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All Journal Bulletin of Scientific Research in English Education Journal of Early Childhood Islamic Education
Hafizudin, Hafizudin
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Revitalizing Speaking Fluency through Task-Based Language Teaching: Addressing Post-Pandemic Communicative Gaps in EFL Classrooms Jannah, Khofifah Indah Baitul; Razaq, Siti Ulfya Syahara; Hafizudin, Hafizudin
Bulletin of Scientific Reseach in English Education Vol. 2 No. 1 (2025): Bulletin of Scientific Research in English Education
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/bsree.v2i1.8

Abstract

Speaking skills are an important component of English as a foreign language (EFL) acquisition, yet they are one of the most affected by online learning during the COVID-19 pandemic. The lack of direct verbal interaction and the low intensity of oral practice lead to gaps in students' speaking fluency. In this context, the Task-Based Language Teaching (TBLT) approach offers a strategy oriented towards developing communication skills through meaningful tasks. This study aims to explore the impact of implementing TBLT on improving EFL students' speaking fluency in post-pandemic secondary schools. This study used a quasi-experimental approach with a pre-test and post-test control group design. The sample consisted of 60 grade XI students in one of the public high schools in Indonesia, who were divided into an experimental group and a control group. Data were collected through oral tests and analyzed using paired sample t-test and independent sample t-test. The results showed that there was a significant increase in the level of speaking fluency of students who took part in learning with the TBLT approach compared to the control group. The task-based activities proved to improve students' fluency, fluency, and confidence in speaking. The findings recommend the wider application of TBLT as a strategic approach in addressing the impact of online learning on EFL students' speaking ability.
Early Childhood Education Learning in the Context of Modern Technology (A Study at RA Annahdliyah Cirebon) Hafizudin, Hafizudin
Al-Banat: Journal of Early Childhood Islamic Education Vol. 2 No. 2 (2025): Journal of Early Childhood Islamic Education
Publisher : Sekolah Tinggi Agama Islam Kuningan (STAIKuningan)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/aw2g0r08

Abstract

Background: Despite growing evidence supporting play-based learning for cognitive development, many early childhood education (ECE) institutions in Indonesia, particularly in semi-urban settings, still emphasize teacher-centered academic approaches. This creates tension between developmental appropriateness and academic pressure from parents and market expectations.Objective: This study aimed to explore the implementation of play-based learning and its effectiveness in enhancing cognitive skills of children aged 4–6 years at RA Nurul Iman Leuwimunding, Majalengka, and to identify contextual barriers and enabling factors.Method: A qualitative case study approach was employed, involving 160 classroom observation sessions, 43 in-depth interviews with stakeholders (teachers, parents, head of institution, and children), two focus group discussions, and document analysis conducted over six months. Data were analyzed using constant comparison and thematic analysis informed by grounded theory.Findings and Implications: Six major themes emerged: (1) significant tension between academic pressure and developmental appropriateness, with academic drills occupying 42% of learning time compared to 8% for structured play; (2) a substantial gap between teachers’ conceptual understanding of play-based learning and their technical competence to facilitate cognitive-focused play; (3) successful adaptation of play-based approaches in resource-constrained settings; (4) the critical role of teacher professional development; (5) low parental engagement in supportive play at home; and (6) the absence of systematic monitoring of cognitive development. These findings imply the need for targeted professional development, strategic parental engagement programs, curriculum integration frameworks, and systematic monitoring systems to optimize play-based learning implementation.Conclusion: While play-based learning offers substantial potential for enhancing early cognitive development, its effectiveness depends critically on addressing teacher knowledge gaps, strengthening institutional support, and aligning stakeholders in semi-urban ECE contexts.
Co-Authors Jannah, Khofifah Indah Baitul Razaq, Siti Ulfya Syahara