Humanitatis: Journal of Language and Literature SK Dirjen DIKTI Nomor 36/E/KPT/2019 Vol.
No.
December 2025, pp.
ISSN (Prin.
: 2338-9362 ISSN (Onlin.
: 2477-2267 Exploring Teachers and StudentsAo Perceptions of Task-Based Instruction in Teaching English Speaking Mukammal1 .
Hairori Sahrul Hafiz*1 .
Terasne2 1 Institut Agama Islam Hamzanwadi NW Lombok Timur.
East Lombok.
Indonesia 2 Universitas Pendidikan Mandalika.
Mataram.
Indonesia Received: 25th August 2025 | Revised: 6th November 2025 | Accepted: 18th November 2025 * Corresponding author.
E-mail: hairori.
sahrulhafiz@iaihnwlotim.
Abstract Task-Based Instruction (TBI) emphasizes meaningful tasks to promote studentsAo language use, especially in This research aims at exploring the implementation of Task-Based Instruction in teaching speaking at Madrasah Aliyah (MA) Darunnashihin Nahdlatul Wathan (NW) Ranggagata.
The research used a qualitative descriptive method, with interviews as the primary data collection instrument.
The participants in this study are an English teacher and several tenth-grade students.
The data are analyzed descriptively based on the responses from the interview.
The findings showed that Task-Based Instruction helped students become more engaged and confident in speaking English.
The teacher also stated that TBI encouraged more student-centered learning and meaningful communication in the classroom.
However, some challenges, such as time management and studentsAo varying speaking proficiency, were also identified.
In conclusion.
Task-Based Instruction is considered effective and beneficial in supporting studentsAo speaking development.
Keywords: Task-Based Instruction (TBI).
Teachers and StudentsAo Perceptions.
Teaching Speaking How to Cite:
Mukammal.
Hafiz.
Terasne.
Exploring Teachers and StudentsAo Perceptions of Task-Based Instruction in Teaching English Speaking.
Humanitatis : Journal of Language and Literature, 12.
, 21-32.
Copyright A2025 The Authors.
This article is published by Universitas Bumigora under the CC BY-SA license.
INTRODUCTION
In recent years, language teaching methodologies have evolved with Task-Based Instruction (TBI) emerging as an effective approach to enhance students engagement and language skills.
TBI focuses on authentic tasks that encourage students to use the language in real-life situations, potentially improving their speaking ability (Tremblay et al.
, 2.
In Indonesia, many students continue to struggle with speaking English fluently and confidently despite years of English instruction (Arifin et al.
, 2023.
Azmy & Nanda, 2024.
Hafiz et al.
, 2.
This condition highlights the need for more communicative and contextual teaching methods.
TBI is considered a promising alternative because it enables students to use English to complete meaningful and relevant tasks (Nugrahaeni, 2.
This approach aligns with IndonesiaAos competency-based curriculum, which emphasizes practical skills and 21st-century competencies.
As Nugrahaeni .
and Parcon .
TBI acts as a bridge between classroom learning and real-world language use.
Therefore.
TBI is suitable for such a school which have a program to improve speaking ability.
Online at https://journal.
id/index.
php/humanitatis/ D OI: 10.
30812/humanitatis.
Humanitatis: Journal of Language and Literature SK Dirjen DIKTI Nomor 36/E/KPT/2019 Vol.
No.
December 2025, pp.
ISSN (Prin.
: 2338-9362 ISSN (Onlin.
: 2477-2267 The advancement of digital education has influenced the implementation of TBI.
Putra et al.
and Yulia .
highlight both opportunities and challenges in using digital tools for task-based learning.
When integrated effectively, technology can enhance the authenticity of tasks and increase student engagement (Siregar et al.
, 2.
However, the success of digital TBI heavily depends on teachersAo ability to design interactive and meaningful tasks.
In addition, task design and sequencing play a crucial role in the effectiveness of TBI.
Anshary et al.
Anshary et al.
, 2019 emphasizes the importance of arranging tasks progressively from simple to more complex to support gradual language development.
This is especially relevant in heterogeneous classrooms such as at Madrasah Aliyah (MA).
Darunnashihin Nahdlatul Wathan (NW) Ranggagata, where studentsAo English proficiency levels may vary The success of TBI also relies on teacher readiness.
Hafiz et al.
and Yulia .
Highlight the shift in the teacherAos role from a knowledge transmitter to a learning facilitator, which requires professional development and institutional support.
Tremblay et al.
and Siregar et al.
further argue that teachers need to understand task complexity and its relationship to studentsAo zone of proximal development to ensure effective learning outcomes.
In the context of Islamic education, implementing TBI must be culturally and religiously responsive.
Ellis et al.
emphasize the importance of inclusivity and sensitivity in task design to suit diverse educational The condition means designing tasks that align with Islamic values and are relevant to studentsAo lived experiences, for example, by incorporating Islamic themes or real-life communication situations within Islamic Furthermore, appropriate assessment is essential for validating the effectiveness of TBI.
Arifin et al.
Chairena .
, and Parcon .
advocate for performance-based assessment aligned with the principles of TBI, which moves beyond traditional tests to assess studentsAo ability to perform real-world tasks.
Aorny et al.
and Hafiz .
suggest using mixed-methods assessment, combining quantitative outcomes with qualitative feedback from both teachers and learners to gain a holistic view of TBIAos impact.
Given these opportunities and challenges, this study aims to explore teachersAo and studentsAo perceptions of the implementation of Task-Based Instruction in speaking classes with the integration of religious and cultural elements at Islamic senior high school or Madrasah Aliyah (MA) Darunnashihin NW Ranggagata, especially within the framework of an education environment adapting to the demands of the digital era (Maulana, 2.
Most existing research (Hafiz et al.
, 2016.
Nugrahaeni, 2022.
Parcon, 2022.
Siregar et al.
, 2023.
Tremblay et al.
, 2011.
Yulia, 2.
have studied Task-Based Instruction (TBI) in general educational contexts, discussing a lot on its theoretical underpinnings, technological integration, or teacher readiness.
However, there is a limited explanation of how TBI can be contextually adapted to the Islamic senior high school level, where cultural and religious responsiveness is crucial.
Additionally, despite prior studies recognizing the use of digital learning tools, few have precisely analyzed how digital TBI can be structured to cater to differing English skill levels in these environments.
There is also a lack of integrated assessment frameworks combining performance-based and mixed-methods approaches to evaluate studentsAo task outcomes within a culturally relevant TBI implementation.
This research presents a customized digital TBI framework designed for Islamic senior high schools, incorporating Islamic principles and authentic communicative scenarios within digital task structures.
It emphasizes adaptive task progression tailored to studentsAo diverse proficiency levels and employs a hybrid assessment framework that combines performance tasks and qualitative reflections.
By linking technological, pedagogical, and cultural dimensions, this research fills a gap in the current TBI literature by demonstrating how digitally grounded, culturally grounded task design can enhance the authenticity and inclusivity of language learning in faith-based educational Online at https://journal.
id/index.
php/humanitatis/ D OI: 10.
30812/humanitatis.
Humanitatis: Journal of Language and Literature SK Dirjen DIKTI Nomor 36/E/KPT/2019 Vol.
No.
December 2025, pp.
ISSN (Prin.
: 2338-9362
ISSN (Onlin.
: 2477-2267
RESEARCH METHOD
This research employs a qualitative descriptive method with a survey-based approach.
The aim is to describe and understand teachersAo and studentsAo perceptions regarding the implementation of Task-Based Instruction (TBI) in the development of speaking skills.
This approach is appropriate for exploring personal experiences, perceptions, and attitudes in a natural educational setting.
As stated by Ultavia et al.
, a qualitative approach allows researchers to explore the meanings constructed by individuals within specific social contexts.
The study is conducted at MA Darunnashihin NW Ranggagata, an Islamic senior high school located in Central Lombok.
West Nusa Tenggara.
Indonesia.
This institution integrates Islamic values with the national The location is chosen because the school has initiated the use of TBI in English-speaking instruction.
The subject is an English teacher who implements TBI in the classroom, and the eleventh-grade students who have experience learning through TBI.
The subjects are selected through purposive sampling, which involves selecting participants who meet specific criteria, namely direct involvement in TBI-related speaking instruction.
The data collected in this study are qualitative, consisting of verbal responses and narratives from participants exploring studentsAo perceptions of Task-Based Instruction in English-speaking courses.
Data sources include primary data .
eacher and student interview response.
and secondary data .
upporting documents, such as teaching modules, syllabi, or teaching notes, if availabl.
The primary technique used is semi-structured interviews, conducted with both teachers and students.
It allows the researcher to probe deeper into participantsAo responses while maintaining a focus on the research topic.
The main instrument is an interview guide based on the conceptual framework.
The guide includes openended questions covering teachersAo experiences in designing and implementing TBI, studentsAo perceptions of the effectiveness of TBI in improving speaking skills, student engagement during task performance, the relevance of materials to Islamic values, and challenges faced during TBI implementation (Ultavia et al.
, 2.
Data are analyzed using Miles et al.
model in Haryoko et al.
, which includes data reduction to selecting and simplifying interview data based on research focus, data display to present the data in thematic narrative or matrix form to aid interpretation, and conclusion drawing and verification to identify patterns and meanings from the data, and confirming the findings through triangulation.
FINDINGS AND DISCUSSION
This section presents the research findings from interviews and observations, addressing the research questions that focus on teachersAo and studentsAo perceptions of the implementation of Task-Based Instruction (TBI) in speaking classes.
TeacherAos Perception on the Implementation of Task-Based Instruction in Speaking Classes The English teacherAos perception of the implementation of Task-Based Instruction (TBI) is vital, as the teacher plays a central role in designing, delivering, and evaluating learning activities.
Based on the semistructured interview with an English teacher, several themes emerged that reveal his understanding, experiences, and evaluations of the use of TBI in his teaching.
TeacherAos Understanding of TBI As it is asked about understanding of TBI, the teacher perceives it as a student-centered approach that emphasizes meaningful communication.
Unlike traditional approaches that focus primarily on grammar drills or textbook exercises.
TBI requires students to complete real-life tasks using English.
"Task-Based Instruction is a method where students complete meaningful tasks using the target I believe it focuses more on communication than grammar drills.
" (Interview with Mr.
Jaini.
May 26, 2.
This aligns with the theory presented by Ellis et al.
, who emphasized that TBI is designed to develop communicative competence through language use in authentic contexts.
According to Mr.
Jaini.
TBI Online at https://journal.
id/index.
php/humanitatis/ D OI: 10.
30812/humanitatis.
Humanitatis: Journal of Language and Literature SK Dirjen DIKTI Nomor 36/E/KPT/2019 Vol.
No.
December 2025, pp.
ISSN (Prin.
: 2338-9362 ISSN (Onlin.
: 2477-2267 enables students to actively use the language actively, thereby increasing their motivation and confidence.
also highlighted that TBI shifts the focus of language learning from the teacher to the student.
The teacherAos role changes from being the sole provider of knowledge to a facilitator who guides, supports, and monitors the learning This change, he believed, is more aligned with modern pedagogical approaches.
Task Types Used in the Classroom In describing how TBI is implemented in speaking classes.
Mr.
Jaini mentioned several types of tasks that he regularly uses.
These include role-plays, storytelling, group discussions, and simulations of real-life scenarios.
AuI usually use role-plays, storytelling, and group discussions.
Sometimes I give them real-life scenarios to act out.
Ay (Interview with Mr.
Jaini.
May 26, 2.
These tasks are designed not only to encourage speaking but also to reflect situations that students might face in real life.
For example, students may be asked to role-play as shopkeepers and customers, or as tour guides and tourists.
This supports WillisAo .
model of TBI, as elaborated by Ellis et al.
, which emphasizes tasks with clear communicative goals and outcomes.
The teacher explained that he usually starts with a pre-task phase, in which he introduces the topic, provides necessary vocabulary, and engages students in brainstorming.
This is followed by the task cycle, where students complete the task collaboratively.
The final phase is the language focus, during which students reflect on their language use and receive corrective feedback.
Student Engagement and Response to TBI The English teacher.
Mr.
Jaini, reported that students generally respond positively to TBI.
They become more active and participative in class activities.
Compared to more traditional methods.
TBI gives students more room to express themselves and interact with others, leading to higher engagement.
AuMost students seem more active and motivated, although some are still shy when speaking.
Ay He observed that students who had previously remained silent during speaking activities began speaking more frequently when the tasks were meaningful and relatable.
The collaborative nature of many TBI tasks also seemed to reduce studentsAo anxiety, as they could support one another in pairs or groups.
However, not all students responded equally.
Some students remained passive or hesitant, especially those with very limited vocabulary or low confidence.
This highlights the need for differentiated support and scaffolding, particularly for low-proficiency Challenges in Implementing TBI Despite the many benefits.
Mr.
Jaini acknowledged that implementing TBI also comes with several One major concern is time limitation.
Since tasks often require preparation, performance, and reflection time, it can be challenging to fit all stages within a standard class period.
AuTime limitations are a big issue.
Also, some students struggle with vocabulary and confidence.
Ay Another common problem involves the studentsAo language proficiency.
Some students lack the necessary vocabulary or grammatical accuracy to complete the tasks effectively, which may lead to frustration.
In such cases, the teacher often needs to adjust the task difficulty or provide extra support.
Furthermore, classroom management can be challenging, especially during group work.
Not all students contribute equally, and some may go off-topic if the teacher is not actively monitoring.
TeacherAos Evaluation of TBIAos Effectiveness Despite the mentioned difficulties.
Mr.
Jaini expressed confidence in TBIAos overall effectiveness in improving studentsAo speaking ability.
He stated that TBI encourages students to speak more naturally and to focus on fluency rather than perfection, which is often more beneficial for real-world communication.
Online at https://journal.
id/index.
php/humanitatis/ D OI: 10.
30812/humanitatis.
Humanitatis: Journal of Language and Literature SK Dirjen DIKTI Nomor 36/E/KPT/2019 Vol.
No.
December 2025, pp.
ISSN (Prin.
: 2338-9362 ISSN (Onlin.
: 2477-2267 AuIt is quite effective because students practice speaking directly and naturally.
Ay He further explained that in his observation, students who consistently participated in TBI activities showed improvement in speaking fluency, self-confidence, and willingness to communicate.
Though grammar errors still occurred, he noted that students became more concerned with being understood than being perfect.
This view aligns with Nunan and Richards .
argument that fluency often precedes accuracy in second language acquisition.
the context of TBI, the focus is on meaningful output rather than perfection of form.
StudentsAo Perceptions on the Implementation of Task-Based Instruction in Speaking Classes In addition to the teacherAos viewpoint, understanding studentsAo perceptions is essential in evaluating the effectiveness of Task-Based Instruction (TBI) in speaking classes.
This section presents the results of in-depth interviews with three students from different majors, all eleventh graders at MA Darunnashihin NW.
The analysis explores several key themes: studentsAo interest and motivation, task preferences, challenges faced, and perceived improvement in speaking skills.
StudentsAo Interest and Motivation All three students expressed a generally positive attitude towards the use of TBI in their speaking classes.
They described TBI as a more engaging and interactive way to learn English.
The element of group collaboration and the focus on real-life communication tasks were particularly appreciated, as they helped reduce the fear of Rusli stated:
AuI think itAos fun and interesting.
It helps me speak more often than usual.
Ay Siti said:
AuIt makes the class more active and less boring.
I like it because we are not just sitting and listening, but doing something real.
Ay Zaki commented:
AuSpeaking becomes more enjoyable, and I feel the time in class passes quickly when we do speaking Ay The statements indicate that TBI successfully promotes a more student-centered and engaging learning This finding is consistent with Ellis .
, who emphasized that TBI increases intrinsic motivation because learners see language as a tool for achieving real goals.
Students also reported that working in groups made the learning atmosphere more supportive and less intimidating.
This peer interaction plays an important role in helping shy students gain confidence.
As Siti added:
AuI feel more excited, especially when we work in groups.
ItAos easier for me to talk when my friends are also trying, and I donAot feel judged.
Ay This illustrates the importance of social interaction in second-language learning and supports VygotskyAos theory of social constructivism, which holds that learning is mediated through interaction with others.
Preferred Task Types When asked about the types of tasks they found most helpful, students showed varied preferences but agreed that interactive tasks were more effective than traditional drills.
Rusli preferred:
AuRole-plays and presentations.
They make me speak more and prepare better.
Ay Siti enjoyed:
Online at https://journal.
id/index.
php/humanitatis/ D OI: 10.
30812/humanitatis.
Humanitatis: Journal of Language and Literature SK Dirjen DIKTI Nomor 36/E/KPT/2019 Vol.
No.
December 2025, pp.
ISSN (Prin.
: 2338-9362 ISSN (Onlin.
: 2477-2267 AuInterviews or short conversations in pairs.
Those activities help me to practice speaking naturally and think fast in English.
Ay Zaki emphasized:
AuI like doing short group presentations.
It forces me to prepare and speak clearly in front of others, which helps build my confidence.
Ay These responses indicate that students respond best to purposeful tasks that require preparation, involve collaboration, and involve performance.
This supports the TBI principle that tasks should have a clear goal and reflect communicative language use.
Furthermore, the fact that different students favor different task types shows that TBI offers flexibility to cater to diverse learner preferences and learning styles.
Some students thrive in structured presentations, while others feel more comfortable in informal pair work.
Challenges Faced by Students Despite the overall positive perception, students also identified several challenges they encountered during TBI-based learning.
Common issues included vocabulary limitations, pronunciation difficulties, and fear of making Rusli said:
AuSometimes I forget vocabulary or donAot know how to say something in English.
Ay Siti expressed:
AuSometimes I donAot know how to continue a conversation or how to say something correctly.
IAom also still shy to speak loudly in front of the class.
Ay Zaki noted:
AuMy biggest problem is pronunciation.
Sometimes I know the word, but IAom not sure how to say it correctly, so I speak very slowly or avoid using it.
Ay These difficulties are typical among language learners and reflect the cognitive and affective barriers that can hinder oral performance.
The findings align with Hutabarat and Simanjuntak .
, who noted that learners often hesitate to speak due to fear of negative evaluation and insufficient lexical or phonological knowledge.
Nevertheless, students agreed that the supportive environment created during TBI tasks helped them gradually overcome these Tasks conducted in small groups or pairs gave them the chance to practice without the pressure of speaking in front of the whole class.
Perceived Improvement in Speaking Ability All students reported noticeable improvements in their speaking skills after participating in TBI-based These improvements includes increased fluency, better pronunciation, enhanced vocabulary use, and most importantly, greater self-confidence.
Rusli shared:
AuI can speak more fluently now, and I am not too nervous anymore.
Ay Siti said:
AuNow I can speak with better pronunciation and more confidence.
I still make mistakes, but I can express my opinion more clearly than before.
Ay Zaki noted:
AuYes.
I feel more confident now.
I still have to improve my vocabulary, but at least IAom not afraid to speak anymore.
Ay Online at https://journal.
id/index.
php/humanitatis/ D OI: 10.
30812/humanitatis.
Humanitatis: Journal of Language and Literature SK Dirjen DIKTI Nomor 36/E/KPT/2019 Vol.
No.
December 2025, pp.
ISSN (Prin.
: 2338-9362 ISSN (Onlin.
: 2477-2267 These reflections show that while technical fluency may still be developing, the psychological barriers to speaking, such as nervousness and fear of error have decreased significantly.
The sense of progress described by students supports the view that TBI enhances not only linguistic competence but also communicative confidence.
StudentsAo Overall Evaluation of TBI As the question was directly about whether Task-Based Instruction is effective for learning speaking, all students agreed.
They appreciate how tasks give chance to use English for real purposes, making learning more practical and meaningful.
Students also note that their teachersAo encouragement and willingness to support them during tasks greatly contributed to their learning experience.
The integration of familiar themes and real life topics further increased their engagement.
In general, students expressed a preference for TBI over traditional methods, suggesting that it better prepares them for real-world communication rather than just passing exams.
Classroom Observation Results To gain a deeper understanding of how Task-Based Instruction (TBI) is implemented in the speaking classroom and how students respond in real-time, classroom observations are conducted during a series of speaking The observation focuses on the structure of task implementation, the studentsAo participation and interaction, and the overall classroom dynamics during TBI process.
Structure of TBI Implementation in the Classroom Based on direct observation, the English teacher.
Mr.
Jaini, followed a three-phase structure, as proposed by Ellis et al.
: the pre-task phase, the task cycle, and the language focus phase.
In the pre-task phase, the teacher introduces the topic and explaines the task clearly.
He provides key vocabulary and expressions that would help students during the task.
For example, in one session, students were asked to conduct a short interview with a classmate about their weekend plans.
The teacher first discussed useful vocabulary and sentence structures, such as AuI am going to.
Ay.
AuI plan to.
Ay, and AuWould you like to.
Ay.
In the task cycle, students worked in pairs or small groups to complete the speaking task.
During this time, the teacher acted as a facilitator, walking around the classroom to monitor, guide, and offer assistance when needed.
Students were encouraged to speak freely without worrying too much about grammar mistakes.
In the language focus phase, the teacher conducts a class reflection in which several students share their conversations with the class.
The teacher then gives feedback, corrects common mistakes, and emphasizes useful phrases.
This structure is consistently applied across different tasks, such as role plays, interviews, and discussions.
It shows the teacherAos strong adherence to the core principles of TBI.
Students Participation and Interaction During the task sessions, most students actively participated and appeared motivated.
They were seen helping each other with vocabulary and correcting each otherAos pronunciation.
The collaborative environment created by pair or group work made it easier for shy students to engage in the activity.
Ae In a group discussion about school uniforms, students were eager to express their opinions.
One student said.
AuI think uniform is important because it makes us look same and tidy.
Ay Though the sentence was not grammatically perfect, the communicative intent was clear, and the student was understood.
Ae During a role-play task about shopping at a market, students improvised conversations with confidence and humor, such as:
A: AuHow much this banana?Ay B: AuTen thousand rupiah, but for you.
eight!Ay Despite occasional grammatical mistakes, the students appeared to prioritize fluency and spontaneity, which is a positive outcome encouraged in TBI.
However, a few students, especially those with lower proficiency, were hesitant to speak and needed repeated prompting from peers or the teacher.
Some of them relied heavily on Indonesian at the beginning, but gradually switched to English as they gained confidence.
Online at https://journal.
id/index.
php/humanitatis/ D OI: 10.
30812/humanitatis.
Humanitatis: Journal of Language and Literature SK Dirjen DIKTI Nomor 36/E/KPT/2019 Vol.
No.
December 2025, pp.
ISSN (Prin.
: 2338-9362 ISSN (Onlin.
: 2477-2267 Classroom Atmosphere The overall classroom atmosphere during TBI sessions was observed to be positive, interactive, and learnercentered.
Compared with traditional speaking drills, students were more relaxed and more willing to communicate.
There was frequent laughter and engagement, indicating that students enjoyed the activities.
The teacher maintained good classroom management by giving clear instructions, setting time limits, and monitoring group progress.
He also used praise to motivate students, saying things like AuGood tryAy.
AuNice effortAy, and AuThat was a great sentence!Ay This fostered a supportive environment where students felt safe taking risks in speaking English.
One notable observation was the shift in focus from accuracy to communication.
Students seemed less worried about making mistakes and more focused on expressing their ideas, which aligns with the communicative goals of TBI.
Integration of Islamic Values In one task observed, students were asked to conduct a role-play between a tourist and a local guide visiting a mosque.
This task not only provided practice in speaking but also integrated Islamic values by encouraging students to explain respectful behavior in religious places.
This shows how TBI can be tailored to align with the schoolAos values and culture.
Discussion TeachersAo Perception of Task-Based Instruction in Teaching Speaking The data gathered through interviews and classroom observation reveal that the English teacher at MA.
Darunnashihin NW holds a positive, practical view of Task-Based Instruction.
He views TBI as a method that emphasizes meaningful communication over structural accuracy, which aligns with Ellis et al.
, who stated that TBI promotes real-world language use rather than mechanical grammar practice.
The teacher explained that TBI allows students to practice speaking naturally and purposefully through tasks such as role-plays, storytelling, and discussions.
He also stated that TBI helps students become more active, motivated, and engaged especially when tasks are contextual and familiar to their daily lives.
This finding is consistent with Mulyadi et al.
, who suggested that tasks increase learnersAo involvement because they simulate real-life communication.
However, the teacher also acknowledged several challenges, including limited time for complex tasks and studentsAo limited vocabulary, which often hinder fluency.
These challenges are echoed by Yulia .
, who noted that TBI requires adequate time and scaffolding, particularly for students with lower proficiency levels.
Despite these obstacles, the teacher still believed that TBI is effective in enhancing studentsAo fluency, confidence, and willingness to speak, which are crucial components of communicative competence.
Moreover, the classroom observation validated the teacherAos approach.
The teacher consistently followed the standard TBI stages are pre-task, task cycle, and language focus as proposed and elaborated by Ellis et al.
His role as a facilitator, rather than a traditional instructor, was evident during the observation.
He provided vocabulary support, monitored studentsAo discussions, and offered corrective feedback in a non-threatening way.
This classroom dynamic indicates a strong alignment between the teacherAos theoretical understanding and practical application of TBI.
StudentsAo Perceptions of Task-Based Instruction in Speaking Classes The interview data from three eleventh-grade students revealed that the majority responded positively to the use of TBI in their speaking classes.
They described the activities as more enjoyable, active, and meaningful compared to traditional grammar-focused lessons.
Students reported feeling more motivated to speak because they were given opportunities to interact in English through practical tasks.
This aligns with Nunan and Richards Nunan and Richards, 2015, who stated that when learners engage in tasks that resemble real communication, they tend to be more engaged and confident.
Online at https://journal.
id/index.
php/humanitatis/ D OI: 10.
30812/humanitatis.
Humanitatis: Journal of Language and Literature SK Dirjen DIKTI Nomor 36/E/KPT/2019 Vol.
No.
December 2025, pp.
ISSN (Prin.
: 2338-9362 ISSN (Onlin.
: 2477-2267 For instance, students mentioned that group discussions, pair conversations, and presentations helped them speak more often and with greater fluency.
These types of tasks forced them to think in English and practice pronunciation, even if they still made occasional mistakes.
According to their testimonies, they preferred tasks that required interaction, such as interviews .
o practice question forms and conversational strategie.
, role-plays .
o simulate real-life situations such as shopping or giving opinion.
, and group presentations .
o build planning, vocabulary, and public speaking skill.
These preferences align with Hutabarat and Simanjuntak .
, who emphasized that task types that require collaboration, negotiation, and decision-making promote both fluency and interactional competence.
Despite their enthusiasm, students also acknowledged several challenges, such as forgetting vocabulary mid-task, being unsure about pronunciation, or feeling shy when speaking in front of others.
These issues reflect both linguistic and affective barriers common among EFL learners, as discussed by Brown .
However, the students emphasized that these difficulties decreased over time as they gained more experience with TBI-based tasks and received peer Additionally, the students appreciated how TBI allowed them to focus on ideas and message delivery, rather than only on grammar accuracy.
This shift toward meaning-oriented communication shows that students are beginning to adopt the communicative purpose of language, a central principle of TBI.
Synthesis: Teacher and StudentsAo Perceptions in Alignment Both teacher and students at MA Darunnashihin NW share a mutual perception of Task-Based Instruction as a beneficial and practical approach to teaching and learning speaking.
Their alignment is evident in the following Increased Student Engagement: Both parties agree that TBI encourages students to speak more actively.
The teacher observed greater participation, and students reported feeling more interested and motivated.
Improved Confidence and Fluency: The teacher noted a shift in studentsAo willingness to speak, and students themselves acknowledged feeling less anxious and more fluent.
Task Variety as a Motivator: The use of different types of speaking tasks catered to multiple learning styles and helped reduce boredom.
Tasks like interviews and role-plays offered students realistic opportunities to use language in context.
Challenges as Opportunities for Growth: Although vocabulary gaps and pronunciation issues were noted, both the teacher and the students viewed these as areas for development rather than reasons to avoid speaking.
These findings reinforce the principle that learning is most effective when learners are actively involved in meaningful communication and when the classroom becomes a safe space for experimentation and expression.
Implications for Teaching Speaking in EFL Classrooms The success of TBI in this context suggests that EFL teachers should consider incorporating more studentcentered, task-based strategies into their instruction.
Teachers can adapt tasks to reflect local contexts and student interests, making the material more relevant and engaging.
Moreover, scaffolding and support, such as providing key vocabulary, modeling target language, and using peer support, are crucial for helping students overcome common difficulties.
Teachers should also use formative assessment techniques during tasks to give timely feedback without interrupting fluency.
Lastly, this study suggests that TBI is not only theoretically sound but also practically applicable in secondary school contexts, even with students with limited proficiency.
With proper planning.
TBI can enhance communicative competence while building learnersAo confidence and motivation.
This study both supports and extends the previous research on Task-Based Instruction (TBI).
It supports previous findings (Nugrahaeni, 2022.
Parcon, 2022.
Yulia, 2.
which serves that TBI bridges classroom instruction and real-world communication.
However, this research differs by focusing on the context of Islamic education, emphasizing the integration of religious and cultural elements into task design.
Additionally, while earlier studies discuss digital tools in TBI implementation, this study advances the discussion by developing a context- Online at https://journal.
id/index.
php/humanitatis/ D OI: 10.
30812/humanitatis.
Humanitatis: Journal of Language and Literature SK Dirjen DIKTI Nomor 36/E/KPT/2019 Vol.
No.
December 2025, pp.
ISSN (Prin.
: 2338-9362 ISSN (Onlin.
: 2477-2267 specific digital model that addresses learnersAo varied proficiency and supports authentic language performance In this way, the study contributes to enriching TBI theory and practice through culturally responsive and digitally adaptive instructional innovation.
This research provides one solution for further researchers or educators to apply these findings, adopt them as theoretical references, and develop innovative approaches to teaching English.
CONCLUSION
Based on the findings and discussion presented previously, it is concluded that the English teacher at MA should implement Task-Based Instruction (TBI) in speaking classes.
Darunnashihin NW perceives task-based instruction as an effective teaching approach that prioritizes meaningful communication over grammatical accuracy.
The teacher uses various tasks, such as role-plays, storytelling, and group discussions, to stimulate active student participation and improve fluent speaking.
Despite challenges like limited time and studentsAo vocabulary difficulties, the teacher believes that TBI significantly contributes to studentsAo speaking skill development.
The students also responded positively to the implementation of task-based instruction.
Learning to speak through tasks was enjoyable and motivating, and it helped them become more confident speakers.
Tasks such as group discussions, role-plays, interviews, and presentations were particularly helpful.
However, students still face challenges, including vocabulary limitations and nervousness during speaking activities.
Nonetheless, they acknowledge noticeable improvements in their fluency and ability to express ideas clearly.
The study confirms that task-based instruction is effective in enhancing studentsAo speaking skills by encouraging natural communication, boosting motivation, and fostering a supportive learning environment.
Both teacher and student perceptions align in appreciating the value of TBI for improving speaking competence.
It is expected that future researchers will sharpen the research in line with the four skills, and it should not focus only on task-based instruction for speaking skills, but also on the four skills in task-based language teaching.
REFERENCES