Task-Based Language Teaching through Songs in Indonesian Secondary Schools
Keywords:
Affective Filter, Classroom Interaction, Creative Pedagogy, EFL Context, Task-Based Language Teaching
Abstract
English language teaching in Indonesian secondary schools remains largely grammar-focused, providing limited opportunities for communicative and creative engagement. This study investigates the implementation of Task-Based Language Teaching (TBLT) through songs as authentic learning materials in an Indonesian EFL classroom. Conducted at SMP Muhammadiyah 9 Jakarta, the research employed a qualitative descriptive–interpretative design involving one English teacher and approximately thirty eighth-grade students. Data were collected through classroom observations, in-depth interviews with the teacher and students, and documentation of teaching materials and student outputs. Thematic analysis focused on interactional patterns and their alignment with TBLT stages: pre-task, task cycle, and post-task. The findings indicate that the teacher effectively adapted TBLT by integrating English songs into meaningful language tasks, including vocabulary exploration, lyric completion, group discussion, and creative reflection. Students demonstrated higher participation, improved listening comprehension, and greater willingness to communicate. Songs also acted as affective filters, enhancing enjoyment and reducing anxiety. Supporting factors included the relevance of song choice and the teacher’s creativity, while time constraints and mixed proficiency levels posed challenges. This study contributes a locally responsive model of TBLT that positions songs as central communicative tasks, offering practical insights for teachers and policymakers aiming to foster communicative competence through creative pedagogies.
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References
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Muskat, B., Matthias, M., & and Zehrer, A. (2018). Qualitative interpretive mobile ethnography. Anatolia, 29(1), 98–107. https://doi.org/10.1080/13032917.2017.1396482
Nanda, D. W., & Azmy, K. (2020). Poor Reading Comprehension Issue in EFL Classroom Among Indonesian Secondary School Students: Scrutinizing the Causes, Impacts, and Possible Solutions. Englisia: Journal of Language, Education, and Humanities, 8(1), 12–24. https://doi.org/10.22373/ej.v8i1.6771
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Peng, Y., & Pyper, J. S. (2021). Finding success with pedagogical innovation: A case from CSL teachers’ experiences with TBLT. Language Teaching Research, 25(4), 633–655. https://doi.org/10.1177/1362168819862132
Pharamita, T. A., Hardiah, M., & Damayanti, I. (2021). Code Switching and Code Mixing in English Language Learning Class. Jadila: Journal of Development and Innovation in Language and Literature Education, 1(3), 302–317. https://doi.org/10.52690/jadila.v1i3.117
Phillips, M. J. (2023). Towards a social constructionist, criticalist, Foucauldian-informed qualitative research approach: Opportunities and challenges. SN Social Sciences, 3(10), 175. https://doi.org/10.1007/s43545-023-00774-9
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Sahib, H., Hanafiah, W., Aswad, M., Yassi, A. H., & Mashhadi, F. (2021). Syntactic Configuration of Code-Switching between Indonesian and English: Another Perspective on Code-Switching Phenomena. Education Research International, 2021(1), 1–10. https://doi.org/10.1155/2021/3402485
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Sihombing, L. H., & Rani, S. D. (2023). The Use of Code-Switching and Code-Mixing in English Learning for Children: Lingua Cultura, 16(2), 249–256. https://doi.org/10.21512/lc.v16i2.8403
Souisa, T. R., Lekatompessy, J., & Ferdinandus, M. (2020). Diglot Picture Storybook Based on Maluku Content and Its Relevance for Young Learners’ Literacy. Jurnal Tahuri, 17(2), 84–95. https://doi.org/10.30598/tahurivol17issue2page84-95
Stanley, M. (2023). Qualitative Descriptive. In Qualitative Research Methodologies for Occupational Science and Occupational Therapy (pp. 52–67). Routledge. https://doi.org/10.4324/9781003456216-4
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Susanti, R., Haryanto, H., Pranawukir, I., Safar, M., & Tjahyadi, I. (2024). The Use of Code-Mixing and Code-Switching: Challenge Identification in Language Online Mass Media. IJOLTL (Indonesian Journal of Language Teaching and Linguistics), 9(1), 32–43. https://doi.org/10.30957/ijoltl.v9i1.773
Susanto, P. C., Yuntina, L., Saribanon, E., Soehaditama, J. P., & Liana, E. (2024). Qualitative Method Concepts: Literature Review, Focus Group Discussion, Ethnography and Grounded Theory. Siber Journal of Advanced Multidisciplinary, 2(2), 262–275. https://doi.org/10.38035/sjam.v2i2.207
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Wenno, E. C., Serpara, H., & Litualy, S. J. (2021). Actantial Schema and Functional Structure of the Fairy Tale “Die Gänsemagd” (The Goose Girl) of the Brothers Grimm Fairy Tale Collection (Analysis of A. J. Greimas’ Theory). Jurnal Tahuri, 18(1), 1–12. https://doi.org/10.30598/tahurivol18issue1page1-12
Xu, J., & Fan, Y. (2022). Finding success with the implementation of task-based language teaching: the role of teacher agency. Language, Culture and Curriculum, 35(1), 18–35. https://doi.org/10.1080/07908318.2021.1906268
Alakrash, H. M., & Razak, N. A. (2021). Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy. Sustainability, 13(21), 12304. https://doi.org/10.3390/su132112304
Bin-Hady, W. R. A., Al-Kadi, A., Hazaea, A., & Ali, J. K. M. (2023). Exploring the dimensions of ChatGPT in English language learning: a global perspective. Library Hi Tech, 12(1), 1–12. https://doi.org/10.1108/LHT-05-2023-0200
Branden, K. Van den, & Gorp, K. Van. (2021). Implementing task-based language education in primary education. Language Teaching for Young Learners, 3(1), 3–27. https://doi.org/10.1075/ltyl.20013.bra
da Costa, N., & Rose, H. (2024). The impact of Global Englishes classroom-based innovation on school-aged language learners’ perceptions of English: An exercise in practitioner and researcher partnership. System, 121(1), 103263. https://doi.org/10.1016/j.system.2024.103263
de Villiers, C., Farooq, M. B., & Molinari, M. (2022). Qualitative research interviews using online video technology – challenges and opportunities. Meditari Accountancy Research, 30(6), 1764–1782. https://doi.org/10.1108/MEDAR-03-2021-1252
de Winter, J. C. F. (2024). Can ChatGPT Pass High School Exams on English Language Comprehension? International Journal of Artificial Intelligence in Education, 34(3), 915–930. https://doi.org/10.1007/s40593-023-00372-z
Dewi, H. C. (2021). Code Switching Used by Indonesian Celebrities in Social Media. Deiksis, 13(3), 222–230. https://doi.org/10.30998/deiksis.v13i3.8669
Fuad, D. R. S. M., Musa, K., & Hashim, Z. (2022). Innovation culture in education: A systematic review of the literature. Management in Education, 36(3), 135–149. https://doi.org/10.1177/0892020620959760
Hamiddin, H., & Saukah, A. (2020). Investigating metacognitive knowledge in reading comprehension: The case of Indonesian undergraduate students. Indonesian Journal of Applied Linguistics, 9(3), 608–615. https://doi.org/10.17509/ijal.v9i3.23211
Hasnain, S., & Halder, S. (2023). Exploring the impediments for successful implementation of the task-based language teaching approach: a review of studies on teachers’ perceptions. The Language Learning Journal, 51(2), 208–222. https://doi.org/10.1080/09571736.2021.1989015
Hendren, K., Newcomer, K., Pandey, S. K., Smith, M., & Sumner, N. (2023). How qualitative research methods can be leveraged to strengthen mixed methods research in public policy and public administration? Public Administration Review, 83(3), 468–485. https://doi.org/10.1111/puar.13528
Hidayati, A. N., & Santiana, S. (2020). Promoting Cultural Awareness through Intercultural Listening Activities. Jurnal Tahuri, 17(2), 53–62. https://doi.org/10.30598/tahurivol17issue2page53-62
Hukubun, Y., Rumalean, I., & Solissa, E. M. (2022). Learning to Write Instructions: Implementation of 21st Century Life Skills Innovation. Jurnal Tahuri, 19(1), 20–28. https://doi.org/10.30598/tahurivol19issue1page20-28
Kadir, R. (2021). Code-Switching in Indonesian Popular Songs and the Implications for English Language Teaching. JOALL (Journal of Applied Linguistics and Literature), 6(1), 109–132. https://doi.org/10.33369/joall.v6i1.13314
Khan, N. I. (2019). Case Study as a Method of Qualitative Research. In Qualitative techniques for workplace data analysis (pp. 170–196). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-5225-5366-3.ch008
Kodithuwakku, S. S. (2022). Qualitative Methods for Policy Analysis: Case Study Research Strategy BT - Agricultural Policy Analysis: Concepts and Tools for Emerging Economies (J. Weerahewa & A. Jacque (eds.); pp. 179–193). Springer Singapore. https://doi.org/10.1007/978-981-16-3284-6_7
Lee, K., & Fanguy, M. (2022). Online exam proctoring technologies: Educational innovation or deterioration? British Journal of Educational Technology, 53(3), 475–490. https://doi.org/10.1111/bjet.13182
Liu, Y., Mishan, F., & Chambers, A. (2021). Investigating EFL teachers’ perceptions of task-based language teaching in higher education in China. The Language Learning Journal, 49(2), 131–146. https://doi.org/10.1080/09571736.2018.1465110
Mali, Y. C. G. (2023). EFL Students’ Challenges in Writing Research Proposals. LLT Journal: A Journal on Language and Language Teaching, 26(1), 272–289. https://doi.org/10.24071/llt.v26i1.5296
Manuputty, R. (2022). Enhancing Students’ Critical Reading Skills in Teaching Argumentative Essay. Jurnal Tahuri, 19(1), 36–46. https://doi.org/10.30598/tahurivol19issue1page36-46
Miranda, J., Navarrete, C., Noguez, J., Molina-Espinosa, J.-M., Ramírez-Montoya, M.-S., Navarro-Tuch, S. A., Bustamante-Bello, M.-R., Rosas-Fernández, J.-B., & Molina, A. (2021). The core components of education 4.0 in higher education: Three case studies in engineering education. Computers & Electrical Engineering, 93(2), 107278. https://doi.org/10.1016/j.compeleceng.2021.107278
Moorhouse, B. L., & Kohnke, L. (2021). Responses of the English-Language-Teaching Community to the COVID-19 Pandemic. RELC Journal, 52(3), 359–378. https://doi.org/10.1177/00336882211053052
Mubarok, Y., & Budiono, T. (2022). An error analysis on EFL students’ writing. Englisia: Journal of Language, Education, and Humanities, 9(2), 187–199. https://doi.org/10.22373/ej.v9i2.11386
Munandar, M. I., & Newton, J. (2021). Indonesian EFL teachers’ pedagogic beliefs and classroom practices regarding culture and interculturality. Language and Intercultural Communication, 21(2), 158–173. https://doi.org/10.1080/14708477.2020.1867155
Muskat, B., Matthias, M., & and Zehrer, A. (2018). Qualitative interpretive mobile ethnography. Anatolia, 29(1), 98–107. https://doi.org/10.1080/13032917.2017.1396482
Nanda, D. W., & Azmy, K. (2020). Poor Reading Comprehension Issue in EFL Classroom Among Indonesian Secondary School Students: Scrutinizing the Causes, Impacts, and Possible Solutions. Englisia: Journal of Language, Education, and Humanities, 8(1), 12–24. https://doi.org/10.22373/ej.v8i1.6771
Palanisamy, B., & Rajasekaran, V. (2024). Insights into the Dynamic Relationship between Technology and Task-Based Language Teaching: A Critical Review. International Journal of Learning, Teaching and Educational Research, 23(2), 402–420. https://doi.org/10.26803/ijlter.23.2.19
Peng, Y., & Pyper, J. S. (2021). Finding success with pedagogical innovation: A case from CSL teachers’ experiences with TBLT. Language Teaching Research, 25(4), 633–655. https://doi.org/10.1177/1362168819862132
Pharamita, T. A., Hardiah, M., & Damayanti, I. (2021). Code Switching and Code Mixing in English Language Learning Class. Jadila: Journal of Development and Innovation in Language and Literature Education, 1(3), 302–317. https://doi.org/10.52690/jadila.v1i3.117
Phillips, M. J. (2023). Towards a social constructionist, criticalist, Foucauldian-informed qualitative research approach: Opportunities and challenges. SN Social Sciences, 3(10), 175. https://doi.org/10.1007/s43545-023-00774-9
Pratama, P. A. (2022). Code Switching and Code Mixing in English Language Learning during Online Learning in Covid-19 Outbreak. Jurnal Pendidikan Bahasa Inggris Undiksha, 10(1), 53–59. https://doi.org/10.23887/jpbi.v10i2.44772
Rose, H., McKinley, J., & Galloway, N. (2021). Global Englishes and language teaching: A review of pedagogical research. Language Teaching, 54(2), 157–189. https://doi.org/10.1017/S0261444820000518
Sahib, H., Hanafiah, W., Aswad, M., Yassi, A. H., & Mashhadi, F. (2021). Syntactic Configuration of Code-Switching between Indonesian and English: Another Perspective on Code-Switching Phenomena. Education Research International, 2021(1), 1–10. https://doi.org/10.1155/2021/3402485
Sarah, Y. (2022). Study on EFL Classroom Management in Classroom at SMP Negeri 13 Ambon. Jurnal Tahuri, 19(1), 10–19. https://doi.org/10.30598/tahurivol19issue1page10-19
Sharadgah, T. A., & Sa’di, R. A. (2022). A Systematic Review of Research on the Use of Artificial Intelligence in English Language Teaching and Learning (2015-2021): What are the Current Effects? Journal of Information Technology Education: Research, 21(2), 337–377. https://doi.org/10.28945/4999
Sihombing, L. H., & Rani, S. D. (2023). The Use of Code-Switching and Code-Mixing in English Learning for Children: Lingua Cultura, 16(2), 249–256. https://doi.org/10.21512/lc.v16i2.8403
Souisa, T. R., Lekatompessy, J., & Ferdinandus, M. (2020). Diglot Picture Storybook Based on Maluku Content and Its Relevance for Young Learners’ Literacy. Jurnal Tahuri, 17(2), 84–95. https://doi.org/10.30598/tahurivol17issue2page84-95
Stanley, M. (2023). Qualitative Descriptive. In Qualitative Research Methodologies for Occupational Science and Occupational Therapy (pp. 52–67). Routledge. https://doi.org/10.4324/9781003456216-4
Stecuła, K., & Wolniak, R. (2022). Advantages and Disadvantages of E-Learning Innovations during COVID-19 Pandemic in Higher Education in Poland. Journal of Open Innovation: Technology, Market, and Complexity, 8(3), 159–170. https://doi.org/10.3390/joitmc8030159
Susanti, R., Haryanto, H., Pranawukir, I., Safar, M., & Tjahyadi, I. (2024). The Use of Code-Mixing and Code-Switching: Challenge Identification in Language Online Mass Media. IJOLTL (Indonesian Journal of Language Teaching and Linguistics), 9(1), 32–43. https://doi.org/10.30957/ijoltl.v9i1.773
Susanto, P. C., Yuntina, L., Saribanon, E., Soehaditama, J. P., & Liana, E. (2024). Qualitative Method Concepts: Literature Review, Focus Group Discussion, Ethnography and Grounded Theory. Siber Journal of Advanced Multidisciplinary, 2(2), 262–275. https://doi.org/10.38035/sjam.v2i2.207
Tan, S. (2023). Exploiting Disruptive Innovation in Learning and Teaching. In K. Rajaram (Ed.), Learning Intelligence: Innovative and Digital Transformative Learning Strategies (pp. 149–176). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-9201-8_4
Wenno, E. C., Serpara, H., & Litualy, S. J. (2021). Actantial Schema and Functional Structure of the Fairy Tale “Die Gänsemagd” (The Goose Girl) of the Brothers Grimm Fairy Tale Collection (Analysis of A. J. Greimas’ Theory). Jurnal Tahuri, 18(1), 1–12. https://doi.org/10.30598/tahurivol18issue1page1-12
Xu, J., & Fan, Y. (2022). Finding success with the implementation of task-based language teaching: the role of teacher agency. Language, Culture and Curriculum, 35(1), 18–35. https://doi.org/10.1080/07908318.2021.1906268
Published
2024-08-25
How to Cite
Mubarokah, S. L., & Harmeidiyanti, S. (2024). Task-Based Language Teaching through Songs in Indonesian Secondary Schools. Jurnal Tahuri, 21(2), 120-136. https://doi.org/10.30598/tahurivol21issue2page120-136
Section
Articles
Copyright (c) 2024 Syaima Lailatul Mubarokah, Sri Harmeidiyanti
This work is licensed under a Creative Commons Attribution 4.0 International License.
