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All Journal Jurnal Teknik Sipil Pendas : Jurnah Ilmiah Pendidikan Dasar PROJECT (Professional Journal of English Education) Ethical Lingua: Journal of Language Teaching and Literature Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Abdi Teknoyasa Jurnal Pengabdian KOLABORATIF Mitra Jurnal Pengabdian Masyarakat Multidisiplin (MJPMM)
Kusrin
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Humanities Civil Engineering, Building, Construction & Architecture Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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ENHANCING JUNIOR HIGH SCHOOL STUDENTS’ SPEAKING SKILLS THROUGH TASK-BASED LANGUAGE TEACHING (TBLT) Eryana Putri, Febriyanti; Kusrin; Nina Puspitaloka
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34099

Abstract

Students in English as a Foreign Language (EFL) classrooms often face difficulties in developing their speaking skills due to limited vocabulary, pronunciation problems, and low self-confidence, which hinder their ability to communicate effectively. To address this issue, this study aimed to analyze the implementation of Task-Based Language Teaching (TBLT) in improving students’ speaking skills and to explore their perceptions toward its use in the classroom. The research was conducted in a junior high school in Karawang, Indonesia, involving one English teacher and 40 eighth-grade students, with six purposively selected as interview participants. A qualitative case study design was employed, using classroom observations and semi-structured interviews as the main techniques of data collection. Thematic analysis was applied to interpret the data. The findings show that TBLT was implemented through three stages, namely pre-task, task cycle, and post-task, using recount texts as the learning material. During these stages, students actively participated in pair discussions, presented their work, and received feedback, which contributed to the improvement of their classroom engagement and confidence. Nevertheless, several challenges were identified, including vocabulary limitations, pronunciation difficulties, and variations in students’ levels of confidence. Overall, students perceived TBLT positively, emphasizing that collaborative learning and meaningful tasks encouraged them to be more active in communication. This study concludes that TBLT plays a significant role in enhancing students’ speaking skills and provides practical implications for EFL teachers in designing interactive and student-centered learning activities.
Co-Authors Ahmad Hakim Bintang Kuncoro Andie Julian Arfa Angga Setiawan Pamungkas Anik Kustirini, Anik Azzahra, Reva Bachrudin Musthafa Crista, Ngudi Hari Eka Bogi Anisa Eryana Putri, Febriyanti Fitri, Annisa Ryani Hanif Abdulah Riyadi Iin Irawati Jasmine, Faeliza Kukuh Wisnuaji Widiatmoko lengkanawati, Nenden Mansyur Srisudarso Masvika, Hendra Nina Puspitaloka Purnijanto, Bambang Retno Dewi Pramodia Ahsani Son haji, Son Sumarta Talitha Zhafira Wigati, Fikri yogi setia samsi, yogi setia Yousef Bani Ahmad Yunia Fauziah