THE IMPACT OF TASK-BASED LANGUAGE TEACHING (TBLT) IMPLEMENTATION ON STUDENTS’ ENGLISH LEARNING MOTIVATION: INDONESIAN SENIOR HIGH SCHOOL VIEWS
DOI:
https://doi.org/10.31851/h4q76v64Abstract
This research investigates the implementation of Task-Based Language Teaching (TBLT) in an English classroom at an Indonesian senior high school, with a specific focus on students’ perceptions of its influence on their motivation to learn English. Adopting a qualitative case study approach, the study gathered data through classroom observations, semi-structured interviews, and document analysis. Thematic analysis, guided by Braun and Clarke’s six-phase framework, was used to identify key themes across diverse data sources. The results revealed that TBLT was enacted through clearly delineated stages pre-task, task, and post-task and was characterized by structured planning and dynamic classroom engagement. Students expressed enhanced motivation, confidence, and involvement, particularly when the tasks reflected their personal experiences and were reinforced through constructive teacher feedback and peer collaboration. These findings offer valuable implications for EFL educators, curriculum planners, and researchers interested in learner-centered pedagogy and motivational practices in secondary education. Departing from the predominant focus on linguistic proficiency, this study emphasizes the affective dimensions of TBLT, shedding light on how carefully designed, contextually relevant, and interaction-rich tasks can nurture student motivation by promoting autonomy, personal relevance, and cooperative learning.
References
Aisyah, R. N., Sari, M. A., & Widodo, H. P. (2025). Enhancing young learners’ writing engagement through task-based instruction. TEFL Journal of Language Pedagogy, 13(1), 45–57.
Anderson, L. M., & Willis, J. (2019). The role of local history in the social studies curriculum. Routledge.
Aurelya, N. V., Pratama, D., & Lestari, S. (2024). Improving students’ writing fluency using TBLT: A classroom action research. Journal of English Language Teaching and Learning, 11(2), 112–123.
Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3–26. https://doi.org/10.1037/qup0000196
Buriddge, K., & Stebbins, T. N. (2015). For the Love of Language: An Introduction to Linguistics. Cambridge University Press.
Deci, E. L., & Ryan, R. M. (2019). Intrinsic Motivation and Self-Determination in Human Behavior. Springer Science & Business Media.
Ellis, R. (2017). Task-Based Language Teaching (1st ed.). Routledge.
Fauzi, I. (2021). The Variability in Phonology of Indonesian Learner’s Interlanguage: A case study on English marked-fricatives. International Journal of Language Education, 5(4), 285–295. https://doi.org/10.26858/ijole.v5i4.19468
Gee, J., & Gee, J. P. (2020). Social Linguistics and Literacies: Ideology in Discourses (3rd ed.). Routledge. https://doi.org/https://doi.org/10.4324/9780203944806
Gill, P., & Baillie, J. (2018). Interviews and focus groups in qualitative research: an update for the digital age. British Dental Journal.
Hasibuan, D. M., Siregar, I., & Lubis, N. A. (2022). TBLT to improve students’ narrative writing structure and creativity. Language Literacy Journal, 6(3), 250–261.
Herdayati, & Syahrial. (2019). Desain penelitian dan teknik pengumpulan data dalam penelitian. Journal Online International, 53(9), 1689–1699. https://www.researchgate.net/profile/syahrial-syahrial-2/publication/336304206_desain_penelitian_dan_teknik_pengumpulan_data_dalam_penelitian/links/5d9ac0ab92851c2f70f2184f/desain-penelitian-dan-teknik-pengumpulan-data-dalam-penelitian
Jaya, A., Hartono, R., Wahyuni, S., & Yulianto, H. J. (2025a). From silent to supreme: The transformative power of project-based learning on language learners. Multidisciplinary Reviews, 8(8), 2025258. https://doi.org/10.31893/multirev.2025258
Jaya, A., Hartono, R., Wahyuni, S., & Yulianto, H. J. (2025b). Los efectos de la estrategia de aprendizaje basado en proyectos con actividad física en función del género sobre el rendimiento escolar y la confianza en sí mismos de los estudiantes. Retos: Nuevas Tendencias En Educación Física, Deporte y Recreación, 66, 349–360. https://doi.org/10.47197/retos.v66.110067
Jin, S. (2023). Speaking proficiency and affective effects in EFL: Vlogging as a social media-integrated activity. British Journal of Educational Technology, n/a(n/a). https://doi.org/10.1111/bjet.13381
Kosslyn, S. M., & Miller, G. W. (2017). Top Brain, Bottom Brain: Surprising Observations about How You Think. Simon & Schuster Paperbacks.
Kvale, S. (2021). Doing Interviews. Sage Publications.
Larsari, V. N., Geng, H., & Vidal, J. (2024). Collaborative Creation of Digital Storytelling-Based Task for EFL Grammar Acquisition: Using Gamification and Its Effect on EFL Sixth-Grade Students’ Learning in Flipped, Blended, and Traditional Classes. Technological Advancements and Innovations in Future of Education, 239–253. https://doi.org/10.1007/978-981-97-4931-7_20
Li, C. (2024). A review of theories, pedagogies and vocabulary learning tasks of English vocabulary learning apps for Chinese EFL learners. Journal of China Computer-Assisted Language Learning, 4(2), 346–375. https://doi.org/10.1515/jccall-2023-0026
Long, M. . (2018). A role for instruction in second language acquisition: Task-based language teaching. TESOL Quarterly, 19(3), 357–382.
Mahmud, R., Zainuddin, M., & Fitriyah, S. (2024). The effect of TBLT on EFL learners' vocabulary acquisition in writing. International Journal of Applied Linguistics and English Literature, 13(1), 39–47.
Muhtar, I. Y., Pammu, A., & Nasmilah, N. (2021). Students’ Perceptions of The Use Of ‘TELL’ in English Learning Process in Bosowa University Makassar. ELS Journal on Interdisciplinary Studies in Humanities, 4(4), 474–484. https://doi.org/10.34050/elsjish.v4i4.19116
Nagao, A. (2023). Using Systemic Functional Linguistics and the Genre-Based Approach in EFL Classroom Language Communities of Practices. Journal of Asia TEFL, 20(2), 316–337. https://www.dbpia.co.kr/Journal/articleDetail?nodeId=NODE11604374
Neuman, W. L. (2019). Social research methods: Qualitative and Quantitative approaches. In Pearson (Seventh Ed). Pearson New International Edition. https://www.amazon.co.uk/Social-Research-Methods-Quantitative/dp/0205786839/ref=sr_1_5?s=books&ie=UTF8&qid=1461496914&sr=1-5&keywords=social+research+methods+qualitative+and+quantitative+approaches
Nunan, D. (2017). Task-based Language Teaching. Cambridge University Press.
Patton, M. . (2020). Qualitative research & evaluation methods: Integrating theory and practice. Sage Publications.
Putri, A. D., Jaya, A., & Marleni, M. (2023). Exploring the Students’ Speaking Ability Based on Their Different Personalities. Esteem Journal of English Education Study Programme, 6(1), 10–16. https://doi.org/10.31851/esteem.v6i1.10203
Rama, M. A., Hamdani, Z., & Prihatini, C. (2023). Students’ Perception On The Use Of Tiktok As An Effective Learning Media In Improving Students’ Vocabulary. Journal on Education. https://doi.org/https://doi.org/10.31004/joe.v5i4.4047
Saptiany, S. G., & Prabowo, B. A. (2024). Speaking Proficiency Among English Specific Purpose Students: A Literature Review On Assessment And Pedagogical Approaches. LITERACY : International Scientific Journals of Social, Education, Humanities, 3(1), 36–48. https://doi.org/10.56910/literacy.v3i1.1392
Sholeh, A., Fatimah, F., & Widiastuti, D. (2020). Increasing students’ motivation through TBLT in writing class. JELLT (Journal of English Language and Language Teaching), 4(2), 139–147.
Suci, R. P. (2022). Students’ motivation in writing through task-based instruction. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 6(2), 213–226.
Suryani, I. (2017). Improving students’ speaking ability and self confidence through Task-Based Language Teaching at the second semester of English department of Universitas PGRI Palembang. Sriwijaya University Palembang.
Susanto, D., Risnita, & Jailani, M. S. (2023). Teknik Pemeriksaan Keabsahan Data Dalam Penelitian Ilmiah. Jurnal QOSIM Jurnal Pendidikan Sosial & Humaniora, 1(1), 53–61. https://doi.org/10.61104/jq.v1i1.60
Van Maanen, J. (2025). Reviewed Works: Participant Observation. James P. SpradleyThe Ethnographic Interview. James P. Spradley. Administrative Science Quarterly, 25(3), 526–530. https://doi.org/10.2307/2392270
Veto Mortini, A., Jaya, A., & Akbar Zam, M. A. (2023). the Effect of Map Libs Technique on Students’ English Learning Achievement in Learning Personal Pronoun. Esteem Journal of English Education Study Programme, 6(2), 216–225. https://doi.org/10.31851/esteem.v6i2.12316
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Zakiya Mumtaza, Mobit, Bagas Sulistyo
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
