The Implementation of Task Based Language Teaching (TBLT) Through Drama in Teaching Speaking
DOI:
https://doi.org/10.24256/ideas.v13i1.6304Abstract
English teacher should use appropriate teaching method to improve students’ speaking skill. Task based language teaching (TBLT) is the selected method of teaching speaking because TBLT focuses on language use in real contexts through the completion of relevant and meaningful task. In the use of task-based language teaching, the researcher uses drama. Drama is an appropriate choice in the implementation of TBLT because students are given the task practice of speaking and drama is suitable because in drama is dominant to be able to practice speaking from drama scripts. The researcher uses a case study. The researcher chooses at ninth grade of SMP Maarif 12 Pamekasan as the research subject because the students’ speaking skill is still low. The number of ninth grade students of SMP Maarif 12 Pamekasan consist of eight students. The results are the implementation of TBLT through drama is the pre task stage, the teacher introduced the topic and task of drama. During task stage, students work on the speaking drama performance in small groups, with the teacher monitoring the students. Then, the students perform their speaking drama in front of the class. The post task stage is the reflective stage, which the teacher guides the students to review and analyse the language that students have used in the task of drama. In the implementation of task based language teaching through drama, teacher and students face challenges. The teachers’ challenges are the activity needs a lot of time and differences in each student's speaking ability. On the other hand, the students’ challenges are cooperation in the group and insufficient practice time.
References
Alvionita, E., Marhum, M., & Said, M. M. (2024). Developing Speaking Skill of IX Grade Students at Junior High School Through Cake Application. 12(2).
Annisa, N., Syam, A. T., & Masruddin, M. (2022). Teaching vocabulary through the Round Robin Brainstorming Technique. English Education Journal, 13(1), 46-55.
Amsori, H., Nugraha, M. A., & Sibarani, J. (2023). The Effect of the Task-Based Learning Method Using the Anchor Podcast Application on Students’ Speaking Ability. ELTIN JOURNAL: Journal of English Language Teaching in Indonesia, 11(1).
Andini, K., & Indari, A. (2024). An Analysis of Students’ Difficulties in Speaking Ability for Offering and Suggesting by Threads as a Media at Eleventh Grade of SMA Bintang Langkat in Academic Year 2023/2024. 16(1).
Damayanti, M., & Sadikin, I. S. (2023). Factors Influencing Students’ Interest in Learning English as a Foreign Language. ELTIN JOURNAL: Journal of English Language Teaching in Indonesia, 11(2).
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Task-Based Language Teaching: Theory and Practice (1st ed.). Cambridge University Press. https://doi.org/10.1017/9781108643689
Hardiyanti, D. A., Misbah, H., & Hadi, M. S. (2021). The Relationship Between Students’ Personality and Speaking Performance. ELTIN JOURNAL: Journal of English Language Teaching in Indonesia, 9(1).
Husnaini, H., Yahya, A., & Putri, N. I. W. (2023). The Efficacy of the Presentation, Practice, and Production (PPP) Method on the Speaking Skill of the English Learners Community (ELC) Students. EDULANGUE, 6(1), 45-61.
Husnaini, H., Syam, A. T., Niken, N., & Soares, A. (2024). Teachers’ Strategies in Teaching Speaking at High Schools: Obstacles and Challenges. Linguistics Initiative, 4(2), 243-262.
Hasanah, N., Noviasmy, Y., Fauziatulhaq, M., & Zarimah, N. (2024). Optimizing Speaking Proficiency in Indonesian EFL Higher Education: A Pedagogical Intervention Using the IELTS Question Framework. 12(2).
Ibrahim, I. W., & Shahabani, N. S. (2020). The Use of Public Speaking to Promote Confidence in Learning English as a Second Language. 6(1).
Ilyosovna, N. A. (2020). The Importance of English Language. 02(01).
Al-Khalidi, I. S. I. (2020). Main Challenges Encountered by Students in Learning English as a Foreign Language. International Journal of Research in Social Sciences and Humanities, 10(4), 33-41.
Jihan & Hendriwanto. (2021). University Students’ Reflection on Learning English through Drama. Borneo Educational Journal (Borju), 3(1), 1–7. https://doi.org/10.24903/bej.v3i1.705
Kaur, D., & Aziz, A. A. (2020). The use of language games in enhancing students’ speaking skills. International Journal of Academic Research in Business and Social Sciences, 10(12), 687-706.
Khawa, D. K., & Rizkiyah, F. (2022). The Implementation of a Task-Based Learning Strategy by Making Video Introductions to Improve Students’ Speaking Skills. Darussalam English Journal (DEJ), 2(2), 199-220.
Lailiyah, M., Setiyaningsih, L. A., Wediyantoro, P. L., & Yustisia, K. K. (2021). Assessing an effective collaboration in higher education: A study of students’ experiences and challenges in group collaboration. EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English, 6(2), 97–105. https://doi.org/10.26905/enjourme.v6i2.6971
Md Rashed Khan Milon, Muhammad Ishtiaq, Tamanna Mohammed Ali, & Md Sartaz Imam. (2023). Unlocking Fluency: Task-Based Language Teaching (TBLT) in Tertiary Speaking Classes—Insights from Bangladeshi Teachers and Students. INTERNATIONAL CENTER FOR RESEARCH AND RESOURCES DEVELOPMENT, 4(4), 218–230.
Madehang, M., Masruddin, M., & Iksan, M. Reflecting on the Implementation of Online English Learning in Islamic Higher Education. International Journal of Asian Education, 5(3).
Neupane, R. N. (2024). Perspectives and Practices of English Language Teachers on Task-Based Language Teaching. Butwal Campus Journal, 7(2), 91–101. https://doi.org/10.3126/bcj.v7i2.73185
Nasriandi, N., & Masruddin, M. (2021). The Use of British Parliamentary Debate Style in Teaching Speaking Skill. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 9(1).
Prastawa, S., Nurzaima, Kurniawan, Mirdan, Mafruhah, Anisatul, & Al Haddar, Gamar. (2024). An Analysis of Project-Based Learning Approaches in Enhancing English Proficiency Among Secondary School Students. Jurnal Review Pendidikan Dan Pengajaran, 7, 4078–4085.
Prianty, T., Ngadiso, N., & Wijayanto, A. (2022). Task-Based Language Teaching: Perceptions and Implementation in Teaching Speaking. AL-ISHLAH: Jurnal Pendidikan, 14(1), 99–108. https://doi.org/10.35445/alishlah.v14i1.1203
Rivaldy Hermawan, M. (2022). Teaching Method as Capital in Information Exchange Activities. Devotion : Journal of Research and Community Service, 3(8), 783–789. https://doi.org/10.36418/dev.v3i08.181
Rojabi, R. (2021). Exploiting drama for children in EFL teaching to promote creativity, confidence, and motivation. Journal of English Education and Teaching.
SAHIR, S. H. (2021). Metodologi Penelitian. PENERBIT KBM INDONESIA.
Saputro, Teguh Hadi, Hima, A. N., & Farah, R. R. (2021). Benefits and challenges of doing task-based language teaching in Indonesia: Teachers’ perception. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, Dan Pengajarannya, 7, 131–142.
Sweeney, A. L. (2017). Using a task-based learning approach and drama to improve communicative competence for students at Pibulsongkram Rajabhat University. Journal of Education, Pibulsongkram Rajabhat University, 4(2), 112-123.
Syamsuddin, R., & Sari, N. I. (2021). Buku Seni Drama. State University of Makassar.
Tarigan, E. B., Sinambela, E., & Manikᶾ, S. (2024). The Effect of Using Real-Life Simulation and Language Games on Students' Speaking Skills for Grade IX Students of Junior High School. 12(2).
Upa, R., Damayanti, S., & Patang, H. (2024). Implementation of Lesson Study as a Strategy to Optimize Differentiated Instruction in English Language Teaching. 12(2).
Yin, R. K. (2018). Case study research and applications: Design and methods (Sixth edition). SAGE.
Yuzulia, I. (2021). A Study on Students’ Motivation Towards Learning the English Language. ELTIN JOURNAL: Journal of English Language Teaching in Indonesia, 9(1).
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2025 Hidayatin Fadhilah, Linta Wafdan Hidayah, Dinar Vincy Yunitaka Bahrudin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
