Eline Rozaliya Winarto, Fitri Aprianti


The present study aims at scrutinizing the realization of task-based language teaching in fostering students’ speaking fluency in vocational school context. Four diverse tasks are administered to the students particularly: sequencing task, picture narration task, question and answer task, and problem-solving task. Twenty-eight eleventh grade students in one vocational school in Cirebon were selected as the participants. From twenty-eight students, six participants were chosen as the representatives whose speaking performance were scrutinized by considering at several linguistic aspects namely segmental errors, speech rate, and grammatical accuracy. The findings indicated that task-based language teaching fosters students’ speaking fluency. There was an improvement in terms of students’ speech production specifically rhythm, segmental, and speech rate aspect. The students also showed positive responses throughout the realization of task-based language teaching in respect of the various aspect of English pronunciation awareness. Furthermore, the result of observation in each meeting and students’ interview revealed that students’ participation in interacting in English was enhanced. This study suggests that the students need to be exposed and learn the different aspects of pronunciation to further enhance their speaking performance.


Task-based language teaching; speaking fluency; Benefit and problem in the realization of task-based language teaching method.

Full Text:



Adiantika, H. N., & Purnomo, H. (2018). the Implementation of task-based instruction in. Indonesian EFL Journal, 4(July), 12–22.

Albino, G. (2017). Improving speaking fluency in a task-based language teaching approach: the case of EFL learners at PUNIV-Cazenga. SAGE Open, 7(2).

Aleksandrzak, M. (2011). Problems and challenges in teaching and learning speaking at advanced level. Glottodidactica. An International Journal of Applied Linguistics, 37, 37–48.

Altun, M. (2015). The integration of technology into foreign language teaching. International Journal on New Trends in Education and Their, 6(1), 8.

Bao, R., & Du, X. (2015). Implementation of task-based language teaching in Chinese as a foreign language: benefits and challenges. Language, Culture and Curriculum, 28(3), 291–310.

Chou, M. H. (2017). A Task-based language teaching approach to developing metacognitive strategies for listening comprehension. International Journal of Listening, 31(1), 51–70.

Creswell, J. W. (2018). Qualitative inquiry & research design: choosing among. Journal of Materials Processing Technology, 1(1).

Crowther, D., Trofimovich, P., Isaacs, T., & Saito, K. (2015). Does a speaking task affect second language comprehensibility? Modern Language Journal, 99(1), 80–95.

Cuhadar, C. (2018). Investigation of pre-service teachers’ levels of readiness to technology integration in education. Contemporary Educational Technology, 9(1), 61–75.

Derakhshan, E. K. (2015). The interference of FL and SL. Theory and Practice in Language Studies, 5(10), 2112–2117.

Douglas, S. R., & Kim, M. (2015). Task-based language teaching and English for academic purposes: An investigation into instructor perceptions and practice in the Canadian context. TESL Canada Journal, 31(8), 1.

Floris, F. D. (2014). Using information and communication technology (ICT) to enhance language teaching & learning: an interview with Dr. A. Gumawang Jati. TEFLIN Journal - A Publication on the Teaching and Learning of English, 25(2), 139.

Halici Page, M., & Mede, E. (2018). Comparing task-based instruction and traditional instruction on task engagement and vocabulary development in secondary language education. Journal of Educational Research, 111(3), 371–381.

Hasan, A. A. A. (2014). The effect of using task-based learning in teaching English on the oral performance of the secondary school students. International Interdisciplinary Journal of Education, 3(2), 250–264.

Jabu, B., & Salija, K. (2012). Interference of the Students’ Indonesian Language in Delivering.

Kafipour, R., Mahmoudi, E., & Khojasteh, L. (2018a). The effect of task-based language teaching on analytic writing in EFL classrooms. Cogent Education, 5(1), 1–16.

Kafipour, R., Mahmoudi, E., & Khojasteh, L. (2018b). The effect of task-based language teaching on analytic writing in EFL classrooms. Cogent Education, 5(1), 1–16.

Lin, T.-B., & Wu, C.-W. (2012). Teachers’ perceptions of task-based language teaching in English classrooms in Taiwanese junior high schools. TESOL Journal, 3(4), 586–609.

Liu, Y., Mishan, F., & Chambers, A. (2021). Investigating EFL teachers’ perceptions of task-based language teaching in higher education in China. Language Learning Journal, 49(2), 131–146.

Maijala, M. (2020). Culture teaching methods in foreign language education: pre-service teachers’ reported beliefs and practices. Innovation in Language Learning and Teaching, 14(2), 133–149.

Malihah, N. (2010). The effectiveness of speaking instruction through task-based language teaching. Register Journal, 3(1), 85–101.

Bashir, M., Azeem, M., & Dogar, A. H. (2016). Factor effecting students’ English speaking skills. British Journal of Arts and Social Sciences, 2(January 2011), 35–50.

Munirah., & Arief, M.M. (2015). Using task-based approach in improving the students’ speaking accuracy and fluency. Journal of Education and Human Development, 4(3), 181–190.

Namaziandost, E., Homayouni, M., & Rahmani, P. (2020). The impact of cooperative learning approach on the development of EFL learners’ speaking fluency. Cogent Arts and Humanities, 7(1).

Oradee, T. (2013). Developing speaking skills using three communicative activities (discussion, problem-solving, and role-playing). International Journal of Social Science and Humanity, 2(6), 533–535.

Özdemir, E. (2017). Promoting EFL learners’ intercultural communication effectiveness: a focus on Facebook. Computer Assisted Language Learning, 30(6), 510–528.

Park, M., & Son, J. B. (2020). Pre-service EFL teachers’ readiness in computer-assisted language learning and teaching. Asia Pacific Journal of Education, 00(00), 1–15.

Samaranayake, S. W. (2016). Oral competency of ESL/EFL learners in Sri Lankan rural school context. SAGE Open, 6(2).

Shabani, K., & Ghasemian, A. (2017). Teacher’s personality type and techniques of teaching pronunciation. Cogent Education, 4(1), 1–16.

Tavakoli, H., Lotfi, A. R., Biria, R., & Wang, S. (2019). Effects of CALL-mediated TBLT on motivation for L2 reading. Cogent Education, 6(1), 1–21.

Thanh, L. N., & Huan, N. B. (2012). Task-based language learning and student motivation in vocabulary acquisition. Language Education in Asia, 3(1), 106–120.

Tuyen, L. Van, & An, H. H. (2019). Task-based language teaching: task-based speaking activities used in EFL classrooms at tertiary level. International Journal on Studies in English Language and Literature, 7(5), 1–12.

Xu, J., & Fan, Y. (2021). Finding success with the implementation of task-based language teaching: the role of teacher agency. Language, Culture and Curriculum, 0(0), 1–18.



  • There are currently no refbacks.

Copyright (c) 2022 English Review: Journal of English Education