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All Journal Esteem Journal of English Study Programme INTERACTION: Jurnal Pendidikan Bahasa
Mobit
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Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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THE IMPACT OF TASK-BASED LANGUAGE TEACHING (TBLT) IMPLEMENTATION ON STUDENTS’ ENGLISH LEARNING MOTIVATION: INDONESIAN SENIOR HIGH SCHOOL VIEWS Zakiya Mumtaza; Mobit; Bagas Sulistyo
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/h4q76v64

Abstract

This research investigates the implementation of Task-Based Language Teaching (TBLT) in an English classroom at an Indonesian senior high school, with a specific focus on students’ perceptions of its influence on their motivation to learn English. Adopting a qualitative case study approach, the study gathered data through classroom observations, semi-structured interviews, and document analysis. Thematic analysis, guided by Braun and Clarke’s six-phase framework, was used to identify key themes across diverse data sources. The results revealed that TBLT was enacted through clearly delineated stages pre-task, task, and post-task and was characterized by structured planning and dynamic classroom engagement. Students expressed enhanced motivation, confidence, and involvement, particularly when the tasks reflected their personal experiences and were reinforced through constructive teacher feedback and peer collaboration. These findings offer valuable implications for EFL educators, curriculum planners, and researchers interested in learner-centered pedagogy and motivational practices in secondary education. Departing from the predominant focus on linguistic proficiency, this study emphasizes the affective dimensions of TBLT, shedding light on how carefully designed, contextually relevant, and interaction-rich tasks can nurture student motivation by promoting autonomy, personal relevance, and cooperative learning.
Utilizing Know, Want, Learn (KWL) Strategy in Teaching Reading Comprehension of Narrative Text Rayhan Krismansyah; Mobit; Indah Purnama Dewi
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i1.56

Abstract

Reading is an ability that everyone must have, reading is also a bridge to new knowledge. In fact, students often struggle with reading such as identifying texts, finding the main topic, extracting information, grasping the overall meaning, and connecting text events to real life. This study aims to explore the implementation of the KWL (Know, Want, Learn) strategy in teaching reading comprehension of narrative texts and student perception in learning reading narrative text at junior high schools in Karawang. The KWL strategy is used to help students understand narrative texts more deeply, with stages that include identifying prior knowledge, learning objectives, and reflecting on the understanding gained. This study uses a qualitative approach with a case study method to analysed the data found. The participants used in this research amounted to 8 students. besides that, the data collection technique uses 3 ways, namely observation, interview, and documentation. The findings show that the KWL strategy is helping in students organize information and improve their understanding of the text, some students also said that this strategy really helped students and understand the material. However, challenges such as low student interest in reading and limited learning media are obstacles in the implementation process. However, students' perceptions of the KWL strategy are positive, where students feel more actively involved in the learning process and are more motivated to read narrative texts. Therefore, the results show that KWL strategy helps students organize information and improve their understanding of the text. Although this strategy is effective, there are challenges such as students' low reading interest and limited learning media. However, students' perception of KWL strategy remains positive, and helping where they feel more engaged and motivated in the learning process.
Co-Authors Bagas Sulistyo Indah Purnama Dewi Rayhan Krismansyah Zakiya Mumtaza