers’ Perceptions of Task- Based Language Teaching Approach. Pedagogy: Journal of English Language Teaching, 9(1), 26-37.

Prianty, T., Ngadiso, N., & Wijayanto, A. (2021). Indonesian EFL teachers’ perceptions of task-based language teaching approach. Pedagogy: Journal of English Language Teaching, 9(1), 26-37.

Ramadhan, S., Sukma, E., & Indriyani, V. (2021). Design of task-based digital language teaching materials with environmental education contents for middle school students. Journal of Physics: Conference Series, 1811(1), 012060.

Robinson, S. (2012). Constructing teacher agency in response to the constraints of education policy: Adoption and adaptation. The Curriculum Journal, 23(2), 231–245. https://doi.org/10.1080/ 09585176.2012.678702

Rohmah, I. I. T. (2017). Philosophical foundation in English education curriculum renewal based on indonesian qualification framework (KKNI). Jurnal Pendidikan Edutama, 4(2), 41-50.

Samsudin, S., & Sukarismanti, S. (2021). Development of Assignment-Based Teaching Materials And Local Wisdom For English Learning of Iisbud Sarea Students During the Pandemic. Edukatif: Jurnal Ilmu Pendidikan, 3(6), 3786-3793.

Sang, H. T., & Van Loi, N. (2023). Task-Based Language Teaching In Vietnam: Research Trends, Findings, And Implications. European Journal of English Language Teaching, 8(2).

Saragih, W., Saragih, N. A., Siregar, R. A., & Natalia, C. H. (2022). Investigating EFL Teachers' Perception on Task-based Language Teaching for Speaking Skills. Teaching English Language, 16(1), 203-234.

Setiawan, B. (2020). The anxiety of educational reform and innovation: Bridging of top-down and bottom-up strategies within practice educational reform of curriculum in Indonesia. Studies in Philosophy of Science and Education, 1(2), 87-96.

Shaheen, S. (2019). Theoretical perspectives and current challenges of OBE framework. International Journal of Engineering Education, 1(2), 122-129.

Sholeh, M. B. (2020). Implementation of task-based learning in teaching English in Indonesia: Benefits and problems. Language Circle: Journal of Language and Literature, 15(1), 1-9.

Sholeh, M. B., Salija, K., & Sahril, . (2021). Indonesian Efl Learners’ Attitude And Perception On Taks-Based Language Teaching. Lublin Studies in Modern Languages and Literature, 45(3), 109-127.

Solikhah, I. (2022). Revisiting the EFL curriculum in the outcome-based education framework and freedom to learn program. Journal of Social Studies Education Research, 13(2), 243-264.

Sonday, A., Ramugondo, E., & Kathard, H. (2020). Case study and narrative inquiry as merged methodologies: A critical narrative perspective. International Journal of Qualitative Methods, 19, 1609406920937880.

Storch, N., & Sato, M. (2020). Comparing the same task in ESL vs. EFL learning contexts: An activity theory perspective. International Journal of Applied Linguistics, 30(1), 50-69.

Tavakoli, H., Lotfi, A. R., & Biria, R. (2019). Effects of CALL-mediated TBLT on motivation for L2 reading. Cogent Education, 6(1), 1580916.

Van den Branden, K. (2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164-181.

White, C. J. (2018). Language teacher agency. In S. Mercer, & A. Kostoulas (Eds.), Language teacher psychology (pp. 196–210). Multilingual Matters.

Widodo, H. P. (2015). Designing and implementing task-based vocational English materials: Text, language, task, and context in Indonesia. Contemporary task-based language teaching in Asia, 291.

Xu, J., & Fan, Y. (2022). Finding success with the implementation of task-based language teaching: The role of teacher agency. Language, Culture and Curriculum, 35(1), 18-35.

Xue, S. (2022). A conceptual model for integrating affordances of mobile technologies into task- based language teaching. Interactive Learning Environments, 30(6), 1131-1144.

DOI: https://doi.org/10.35445/alishlah.v16i2.5227