Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal The Journal of English Literacy Education
Lena Sastri
Universitas Islam Negeri Sjech M. Djamil Djambek
Education Languange, Linguistic, Communication & Media Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Task-Based Teaching Practice Perceived by Civil Engineering Students: A Local EFL Context Doris Sukma; Lena Sastri; Agnes Arum Budiana
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 10 No. 2 (2023): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v10i2.17

Abstract

Task-Based Language Teaching (TBLT) is one of the approaches that can significantly enhance students’ communicative language competence. Numerous studies on TBLT demonstrate favorable outcomes, and a notable number of educators affirm that TBLT is among the effective approaches they can employ. By the same token, many students view TBLT positively. However, a significant portion of recent research seems to concentrate exclusively on English students, while TBLT holds potential applicability for non-English students across various disciplines. These students exhibit distinct characteristics due to language exposure in the classroom. This study investigates non-English students' perception of TBLT practice, specifically civil engineering students at Politeknik Negeri Bengkalis. The purposive sampling technique was used, 47 students who learned English with the TBLT approach. This study utilized a perception questionnaire comprising 17 items. It covers three essential considerations in TBLT namely the nature of tasks (5 items), the difficulty level of tasks (6 items), and the teacher’s roles during the practice (6 items). The finding revealed that non-English students had a positive attitude towards TBLT, as they expressed strong agreement with the positive statements in all three constructs. This shows that TBLT is viewed favorably by English and non-English students alike, regardless of their characteristic differences.
Co-Authors Agnes Arum Budiana Doris Sukma