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Revisiting Task-based Language Teaching to TEYL: Evidence from Indonesian Young Learners

Language Circle: Journal of Language and Literature · Vol. 20 No. 1 (2025) · hlm. 298–309

DOI
10.15294/lc.v19i2.16839
ISSN
2460-853X, 1858-0157
Terbit
2025-05-01
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

The study aimed to investigate the values of Task-based Language Teaching (TBLT) in teaching English in non-formal setting to fifteen young learners (YLs) from five schools in Tasikmalaya, West Java, Indonesia. The study has been informed by the theory of TBLT in English teaching. The study used qualitative case study research design at the data when collected through a phase of teaching of six meetings where the researcher acted as teacher and interviews with five participants. The data were analysed qualitatively using thematic analysis, in terms of TBLT implementation to assist YLs learn English and participants responses to the values of TBLT implementation. The results show that two themes occurred, involving 1) the implementation of TBLT and students’ learning which focuses more on the use of input-based tasks and 2) the students’ responses on the TBLT implementation including positive attitudes and challenges towards TBLT. The use of input-based tasks can enhance YLs’ vocabulary mastery and maintain their motivation to learn English. This is in line with the evidence that YLs are ready to learn English meaningfully when they have sufficient vocabulary input as a language element to learn a foreign language. It is recommended that TBLT be implemented in more diverse context in Indonesia.

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19 penulis · 43 tautan kepenulisan bersama · 13 lintas organisasi

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  • Indonesia University of Education
  • SEAMEO QITEP in Language
  • Universitas Jambi
  • Siliwangi University
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
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Rekan penulisOrganisasiArtikel bersama
Amirul MukmininUniversitas Jambi1
Sufiyandi SufiyandiIndonesia University of Education1
Ika Lestari DamayantiIndonesia University of Education1
Evi Kofifah HasanSiliwangi University1
Geby Devtiana MaryonoIndonesia University of Education1
Pupung PurnawarmanIndonesia University of Education1
Fuad Abdul HamiedIndonesia University of Education1
Ika DamayantiIndonesia University of Education1
Ari Arifin DanuwijayaIndonesia University of Education1
Lukman HakimIndonesia University of Education1
Firly AsyifaIndonesia University of Education1
Tri Indri HardiniIndonesia University of Education1
Yulianeta YulianetaIndonesia University of Education1
Misbah FikriantoSEAMEO QITEP in Language1
Hasanatul HamidahSEAMEO QITEP in Language1
Limala Ratni Sri KharismawatiSEAMEO QITEP in Language1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/LC/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Revisiting Task-based Language Teaching to TEYL: Evidence from Indonesian Young Learners</dc:title>
	<dc:creator xml:lang="en">Metty Agustine P.</dc:creator>
	<dc:creator xml:lang="en">Emi Emilia</dc:creator>
	<dc:creator xml:lang="en">Didi Sukyadi</dc:creator>
	<dc:subject xml:lang="en">Case study</dc:subject>
	<dc:subject xml:lang="en">Task-based language teaching</dc:subject>
	<dc:subject xml:lang="en">TEYL</dc:subject>
	<dc:description xml:lang="en">The study aimed to investigate the values of Task-based Language Teaching (TBLT) in teaching English in non-formal setting to fifteen young learners (YLs) from five schools in Tasikmalaya, West Java, Indonesia. The study has been informed by the theory of TBLT in English teaching. The study used qualitative case study research design at the data when collected through a phase of teaching of six meetings where the researcher acted as teacher and interviews with five participants. The data were analysed qualitatively using thematic analysis, in terms of TBLT implementation to assist YLs learn English and participants responses to the values of TBLT implementation.  The results show that two themes occurred, involving 1) the implementation of TBLT and students’ learning which focuses more on the use of input-based tasks and 2) the students’ responses on the TBLT implementation including positive attitudes and challenges towards TBLT. The use of input-based tasks can enhance YLs’ vocabulary mastery and maintain their motivation to learn English. This is in line with the evidence that YLs are ready to learn English meaningfully when they have sufficient vocabulary input as a language element to learn a foreign language. It is recommended that TBLT be implemented in more diverse context in Indonesia.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-05-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/LC/article/view/16839</dc:identifier>
	<dc:identifier>10.15294/lc.v19i2.16839</dc:identifier>
	<dc:source xml:lang="en">Language Circle: Journal of Language and Literature; Vol. 20 No. 1 (2025): April 2025 Regular Issue; 298 - 309</dc:source>
	<dc:source>2460-853X</dc:source>
	<dc:source>1858-0157</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/LC/article/view/16839/3789</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Language Circle: Journal of Language and Literature</dc:rights>
</oai_dc:dc>