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All Journal Diksa : Jurnal Pendidikan Bahasa dan Sastra Indonesia IRJE (Indonesian Research Journal in Education) Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Ilmiah Bina Edukasi Lingua Rima: Jurnal Pendidikan Bahasa dan Sastra Indonesia DEDIKASI PKM JOLLT Journal of Languages and Language Teaching Jurnal Pengabdian kepada Masyarakat Bina Darma JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) Jurnal Pengabdian Masyarakat Bangsa RENATA Jurnal Pengabdian Masyarakat Kita Semua Jurnal Pengabdian Masyarakat Mentari TRANSFORMATIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Jurnal Pengadaan Indonesia Medica Majapahit
Ernawati, Yeni
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Journal : JOLLT Journal of Languages and Language Teaching

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Task-Based Language Teaching Integrated with Digital Literacy in Improving Pre-Service Indonesian Language Learners’ Communicative Competences Sari, Ayu Puspita Indah; Ernawati, Yeni; Hidajati, Enny
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18149

Abstract

This study investigates whether an integrated Task-Based Language Teaching (TBLT) and digital literacy sequence enhances pre-service Indonesian Language (PIL) teachers’ communicative competences and how they perceive and adapt the model under classroom constraints. Using an explanatory sequential mixed-methods design, researchers first conducted a quantitative pre–post evaluation with 25 PIL participants enrolled in an Indonesian Language Education program. Communicative performance was assessed through parallel speaking, writing, and multimodal tasks rated on four analytic dimensions—linguistic, pragmatic, discourse, and strategic—supplemented by a multimodal criterion. Descriptive statistics indicated overall gains to a proficient band, with discourse and strategic competences displaying the highest central tendency and the narrowest dispersion. Linguistic and pragmatic competences improved but showed wider between-learner variance, suggesting uneven consolidation of affixes, pronouns, particles, and register-appropriate choices. The qualitative follow-up (observations, interviews) explained these patterns: the pre-task → task → post-task cycle, combined with purpose-bound digital supports, stabilized interactional routines, made discourse organization visible, and prompted targeted focus-on-form. Participants adapted to assessment pressure, class size, and technology access through role rotation, offline-first drafting, low-bandwidth alternatives (audio + transcript), and a standardized “core trio” of tools, which reduced cognitive load and widened equitable participation.
Co-Authors Adicahya, Sarjuni Agramanisti Azdy, Rezania Aini, Ika Puspita Nur Anggieta Fatia Sari Balkist, Putri Sukma Diana Diana Erliani, Novi Fatimah, Anggun Febby Shania Utami Hastari Mayrita, Hastari Hidajati, Enny Hurriyati, Dwi Hutasoit, Ervina Loide Indah Sari, Ayu Puspita Indra Gunawan Leon Andretti Abdillah muchti, andina Oktariansyah, Haris Pasambuna, Sandry Petrisia, Putri Purnamalia, Triska Putri Septiani Rojak, Rojak Sari, Ayu Puspita Indah Sari, Suci Rahmah Sri Wahyuni Suardi, Muhammad Susanti, Efrilia Tazkiyah, Dina Tetisa, Yeka Tiara Berliani Tirin, Sanda Septia Yanti, Cita Hikmah Yolanda Yolanda, Yolanda Yulian, M. Fachmier Yusrah, Yusrah