RESEARCH PROPOSAL

IMPLEMENTATION OF TASK-BASED LANGUAGE TEACHING (TBLT)

IN BASIC ENGLISH SPEAKING FOR SECONDARY SCHOOL STUDENTS:
A STUDY AT MADRASAH ALIYAH RADHIATUL ADAWIYAH
MAKASSAR

ARMANSYAH

220025301029

ENGLISH EDUCATION
POSTGRADUATE PROGRAM
STATE UNIVERSITY OF MAKASSAR
2024
APPROVAL SHEET

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 LIST OF CONTENTS

Page
RESEARCH PROPOSAL ....................................................................................... i

APPROVAL SHEET .............................................................................................. ii

LIST OF CONTENTS ........................................................................................... iii

CHAPTER I INTRODUCTION ............................................................................ 1

A. Background ............................................................................................. 1

B. Research Questions ................................................................................. 6

C. Research objectives ................................................................................. 6

D. Research Significance ............................................................................. 7

CHAPTER II REVIEW OF RELATED LITERATURE ........................................... 9

A. Previous Study ........................................................................................ 9

B. Pertinent Ideas....................................................................................... 15

CHAPTER III METHODOLOGY OF THE RESEARCH ................................ 32

A. Research Method................................................................................... 32

B. Population and Sample .......................................................................... 33

C. Setting of the Research .......................................................................... 33

D. The Instruments of the research ............................................................. 33

E. Data Collection Procedure ..................................................................... 34

F. Data Analysis Procedure ....................................................................... 36

BIBLIOGRAPHY ................................................................................................. 38

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 CHAPTER I

INTRODUCTION
A. Background

In our social life, speaking has a vital role to maintain communication.

People or students who use it must focus on grammatical constructions,

vocabulary, and pronunciation in order to convey information effectively. The

teacher cannot, however, assume that younger students would utilize English

since they view it as a straightforward language for communication (Scott &

Ytreberg, 2000). Speaking is the hardest ability for EFL students to acquire

because it is so important to learning English (Zhang & Liu, 2018). According to

Febriyanti (2011), it can be difficult for pupils to improve their speaking abilities

since they may lack exposure, confidence, and drive. Additionally, Bashir et al.

(2011) note that speaking is a challenging skill because students require

additional time to prepare their remarks before speaking. According to Harmer

(2007), some students are apprehensive and timid to express their thoughts in

front of the other people.

The essential communication skills needed for successful oral

communication in a particular language are referred to as basic speaking skills.

Fluency, language use, pronunciation, and clear and coherent communication are

some of its components (Zhetpisbayeva & Yaganshina, 2016). According to Qiu

(2002), "Basic Speaking" courses in academic contexts are a common way for

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students to improve these important speaking and listening skills, which give

them the tools they need to communicate effectively in everyday situations.

Improving speaking skills is an important part of learning a language as it

allows one to interact with others in real life. Although speaking is very

important, many students have difficulty improving their speaking skills. This is

often due to a lack of opportunities for practical application and the inherent

limitations of conventional language teaching methods (Goh & Burns, 2012). In

recent years, there has been a shift towards more communicative and student-

centered language teaching approaches, such as Task-Based Language Teaching

(TBLT), which focuses on meaningful language use and real-world tasks (Moore,

2018).

The use of alternative language teaching approaches that focus on

meaningful discussions and practical language use is increasing to overcome

these challenges. Task-Based Language Teaching (TBLT) is an approach that has

received great attention because of its capacity to improve speaking skills (Moore,

2018). TBLT emphasizes that incorporating authentic tasks is essential for

effective language learning. These projects, ranging from basic tasks such as

describing a picture or giving instructions to more complex tasks such as planning

a vacation or conduction a survey, aim to foster meaningful communication and

improve students’ oral proficiency. The tasks serve as the main method of

planning and teaching in TBLT strategy (Bula & Carlos, 2019).

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 TBLT has gained significant popularity in the last decade. The increasing

popularity can be attributed to the demand for educational methods that prioritize

the quality of English as a foreign language (EFL) in Asia. The approach allows

students to develop a variety of skills in addition to their proficiency in the target

language. Research now addresses the gap between the sociocultural context in

Asia and the pedagogical concept of TBLT. By understanding the contextual

elements that hinder the acceptability of TBLT in Asia, it is expected that Asian

EFL teachers would gain a better understanding of how well TBLT can adapt to

the cultural context in Asian countries (Yi, 2017).

There are three important theoretical perspectives that form the base

concept of TBLT, the first is the communicative approach in language education,

the interaction hypothesis, and the output hypothesis. According to

communicative approach, involving students in real tasks that require them to

communicate actively and understand each other’s intentions is the most effective

method for encouraging language development (Canale & Swain, 1980). The

interaction hypothesis states that language development is facilitated by social

interaction, where students modify their language output in response to feedback

regarding their language use (Long, 1996). The output hypothesis states that

language production is critical to language acquisition because it encourages

students to engage in more comprehensive language analysis and identify areas in

which they are less skilled (Swain, 1995).

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 Research regarding TBLT has proven its efficiency in improving speaking

skills, particularly in terms of fluency, correctness, and complexity. For instance,

in a study by Kong et al. (2022), it was discovered that the TBLT strategy might

improve students' speaking abilities both in terms of grammatical accuracy and

speaking speed. Another study by Panduwangi (2021) found that all of the

experimental group's students significantly improved their speaking abilities in

terms of accuracy and fluency as well as their perspective after TBLT in the

English lessons. This study also found that students speaking confidence

increased as a result of this significant change.

However, the majority of related studies regarding the implementation of

TBLT were only focused on how TBLT had a positive effect for students, and did

not focus on the other part of TBLT such as the impact and challenges of TBLT

itself. A research by Ji (2017) discussed about the challenges found when

implementing TBLT, nevertheless, in his study he only focused on reviewing

other studies instead of finding or investigating the challenges directly. With that

information, the researcher emerged a research gap about TBL, where in this

research, the researcher does not only focus on the positive and the advantages of

TBLT but rather focusing on the impact and challenges upon its implementation.

Furthermore, despite the growing body of research on TBLT and their

positive results proved by the previous research, there is still a need for further

investigation into its implementation in various contexts, including different age

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groups, proficiency levels, and educational settings. The researcher has an

argument that while many studies have focused on the use of TBLT with adult

learners, studies on lower age of learners should be also conducted in order to find

out the effectiveness of TBLT on younger students. These studies also do not

address specific issues, such as best practices in implementing TBLT. Further

research is needed to shed more light on each of these concepts in order to better

understand the impact of TBLT.

This study fills a gap in the previous related literature by examining the

application of Task-Based Language Teaching (TBLT) with younger students in

particular, as previous research has largely concentrated on adult learners. This

study seeks to increase the understanding of the importance of TBLT in language

acquisition by examining its impact on young learners, different levels of

proficiency, and a variety of educational environments. Additionally, this study

aims to examine the challenges associated with implementing TBLT and identify

practical strategies to increase its efficacy. The results of this study will help

shape language teaching strategies in various educational contexts and provide in-

depth information on how well TBLT works for younger students.

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B. Research Questions

The researcher has prepared the following research questions after

identifying important areas that require further examination based on the

background information provided:

1. What are the challenges of basic speaking skills learning faced by the

secondary school students?

2. How is TBLT implemented in teaching basic speaking skills to secondary

school students?

3. What is the impact of implementing TBLT toward the secondary school

students speaking abilities?

C. Research objectives

The researcher has set the following research objectives, using the

research questions provided in the previous section as a guide:

1. To explore the basic speaking learning challenges skills faced by the

secondary school students?

2. To investigate the implementation of TBLT in teaching basic speaking skills

to secondary school students.

3. To investigate the impact of TBLT implementation toward the speaking

abilities of the secondary school students.

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D. Research Significance

This research has both theoretical and practical significance, as indicated

by the aforementioned research objectives.

1. Theoretical significance:

Examining the difficulties faced by today's high school students in

acquiring fundamental speaking skills will advance the theoretical knowledge of

language learning and teaching. This research is expected to provide in-depth

information regarding the challenges students face in becoming proficient

speakers, information that can be used to develop theoretical frameworks and

instructional models for language learning. Researching efficient ways to apply

TBLT to the teaching of basic speaking skills of secondary school students adds

to the theoretical foundation of language teaching approaches. This research

increases our knowledge of instructional tactics and their effects on language

learning outcomes by investigating and assessing various approaches.

2. Practical significance:

By identifying the barriers that current secondary school students face in

pursuing basic speaking skills, educators and policy makers can better adapt their

teaching methodologies, instructional materials and curriculum frameworks to

meet the needs of individual students. Moreover, investigating efficient

techniques for practicing TBLT can provide language teachers with useful

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suggestions that can enhance their effectiveness as teachers and promote

professional growth. Moreover, by establishing the efficacy of this method and

encouraging evidence-based methods in language education, studies on the effects

of TBLT on speaking competence educate educators and institutions.

Collectively, their contributions enhance teaching effectiveness, shape

instructional strategies, and direct policy formulation in language education.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Study

The researcher conducts an extensive literature analysis that includes

previous research studies on metacognitive reading strategies and reading

performance among English language learners to gain a clear knowledge of the

research problem. The analysis will involve an extensive search for academic

journals, peer-reviewed publications, and scholarly research. By conducting

investigation of the previous related research, the researcher aims to develop

valuable insights and improve the understanding of the research itself.

Yahya (2019) research entitled Improving speaking performance and L2

motivation through task-based language teaching on Malaysian undergraduate

students. His research is focused on investigating the effect of two different

teaching methods, the first is (Task-based Language Teaching) TBLT and the

second is TSLT (Task-supported language teaching) on students speaking

performance as well as their motivation towards learning English speaking. The

study found that initially, both groups of students had similar speaking

performance and motivation levels. However, after the study, it was clear that the

two teaching methods had different effects. The TSLT method improved

vocabulary diversity for the EIST group, while the ST group produced more

complex language with abstract words using the TBLT method. The ST group

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also became more fluent over time. However, both groups didn't show significant

improvements in syntactic complexity and accuracy. In terms of motivation, both

methods had no effect on attitudes, integrativeness, and instrumentality. TSLT

boosted linguistic self-confidence and learning motives for the EIST group, while

TBLT improved linguistic self-confidence for the ST group. Qualitatively, both

groups had positive views on motivation in interviews.

The next research is by Riskiah et al (2019). Their research title is The

Implementation of TBLT (Task Based Language Teaching) to Improving

Students’ Speaking Ability. The research objective was aimed at improving

students' speaking ability in the 2018/2019 Academic Year at XI grade of MAN

Bondowoso. The results of the score analysis demonstrated an improvement in

the test scores. In the first cycle, the test result was 52, which did not meet the

target score, and the average student participation rate was 38%. This indicated

that the requirement for active student participation did not meet the target criteria

of 75%. As a result, the initial cycle was considered unsuccessful, thus

encouraging the researcher to continue to the next cycle. In the second cycle, the

test score increased to 79, and the average student engagement in the teaching and

learning process of speaking ability, using the Task-Based Language Teaching

(TBLT) approach, met the specified criteria. The observation findings in cycle 2

had met the target criteria of ≥ 75. The speaking test and observation checklist

gave good results, so there was no need for repetition.

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 The next research is by Fakhira (2017) with the research title

Implementing Task-Based Language Teaching (TBLT) to Teach Speaking in EFL

Classes. This research focuses on the utilization and reactions of students and

teachers towards Task-Based Language Teaching (TBLT) as a technique for

teaching speaking skills at Bumiayu Islamic Middle School. The aim of this

research is to explain the implementation of TBLT in EFL classes and evaluate

student and teacher responses to its implementation. This research uses a

qualitative descriptive research methodology, with a simple size of 10 participants

selected from the class VIII student. Data on the speaking ability acquisition was

collected using field notes and questionnaires to assess the impact of TBLT.

Research findings show that teachers use discussion assignments, public

speaking, and narratives as learning modalities to disseminate material. This test

allows students to assess pronunciation, grammar proficiency, and speaking

fluency in English. The students were interested in the teacher's instructional

techniques, which resulted in a high level of enjoyment and enthusiasm during the

learning experience. Nevertheless, they sometimes face challenges in constructing

sentences and pronouncing words.

The next research is by Pranty, et al. (2022) with their research title Task-

Based Language Teaching: Perceptions and Implementation in Teaching

Speaking. This research investigated the perceptions of teachers and students

regarding the use of task-based language teaching (TBLT) for teaching speaking,

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as well as the techniques employed by the teacher in implementing TBLT. An

explanatory case research design was utilized, involving an English teacher and

35 students from vocational schools in Indonesia. Data was collected through

semi-structured interviews and classroom observations. Qualitative analysis,

following the interactive models of Miles, Huberman, and Saldana (2014), was

conducted to analyze the data. The findings revealed that both the teacher and

students held positive perceptions of TBLT, particularly its implementation in

speaking classes. Implementing TBLT in these classes contributed to a more

effective classroom environment. The implication of the research suggests that the

teacher's understanding of TBLT is closely linked to how they incorporate the

knowledge into classroom practice.

The next research is by Bakri (2018) with his research title Improving

Students speaking Skill Through Task-Based Language Teaching (TBLT). The

gola of the research is to improve the speaking skills of grade 11 students from

two classes at SMK Muhammadiyah 3 by implementing TBLT. This study

included approximately 20 students from each class, selected through cluster

sampling. This research uses a quantitative methodology, using a pre-test and

post-test design to compare the control group and the experimental group.

Statistical analysis carried out using SPSS showed a considerable improvement in

students’ speaking abilities after the implementation of TBLT. This improvement

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was clearly visible in both groups, as shown by the higher scores obtained on the

post-test.

The next is by Zhao (2015), the research entitled Implementation of Task-

Based language teaching in Classes of Second Language Acquisition. The goal of

this research is to assess the superiority of TBLT compared to the conventional

3P (Present, Practice, Produce) approach in second language acquisition (SLA)

classes. In addition, this research also seeks to identify the challenges faced by

TBLT in prospective research in this field. Research findings show that TBLT

effectively produces authentic scenarios that closely resemble the linguistic

context of the target language. Research shows that students living in countries

where the target language is spoken show higher efficiency in acquiring that

language, compared to students studying in their home country. This is due to the

immersive environment in the country where the target language is spoken, which

greatly speeds up the learning process. Additionally, TBLT encourages students’

active participation in the language acquisition process by emphasizing

negotiation of meaning and shifting primary responsibility from the teacher to the

students. The function of motivation in language acquisition is critical, as

motivated students are more likely to dedicate additional time, resulting in greater

language achievement. Despite its limitations, TBLT holds promise for the future

of second language acquisition.

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 The final research is by Ji (2017), entitled Task-Based Language Teaching

(TBLT) in Asian EFL classes: Challenges and Strategies. This research

investigates the challenges associated with the implementation of TBLT in Asian

EFL classrooms and provides potential solutions. Additionally, this study

examines the potential mismatch between TBLT pedagogical principles and the

sociocultural environment in Asia. This research found that the Implementation of

TBLT in Asian EFL classes was hampered by conflicts with the dominant

Confucian heritage education system. This system is characterized by a

concentration on instructors, exams, and grammar. These conflicts are classified

into six task components and require solutions at macro, meso, and micro levels

in Asian education systems. Curriculum planners, textbook designers, and

educational authorities must align educational goals with the need for students to

have effective communication skills in a global environment. School

administrators and teacher educators should offer assistance through training and

tools to encourage the implementation of TBLT.

After understanding the previous related research, the researcher then

conducts a comparison with the current research. It is important to observe the

similarities and differences between the two. Through this approach, researchers

can identify any gaps in current understanding and ascertain how current

investigations can contribute to existing knowledge. Additionally, it would be

beneficial to evaluate the strengths and weaknesses of previous research.

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 There are significant similarities between previous research and the

current research. Both previous and current research concentrates on the

application and efficacy of TBLT in language acquisition contexts. All aim to

assess the possible impact of TBLT on language proficiency, motivation and

overall education experience. Furthermore, a common theme in this research is

the analysis of students’ perspectives, especially their experiences, attitudes, and

involvement in language acquisition through TBLT.

On the other hand, there are important differences between previous

research and the current research. The main differences lie in the precise study

objectives and contextual environment. Previous research has been conducted in a

variety of contexts, including undergraduate education, vocational schools, and

specific locations. Nevertheless, the ongoing research mainly targets secondary

school students. The goal is to identify challenges, implementation, and impact

toward the students of TBLT. Additionally, these studies may differ in terms of

research protocols and data collection methodology, and these studies most likely

used mixed methods of qualitative and quantitative methods that best suited their

objectives.

B. Pertinent Ideas

1. Speaking

a. Definition of Speaking

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 Human mainly utilize spoken language as a communication tool to convey

information, concepts and emotions through verbal expressions. Interpersonal

communication has a crucial role in human interaction, especially nowadays. It

has significance in areas such as public speaking, business, education, and

personal relationship (Amelia et ak., 2022).

Pisoni and Remes (2019) provide a comprehensive overview of the speech

process, which includes four distinct stages: conception, formulation, articulation,

and self-monitoring. Conceptualization is the mental process of creating and

refining thoughts and ideas. At this time the speaker establishes the intended

message and the method used to communicate it. Formulation requires the

conversion of these ideas into verbal representations. This requires careful

selection and organization in appropriate grammatical structures. Articulation

refers to the physical process of producing speech, which requires synchronized

movements of various speech organs, including the tongue, lips, and vocal cords.

Lastly, self-monitoring involves actively listening to your self-talk to identify any

deficiencies and then correct them. Transcribing precise and fluent pronunciation

is the most important thing.

Verbal communication requires a complex process in which many

components collaborate together. Components include phonation, articulation,

resonance, and fluency. Phonation is the act of producing sound by vibrating the

vocal cords, while articulation is the process of modifying the sounds produced

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by the vocal cords by utilizing various speech organs, such as the tongue, lips and

teeth. Resonance is related to changes in sound through the oral and nasal

passages, resulting in different characteristics. Fluency is related to the nature of

verbal communication that is fluent and uninterrupted (Lickley, 2015).

Proficiency in verbal communication is highly valued in society, as it

allows individuals to articulate their thoughts and concepts clearly and

persuasively (Bagheri, 2018). Effective speaking includes the physiological

processes of vocalization and fluent organization as well as presenting

information in a logical and engaging manner. This requires careful consideration

of elements such as language selection, pitch, loudness, tempo and non-verbal

signals.

Technological advances also influence the way individuals speak and

communicate (Yuzhanin, 2021). The rise of digital communication platforms and

social media has given rise to new modes of verbal expression, including online

discourse, video conferencing, and podcasts. These platforms present unique

opportunities and problems for presenters, requiring them to change their

speaking styles to effectively engage virtual audiences.

In summary, speaking is an important component of human

communication, facilitating the articulation of thoughts, concepts, and feelings

through spoken language. It includes various elements, such as phonation,

articulation, resonance, and fluency, that collaborate to produce meaningful and

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efficient communication. Understanding the importance of non-verbal cues,

cultural and contextual elements, and technological breakthroughs is essential to

the development and improvement of one's speaking abilities. Through persistent

study and implementation of effective speaking strategies, individuals can

increase their capacity to communicate their messages with precision, confidence,

and impact.

b. Component of Speaking

Speaking requires the use of many skills simultaneously which often

develop at different rates, unlike reading and writing which can be done at

different times. This is a big challenge in speaking English. It is described as a

productive skill with numerous important components by McKay (2006).

Comprehension, grammar, vocabulary, pronunciation, and fluency are at least five

of the components that make up speaking ability, according to Syakur (2000).

1) Comprehension

In oral communication, the subject must respond, talk, and take the

initiative. Gower, Phillips, and Walters (2005) contend that while speaking

clearly, students should be able to convey their ideas using whatever tools and

aptitudes they may possess, regardless of grammatical or other faults.

2) Grammar

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 Students must be able to arrange a correct sentence in discussion. It is

consistent with the idea that the student's capacity to modify structure and discern

proper grammatical forms from inappropriate ones. Grammar ability is also

learning the correct technique to build experience in a language in both oral and

written form.

3) Vocabulary

Without a proper vocabulary, someone cannot successfully communicate

or convey their views both orally and in writing. Thus, vocabulary refers to the

suitable diction employed in communication.

4) Pronunciation

The process of pronouncing words correctly helps students communicate

more clearly (Hornby, 2010). It is focused on the phonological process, which is

the part of grammar that includes the elements and guidelines that define how

sounds alter and change in a language.

5) Fluency

Fluency is a term used to describe the ability to speak clearly and easily.

Many language students aspire to achieve fluency in speaking. Fluency is

characterized by a fairly fast tempo of speech and the absence of pauses and

verbal fillers such as "ums" or "errs". These signs indicate that the speaker does

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not need to dedicate much time to researching the language components necessary

to convey the message.

2. Speaking Teaching Strategies

Teaching strategies, often called methods, are specific tactics used by

educators to promote learning effectively. The nature of this variation can be

significantly influenced by factors such as the specific topic being taught, the age

and proficiency of the students, and the teacher's pedagogical approach.

Developing proficiency in oral communication is an important component of

language teaching. Several tactics and methodologies have been designed to

speed up this process. These are some frequently used techniques:

1) Direct Instruction: This conventional approach requires the teacher to deliver

instructions clearly and precisely and demonstrate speaking skills, followed by

students engaging in practice and receiving feedback from the teacher.

Rosenshine (1986) often uses this method to teach specific verbal skills, such

as articulation, modulation, or the utilization of certain linguistic patterns.

2) Communicative Language Teaching (CLT): This approach emphasizes the use

of interaction as both a means and the main goal for acquiring language skills.

In CLT framework, students engage in genuine communication activities that

prioritize successful delivery and understanding of messages, rather than strict

adherence to grammatical rules. This method is often used to improve

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 speaking skills and understand language effectively (Richard & Rodgers,

2001).

3) Task-Based Language Teaching (TBLT): This approach requires assigning

students’ activities that require utilization of the target language, such as

solving problems, completing projects, or participating in conversations. The

main tasks of a teacher are to foster good communication and provide

appropriate feedback. This method is often used to increase proficiency in

efficient communication and build an environment conducive to meaningful

language use (Willis & Willis, 2007).

4) Cooperative Learning: This method requires students to work together in

small groups to complete speaking assignments. Teachers organize students

into groups, ensuring that each student is given different tasks, and group

members collaborate to achieve their goals. This method is often used to

improve interpersonal skills, encourage collaboration, and facilitate

knowledge exchange between peers (Johnson & Johnson, 1999).

5) Differentiated Instruction: This method requires teachers to modify teaching

to meet the different needs of each student. Adapting learning content,

processes, objectives, or locations may be necessary based on student

readiness, curiosity, and learning characteristic.

6) Scaffolding: This method requires teachers to provide assistance to students as

they improve their speaking abilities, and gradually reduce assistance as

students become more advanced. These actions can include activities such as

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 providing illustrations, motivation, questions, or providing illustrations,

motivation, questions, or providing constructive criticism. Vygotsky (1978)

often used this method to encourage the progressive improvement of students’

verbal communication abilities.

7) Role Play: This method requires students to act out authentic situations or

scenarios in their acquired language. Participating in these activities allows

students to improve their verbal communication skills in a safe and supportive

environment. In addition, this increases their proficiency in utilizing the

language in many situation (Ladousse, 1987).

3. Task-Based Language Teaching (TBLT)

Task-Based Language Teaching (TBLT) is a learning approach that

focuses on the learner and aims to teach a second language. This is a component

of the communicative method that focuses on encouraging students to use real

language in appropriate situations. Tasks serve as a fundamental component of

planning and teaching in language teaching within the Task Based Language

Teaching (TBLT) framework (Ellis, 2003).

Work is defined as an endeavor that requires learners to utilize language to

achieve certain goals, with an emphasis on conveying meaning. Assignments aim

to replicate native language use and are often based on practical language use in

ordinary scenarios. Illustrative tasks include ordering food at a restaurant,

scheduling a doctor's appointment, or taking a survey (Willis & Willis, 2007).

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 The teacher's role in Task-Based Language Teaching (TBLT) is to

facilitate and encourage meaningful conversations while offering relevant and

constructive feedback. Instructors design situations that may occur in reality and

require verbal interaction between students. Teachers refrain from intervening

during the task phase, thereby allowing students to improve their communicative

abilities (Nunan, 2004).

The TBLT technique is structured into five distinct stages: pretest, task

cycle, planning, report/feedback, and language focus.

a. Pre-task: During this stage, the teacher presents the task and stimulates

students' existing knowledge about the subject or situation. Teachers can

provide important vocabulary or linguistic help, set work goals and

expectations, and foster enthusiasm and motivation among students.

b. Assignments: The main stage of Assignment Based Language Teaching

(TBLT) is the actual implementation of the assignment. Students engage in

independent, collaborative, or collective efforts to complete assignments.

They use their linguistic abilities to obtain information, facilitate

understanding, solve problems, or participate in significant communication,

depending on the work being performed. During this phase, the teacher’s job

is to monitor closely and provide the necessary support.

c. Planning: After completing the activity, students are given the opportunity to

introspect regarding their performance and language use. Individuals have the

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 capacity to evaluate their own strengths and identify areas requiring

improvement, recognize deficiencies in their language skills, and design

strategies to improve their language proficiency in the future. Metacognitive

processes foster learner independence and the development of self-evaluation

skills.

d. Report/Feedback: At this stage, student share or show off the results of their

assignments to their classmates or peers. This encourages the exchange of

ideas and active participation in peer-to-peer conversations, fosters a

cooperative learning atmosphere, and gives students extra perspective and

understanding.

e. Language Focus: Following completion of the assignment and feedback

phase, the instructor provides focused language instruction that addresses

specific language needs that arose during the assignment. This may involve

providing guidance on specific grammatical principles, expanding vocabulary,

or addressing work-related functions or students’ errors. Linguistic

emphasizes is placed within a task-oriented environment, increasing its

significance and practicality for students.

The use of TBLT is generally used to enhance the acquisition of proficient

communication skills and build a structure for actual use of the language. This

provides students with the opportunity to participate in language practice in a safe

and supportive environment, developing their capacity to use language creatively

24
and spontaneously. Additionally, it increases learner autonomy by delegating the

task of completing assignments to students and giving them the freedom to use

whatever language they like (Nunan, 2004).

Furthermore, Nunan (2004) specifically states about the seven principles

for task-based language teaching as followed:

1. Principle 1: Scaffolding

 Lessons and instructional materials should establish supportive structures in

which learning occurs. At the initial stages of the learning process, it is

unreasonable to expect learners to generate language that has not been

introduced, whether explicitly or implicitly.

One of the fundamental responsibilities of an educator is to create a

supportive framework within which learning can happen. This becomes

especially crucial when employing analytical approaches like TBLT, where

learners encounter complete language units that often surpass their current

processing abilities. The skill in TBLT lies in determining when to gradually

remove this support. If the scaffolding is removed too early, the learning process

may collapse. Conversely, if it is kept in place for too long, learners may not

develop the independence necessary for self-directed language use.

2. Principle 2: Task dependency

 Within a lesson, each subsequent task should be connected to and developed

from the tasks that precede it.

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 The concept of task dependency is evident in the instructional sequence

described above, where each task leverages and extends from the previous one.

In a way, this sequence conveys a "teaching" narrative, guiding learners

progressively until they are capable of accomplishing the final educational task in

the sequence.

Within the framework of task dependency, several other principles come

into play. One of these is the principle of moving from receptive (listening and

reading) tasks to productive (speaking and writing) tasks, with learners initially

dedicating more time to receptive activities at the start of the instructional cycle.

As the cycle progresses, the balance shifts, and learners engage in more

productive work. The principle of transitioning from reproductive to creative

language use is also employed when designing chains of tasks, and this principle

is further explained separately below.

3. Principle 3: Recycling

 Recycling language serves to optimize learning opportunities and activates the

principle of 'organic' learning.

An analytical approach to teaching is rooted in the idea that learning is

not an all-or-nothing process and challenges the notion of achieving complete

mastery all at once. Instead, it acknowledges that learning occurs incrementally

and is inherently subject to change. Given that students are unlikely to achieve

complete mastery on their first encounter with a particular aspect of the language,

26
it is important to reintroduce these elements periodically. Reintroduction, also

known as recycling, allows learners to encounter elements of the target language

in many situations, including both linguistic and experiential aspects. By

engaging in this process, learners gain deeper understanding of how particular

language components integrate into larger linguistic structures, including their

relationships with closely related elements. Additionally, they analyze the

functionality of these features in different content domains. For example,

students explore the use of preference expressions and yes/no questions that use

‘do’ or ‘did’ in many areas, including entertainment and culinary conversations.

4. Principle 4: Active learning

 Learners acquire knowledge most effectively through active engagement with

the language they are learning.

Effective learning occurs when students actively construct their own

understanding rather than passively receiving knowledge from their teacher. This

suggests that the main focus of calls time should be providing opportunities for

students to actively utilize language within the language teaching framework.

These possibilities can range from practicing remembered conversation to filling

out tasks like charts or tables based on input from listening. Most importantly,

the students themselves should be actively involved in the learning process, with

the teacher serving as a support. This doesn't mean that there is no place for

teacher guidance, explanations, and similar activities; rather, it means that such

27
teacher-centered activities should not overshadow the learner's active

involvement during class.

5. Principle 5: Integration

 Learners should be instructed in a manner that highlights the connections

between linguistic structure, communicative purpose, and semantic

significance.

The critics of meaning-based training argued that while effective

communication requires a solid command of grammar, explicit attention to

linguistic form is not necessary. The issue for educators today is to "reintegrate"

the formal and functional components of language, according to applied linguists

working within the framework of systemic-functional linguistics. What is

required is an instructional strategy that makes it crystal evident to students how

language structure, communicative function, and semantic meaning are

connected in a systematic way.

6. Principle 6: Reproduction to creation

 Learners should be motivated to transition from replicating language to

generating it creatively.

Learners imitate language patterns in reproduction activities that are

presented by the instructor, the textbook, or audio files. These exercises are

designed to help students become proficient in the structure, meaning, and use of

language. They act as a starting point for more creative projects. In creative

28
projects, students take well-known linguistic elements and creatively reassemble

them. If the teaching process is well designed and sequenced, this method can be

used with beginners as well as students at intermediate levels and higher.

7. Principle 7: Reflection

 Learners should be provided with chances to contemplate what they have

acquired and assess their progress.

A part of learner training is developing reflective learners, in which the

focus is shifted from language content to learning processes. In summary, one

pedagogical approach does not automatically favor learning how to learn over

another. However, the reflective component fits task-based language instruction

(TBLT) particularly well. Through TBLT, students are exposed to a variety of

educational activities, each of which is based on one or more methods.

According to research, students who are aware of the learning tactics that they

are using tend to learn more efficiently. Additionally, students who have been

largely exposed to conventional classroom environments may find Task-Based

Language Teaching (TBLT) confusing and unfamiliar, prompting them to ask,

“What is the purpose?” Incorporating elements of reflection into teaching can

help students understand the rationale behind new methodologies.

In a research conducted by Willis and Willis (2007), about the

effectiveness of TBLT in improving learners’ linguistic proficiency in various

situations has been demonstrated. In their research, Skehan and Foster (1999)

29
found that TBLT is very effective for learners who have high motivation and a

strong desire to communicate in the target language.

However, TBLT does have some challenges. Implementing this method

requires careful planning and preparation on behalf of the instructor. However,

these strategies may not be appropriate for certain students, particularly those

with poor linguistic skills or those who prefer traditional teacher-centered

teaching methods (East, 2012). Teacher training is critical to the successful

implementation of TBLT, as it requires a different pedagogical approach

compared to traditional grammar-centered techniques. Additionally, assessing

student proficiency may present a challenges, as the focus is on practical

communication skills rather than grammatical and lexical understanding.

Despite these difficulties, TBLT is a highly effective method for teaching

and acquiring a language that has been used effectively is several international

settings. The aim of TBLT, a communicative methodology for language

acquisition, is to facilitate students in completing pragmatic tasks effectively by

utilizing their desired language. TBLT offers several advantages, such as

increased motivation, increased student autonomy, and the acquisition of

practical language proficiency.

TBLT is a learning approach that emphasizes active student participation

and is centered on the practical use of language skills by completing specific

tasks. This increases a person’s capacity to communicate well, encourages

30
independent learning, and fosters self-reflection. TBLT encourages the

development of language proficiency in authentic contexts by engaging students

in authentic communication and providing opportunities for preparation,

feedback, and focus on language. TBLT has been shown to be effective in

promoting meaningful language acquisition and improving students’

communicative abilities, despite its careful planning requirements and might not

suitable for all students.

31
 CHAPTER III

METHODOLOGY OF THE RESEARCH

A. Research Method

This research will utilize Qualitative descriptive method. Qualitative

descriptive method is a research approach that seeks to achieve comprehensive

understanding of a phenomenon in a particular context. Qualitative research

requires collecting qualitative data using methods such as conducting interviews,

making observations, and evaluating documents. Next, this data is analyzed to

reveal visible patterns, recurring themes, and significant insights (Craswell &

Poth, 2018). The research entitled implementation of TBLT in basic speaking at

Radhiatl Adawiyah foundation middle school is suitable with qualitative

descriptive method, with the research objective as follows:

1. Identifying challenges: Researchers will utilize interview with students and

teachers to understand the barriers they face in acquiring and developing basic

speaking skills. Observations can also be used to identify real-time difficulties

in language acquisition.

2. Investigate impactful strategies: Academics can analyze a variety of

documents, including lessons plans, teaching materials, and student

assignments, to gain insights to the current utilization of TBLT. Interviewing

instructors can yield significant insight into their pedagogical strategies and

teaching methods.

32
3. Assessing impact: Before and after the implementation of TBLT an evaluation

can be conducted to find out its impact on students’ speaking. Conducting

interviews with student may yield qualitative data regarding their subjective

assessment of their own progress.

The qualitative descriptive method is the most suitable approach for this

research because it is able to facilitate a comprehensive understanding of the

setting, procedures and impacts of TBLT

B. Population and Sample

The Population of the research are the English teachers and the second

grade students of Radhiatul Adawiyah foundation with the total of 21 students.

Since the population of the students are only 21, therefore, the whole 21 students

will also become the sample of the research itself.

C. Setting of the Research

The research will be conducted on a private school named Radhiatul

Adawiyah foundation located at Paccerakkang, Biringkanayya, Makassar. As for

the period of the research, in this case the data collection and the thesis compiling,

will be started on February 2024.

D. The Instruments of the research

The following research instruments would be most suitable for the

research:

33
 Interview. Semi-structured interview will be used in this research. The

Teacher and the students will be interviewed to collect the data. The interview for

the teachers will be adapted from Liu and Ren (2021), while the interview for the

students will be developed by the researcher himself. These guides should include

open-ended questions that allow participants to share their experiences,

perceptions, and insights. For example, students can be asked about their

challenges in learning basic speaking skills, while teachers can be asked about

their strategies for implementing task-based language teaching.

Observation. An observation checklist can be used to systematically

record behaviors, interactions, and events during speaking classes. The

observation checklist will be adapted from Willis and Willis (2007). This

checklist can include items related to the use of task-based language teaching,

student engagement, and challenges encountered.

Speaking proficiency assessment. Evaluations can be used to measure

students' oral proficiency levels before and after the integration of task-based

language teaching. Rubrics should include elements related to pronunciation,

vocabulary, grammar, fluency, and coherence (Cohen et al., 2018).

E. Data Collection Procedure

The methodology used for data collection in this research is described as

follows:

34
1. Pre- and post-tests will be conducted to evaluate students' speaking skills and

measure the impact of task-based language training. Tests should be

formulated with the aim of evaluating the basic elements of speaking

proficiency, including fluency, correctness, and complexity.

2. Classroom observations will be conducted to understand the intricacies of

implementing task-based language education in real-life situations.

Monitoring tools will be used to record important elements, such as

interactions between students and teachers, tasks performed, and challenges

encountered.

3. Both teachers and students will participate in semi-structured interviews. The

interview guide will consist of open-ended questions that will allow

participants to articulate their perspectives regarding the difficulties

encountered in acquiring and teaching basic speaking skills, as well as their

experiences with task-based language teaching. Interviews will be recorded in

audio format with the participant's consent, and then transcribed for analysis.

4. Apart from that, researchers will also carry out document analysis. Important

documents, such as lesson plans, teaching materials, and student work, can be

collected and reviewed. This publication offers valuable insights into the

design and implementation of task-based language training, as well as the

learning outcomes achieved.

35
F. Data Analysis Procedure

The data analysis procedure for the research on the implementation of

task-based language teaching in basic speaking for secondary school students of

Radhiatul Adawiyah foundation would involve the following steps:

Firstly, the collected data, including transcriptions of the semi-structured

interviews, observation notes, and reviewed documents, should be organized and

managed systematically. This ensures easy access and retrieval of data during the

analysis phase.

Next, a thematic analysis approach can be employed to identify patterns

and themes within the data. Multiple readings of the transcriptions and

observation notes should be conducted to familiarize yourself with the content.

Through inductive coding, meaningful codes or labels can be assigned to

segments of data that represent important concepts or categories. Similar codes

can be grouped together to form broader themes and sub-themes. The themes

must be truly appropriate to the data and can be improved through repeated

procedures (Nowell et al, 2017).

After establishing a topic, thorough data analysis can be performed. This

requires analyzing each theme by considering the appropriate content and context

of the data. Analysis should be conducted on relationships, interrelationships, and

variations both within and between themes. It is important to investigate and

analyze multiple perspectives, experiences, and patterns that emerge from the

36
data. The aim is to uncover the underlying connotations and significance of the

themes, utilizing evidence from the data to support the analysis.

At the last stage, the display of research results can be achieved. The

analysis should be structured based on the research objectives and topics

identified during the analysis process. To explain a conclusion, it is important to

provide supporting evidence such as quotations, excerpts, or samples from the

data. The presentation should demonstrate clarity, coherence, and logic, ensuring

perfect linkage to the research objectives. Additionally, it is important to offer

interpretations, insights, and implications drawn from the research to refine the

findings.

37
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40
 APPENDICES
Appendix I: Interview guide questions for teachers
English Language
Part 1, Teaching experience:
1. How long have you been teaching
English?
2. What courses and levels of students
are you teaching?
3. How many students are there in the
classroom?
4. What do you think about the class
size? Is it a challenge for you to
teach? If yes/no, why?
5. In your opinion, what is your role
in the class?
6. What do you expect the student to
accomplish?
7. How do you achieve that? Usually,
what do you do to prepare for the
class?
Part 2, Understanding task-based
language teaching (TBLT):
8. How do you know about task-based
language teaching? From what kind
of resource? Like self-reading, a
workshop or somewhere else?
9. About task-based language
teaching, what is your definition of
a task?
10. How would you define and
understand task-based language
learning?
Part 3, Implementation of TBLT:
11. Have you ever used TBLT in your
teaching?
12. Approximately, how often do you
use TBLT?
13. Are you still using TBLT in your
teaching?
14. For what practical reasons do you
41
Indonesian Language
Bagian 1, Pengalaman mengajar:
1. Sudah berapa lama Anda mengajar
bahasa Inggris?
2. Mata pelajaran m dan tingkat siswa
apa yang Anda ajarkan?
3. Berapa banyak siswa yang ada di
kelas?
4. Apa pendapat Anda tentang ukuran
kelas? Apakah ini merupakan
tantangan bagi Anda untuk
mengajar? Jika ya/tidak, mengapa?
5. Menurut Anda, apa peran Anda di
dalam kelas?
6. Apa yang Anda harapkan dari siswa?
7. Bagaimana Anda mencapainya?
Biasanya, apa yang Anda lakukan
untuk mempersiapkan kelas?
Bagian 2, Memahami pengajaran bahasa
berbasis tugas (TBLT):
8. Dari mana Anda mengetahui tentang
pengajaran bahasa berbasis tugas?
Dari sumber apa? Seperti membaca
sendiri, lokakarya, atau di tempat
lain?
9. Mengenai pengajaran bahasa berbasis
tugas, apa definisi tugas menurut
Anda?
10. Bagaimana Anda mendefinisikan dan
memahami pembelajaran bahasa
berbasis tugas?
Bagian 3, Implementasi TBLT:
11. Pernahkah Anda menggunakan
TBLT dalam pengajaran Anda?
12. Kira-kira, seberapa sering Anda
menggunakan TBLT?
13. Apakah Anda masih menggunakan
TBLT dalam pengajaran Anda?
14. Untuk alasan praktis apa yang
 choose, or avoid implementing
TBLT?
15. What kind of activity do you often
carry out in the TBLT class?
What’s the result? Which activity
do you think is effective/
ineffective in the class? Which one
do you think is difficult to carry
out?
16. Do you think your implementation
of TBLT is successful in your
class? Are there any challenges for
implementing TBLT in your class?
If yes/no, why?
17. Some teachers think that the high
English standard of the student is
crucial for the effective
implementation of TBLT. Do you
agree? Why?
18. Some teachers mention exam
reform for effective implementation
of TBLT. What’s your opinion?
19. What do you think of the teaching
materials you are using for TBLT
classes?
20. What are your comments and
reflections concerning any aspects
of the implementation of TBLT?
42
membuat Anda memilih atau
menghindari penerapan TBLT?
15. Kegiatan apa yang sering Anda
lakukan di kelas TBLT? Apa
hasilnya? Kegiatan apa yang menurut
Anda efektif/tidak efektif di kelas?
Kegiatan mana yang menurut Anda
sulit dilakukan?
16. Menurut Anda, apakah implementasi
TBLT di kelas Anda berhasil?
Apakah ada tantangan dalam
menerapkan TBLT di kelas Anda?
Jika ya/tidak, mengapa?
17. Beberapa guru berpikir bahwa
standar bahasa Inggris siswa yang
tinggi sangat penting untuk
implementasi TBLT yang efektif.
Apakah Anda setuju? Mengapa?
18. Beberapa guru menyebutkan
reformasi ujian untuk pelaksanaan
TBLT yang efektif. Apa pendapat
Anda?
19. Bagaimana pendapat Anda tentang
bahan ajar yang Anda gunakan untuk
kelas TBLT?
20. Apa komentar dan refleksi Anda
mengenai aspek-aspek pelaksanaan
TBLT?
Appendix II: Interview questions for students
English Language Indonesian Language
Part 1, learning challenges: Bagian 1, Tantangan belajar:
1. Can you tell me about your 1. Dapatkah Anda menceritakan
experiences learning to speak pengalaman Anda belajar berbicara
English in junior high school? bahasa Inggris di sekolah menengah
2. What are some of the difficulties pertama?
you encounter when trying to 2. Apa saja kesulitan yang Anda hadapi
improve your speaking skills? saat mencoba meningkatkan
3. How do you feel about speaking kemampuan berbicara Anda?
English in class compared to other 3. Bagaimana perasaan Anda tentang
language skills like reading or berbicara bahasa Inggris di kelas
writing? dibandingkan dengan keterampilan
4. Can you recall a time when you bahasa lainnya seperti membaca atau
found it challenging to express menulis?
yourself orally in English? What 4. Dapatkah Anda mengingat kembali
made it difficult? saat Anda merasa kesulitan untuk
5. Are there any factors outside of mengekspresikan diri Anda secara
school that affect your ability to lisan dalam bahasa Inggris? Apa
practice speaking English? If so, yang membuatnya sulit?
what are they? 5. Apakah ada faktor di luar sekolah
yang mempengaruhi kemampuan
Anda untuk berlatih berbicara bahasa
Inggris? Jika ya, apa saja?
Part 2, the implementation of TBLT: Bagian 2, Penerapan TBLT:
6. What is your experience with Task- 6. Apa pengalaman Anda dengan
Based Language Teaching (TBLT) Pengajaran Bahasa Berbasis Tugas
in your English classes? (TBLT) di kelas bahasa Inggris
7. How often do you engage in Anda?
speaking tasks as part of TBLT 7. Seberapa sering Anda terlibat dalam
activities? tugas-tugas berbicara sebagai bagian
8. Can you describe some of the dari kegiatan TBLT?
speaking tasks you've done using 8. 3. Dapatkah Anda menjelaskan
the TBLT approach? beberapa tugas berbicara yang telah
9. How do you feel about TBLT Anda lakukan dengan menggunakan
compared to other methods of pendekatan TBLT?
teaching speaking skills? 9. Bagaimana pendapat Anda tentang
10. Have you noticed any differences TBLT dibandingkan dengan metode
in your speaking abilities when pengajaran keterampilan berbicara
using TBLT compared to other lainnya?
methods? 10. Apakah Anda melihat adanya
11. What do you think are the strengths perbedaan dalam kemampuan

43
 and weaknesses of using TBLT to
learn speaking skills?
Part 3, impact of TBLT implementation:
12. Have you seen any improvements
in your speaking abilities since
TBLT was introduced in your
English classes?
13. How has TBLT helped build your
confidence in speaking English?
14. Have you noticed any changes in
your ability to communicate in
English outside of school because
of TBLT?
15. Can you give examples of specific
speaking tasks or activities that you
think have helped you improve
your speaking skills through
TBLT?
16. What do you think makes TBLT
effective in improving speaking
abilities among junior high school
students?
44
berbicara Anda ketika menggunakan
TBLT dibandingkan dengan metode
lain?
11. Menurut Anda, apa saja kelebihan
dan kekurangan dari penggunaan
TBLT dalam pembelajaran
keterampilan berbicara?
Bagian 3, Dampak Implementasi TBLT:
12. Apakah Anda melihat adanya
peningkatan dalam kemampuan
berbicara Anda sejak TBLT
diperkenalkan di kelas bahasa Inggris
Anda?
13. Bagaimana TBLT membantu
membangun kepercayaan diri Anda
dalam berbicara bahasa Inggris?
14. Apakah Anda melihat adanya
perubahan dalam kemampuan Anda
untuk berkomunikasi dalam bahasa
Inggris di luar sekolah karena TBLT?
15. Dapatkah Anda memberikan
contoh tugas atau kegiatan berbicara
tertentu yang menurut Anda telah
membantu Anda meningkatkan
kemampuan berbicara Anda melalui
TBLT?
16. Menurut Anda, apa yang
membuat TBLT efektif dalam
meningkatkan kemampuan berbicara
di kalangan siswa sekolah menengah
pertama?
Appendix III: Observation Checklist
Speaking
No Goals of the speaking tests Task Comments
1 2 3
1 The teacher instructs learners to produce a sentence
based on a grammar rule such as clauses linked by
conjunctions, comparison, conditional sentences, or
tenses.
2 The teacher gives an example of a sentence and
substitutes one or more words or changes prompts to
lead students to produce a new structure.
3 The teacher guides learners to do speaking by
practicing a pronunciation drill by saying some
words with correct intonation and sound.
4 The teacher stimulates speaking practice by giving
learners common questions that all learners know
the answers to.
5 The teacher stimulates speaking practice by giving
common questions that require a particular form.
6 The teacher guides learners to do a speaking activity
by describing a visual task (picture, maps, and
graph) or explaining word(s).
7 The teacher facilitates learners to do a speaking
activity by doing a simple survey (including a
survey amongst classmates) to complete a table or
picture.
8 The teacher facilitates learners to do a speaking
activity by completing information gaps (including
asking a partner) based on recently taught language.
9 The teacher gives ‘personalized’ questions like
information about family and daily activities.
10 The teacher manages the situation of role-playing
for learners to do speaking activity within using
existing resources.
11 The teacher assigns learners into a group or pair to
exchange information from group members/partners
by speaking.
12 The teacher facilitates learners to deal with a daily
or typical case and express their opinion/solution.
13 The teacher assigns the learner to do a speaking
practice in a group discussion.

45
14 The teacher facilitates learners to deal with a
complex case (environment, politics, economy, etc.)
and express their solutions.
15 The teacher asks students to do a speaking activity
in a role-play without using form sentences.

46