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p-Index From 2020 - 2025
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All Journal International Journal of Language Teaching and Education Cakrawala: Jurnal Pendidikan
Noeris Meiristiani
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Education Languange, Linguistic, Communication & Media Social Sciences

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The Implementation of Task-Based Language Teaching Principles in Speaking Class Tia Khoerul Awwal; Noeris Meiristiani; Rofiudin Rofiudin
Cakrawala: Jurnal Pendidikan Vol 16 No 2 (2022)
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/cakrawala.v16i2.294

Abstract

In teaching speaking for EFL, teacher has to consider a strategy that exposes students to speaking practices. This study aims to determine the implementation of Task-Based Language Teaching (TBLT) principles in English learning, especially speaking. The approach used was descriptive qualitative. The instruments were classroom observations and interviews and the research subjects were 1 English teacher and 25 students of Class IXA at Darunnajat Islamic Boarding School Bumiayu Brebes. This study reveals that the teacher has implemented the seven principles of TBLT namely scaffolding, task dependency, recycling, active learning, integration, reproduction, and reflection suggested by Nunan (2004) in teaching speaking. They were reflected in the activities that students experience in the classroom.
Teachers’ Support and Its Effect on Students’ Learning Motivation Desi Pangestu; Noeris Meiristiani; Afifah Laela Risky; Mawar Rizka Rahmadhani
International Journal of Language Teaching and Education Vol. 9 No. 2 (2025): International Journal of Language Teaching and Education - In Progress...
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i2.47354

Abstract

This study investigates the role of teacher support in shaping English as a Foreign Language (EFL) learners’ motivation through a structured literature review. Psychological and social factors, especially teacher support, are critical in enhancing student motivation, particularly in settings where learners face anxiety or low confidence. The review focuses on three core types of teacher support, emotional, academic, and autonomy-supportive and their contributions to student engagement and language learning motivation. Ten peer-reviewed articles published between 2014 and 2025 were analyzed using thematic content analysis to identify patterns in findings, methods, and cultural contexts. Results show that teacher support consistently enhances motivation, with integrated support having the strongest impact. The novelty of this study lies in its cross-cultural synthesis and emphasis on the need for integrated and longitudinal approaches. Findings suggest that teacher training programs should adopt holistic strategies to foster and maintain student motivation in EFL classrooms.
Co-Authors Afifah Laela Risky Desi Pangestu Mawar Rizka Rahmadhani Rofiudin Rofiudin Tia Khoerul Awwal