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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) · pp. 298–309

DOI
10.15294/lc.v19i2.16839
ISSN
2460-853X, 1858-0157
Published
2025-05-01
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

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.

Keywords

Collaboration network of the authors

8 authors · 12 co-authorship links

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  • Universitas Jambi
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
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Co-authorOrganisationJoint articles
Amirul MukmininUniversitas Jambi1
Sufiyandi SufiyandiAffiliation unknown1
Ika Lestari DamayantiAffiliation unknown1
Geby Devtiana MaryonoAffiliation unknown1
Pupung PurnawarmanAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/LC/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (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>
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	<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>
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