TASK-BASED LANGUAGE TEACHING: INDONESIAN EFL TEACHERS’ PERCEPTIONS
DOI:
https://doi.org/10.32493/.v1i1.17421Abstract
TBLT (task-based language teaching) has received little attention in the Indonesian EFL context, and just a few studies have investigated teachers' perspective of this approach. This study adds to closing the gap by exploring EFL teachers' perception of TBLT. The study used a case study design, and it involved four teachers in an Islamic Junior High School in Indonesia. Data of the study were gathered through face-to-face interviews. Then the data were analyzed thematically. The findings indicated that EFL teachers in Indonesia had a good understanding of TBLT. Furthermore, TBLT was perceived positively by the Indonesian ELT teachers interviewed. Additionally, they all reported encountering obstacles that made it challenging to implement TBLT in their classrooms. Teachers, schools, and students were identified as the main factor of difficulty. Indonesian EFL teachers are required to implement TBLT properly despite the problems they have faced, as long as they have a positive perception of the approach
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