Abstract
Task-based Language Teaching in Asia, especially Indonesia, was more popular in foreign language English teaching. The approach that focuses on the student is regarded to be more efficient than the traditional one. This study was undertaken so as to find out the attitude and perspective of learners regarding implementing language teaching based on tasks (TBLT). 96 learners of the Islamic Junior high school in Indonesia were randomly selected. In order to investigate participants' attitudes and perceptions a task based questionnaire has been designed. By employing the Likert Scale, data were evaluated quantitatively. The results of the study demonstrate that most EFL Indonesian learners have generally good attitudes and views concerning TBLT and so most of them like to join in TBLT English class. In other words, EFL learners are ready to adapt to a new methods of language learning because they are willing to apply TBLT successfully. In this study, some major issues highlighted by the results will be examined and some significant suggestions made by the results are discussed.
Highlights
Task-based Language Teaching (TBLT) became widely used in the early 1980s as a second language learning concept to develop a process-based syllabus and design communication tasks that promote the practical use of language by learners with communication skills development
The current study examined the attitudes of learners and their perception of TBLT as implemented in the foreign language teaching environment in English
Studies of the attitude and perception of learners towards task-based language teaching are still limited in the Indonesian context
Summary
Task-based Language Teaching (TBLT) became widely used in the early 1980s as a second language learning concept to develop a process-based syllabus and design communication tasks that promote the practical use of language by learners with communication skills development. TBLT is considered an alternative teaching approach as it favours a method that uses functional communicative language (Ellis, 2003; Willis, 1996). According to Ellis (2003) and Willis (1996), TBLT is an efficient approach that creates a learning environment and allows learners to use target language forms that they think are most likely to allow them to reach their communicative targets. Richards and Rodgers (2014) reported that Task-based Language Teaching had received considerable interest in applied linguistics. It has had few practical implementations and scant documentation on its impact or efficacy as a basis for designing the curriculum, material development and teaching of classrooms
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