Task-based language teaching methods integrated with local wisdom: The impact on students' writing skills


  • Balqis Husain Universitas Pasifik Morotai, Indonesia
  • Suhernita Suhernita Universitas Pasifik Morotai, Indonesia
  • Zulhasmi Abasa Universitas Pasifik Morotai, Indonesia
  • Fahmi Djaguna Universitas Pasifik Morotai, Indonesia




Task-based language teaching methods, local wisdom, writing skills


The researcher conducts the study to increase students’ writing skills through TBLT (Task-Based Language Teaching). The subject of this research consists of 32 students in the VIII A class. The objectives of this research are categorized into 2; (1) to find out whether the implementation of the Task-Based Learning method can improve the students’ writing skills, and (2) to find out what kind of writing aspects improve significantly after using Task-Based Learning method. Research design uses pre-test and post-test. Therefore, both groups are given a pre-test, conduct a treatment, then pass a post-test. This research is conducted at eighth grade in 2019/2020 for one month, from August to September 2020. This research shows that after being taught task-based language teaching, students' writing skills, especially in narrative text, improved substantially. It can be analyzed on post-test performance; no one has reached the excellent, good, and fair categories (0 percent). 37.5 percent of students have reached the appropriate category. 65.2 percent of students had failed in the category unless they had handled it for seven meetings. This result is slightly different from the pre-test result. However, only 25 percent of students fall into the decent category, and 75 percent fail. There are no students who are in weak, moderate, decent, and outstanding categories.


Ahmed, R. Z., & Bidin, S. J. B. (2016). The Effect of task based language teaching on writing skills of efl learners in Malaysia. Open Journal of Modern Linguistics, 06(03), 207–218. https://doi.org/10.4236/ojml.2016.63022

Ardika, I. W. D., Ratminingsih, N. M., & Artini, L. P. (2021). The implementation of task-based language teaching on project and creative task to improve writing skill. Elementary Education Online, 20(5), 67–72. https://doi.org/10.17051/ilkonline.2021.05.07

Astrini, F., N.M, R., & G.A. L.P, Utami, I. (2020). The Model of Strategies Employed by English Teachers in Teaching Writing Skill in National Plus Schools. Journal of Education Research and Evaluation, 4(1), 59–62. https://doi.org/10.23887/jere.v4i1.23682

Bhure, M., Welu, F., See, S., & Ota, M. K. (2021). The effort to enhance pupils cognitive learning achievement using contextual teaching and learning approach. Journal of Research in Instructional, 1(1), 13–22. https://doi.org/10.30862/jri.v1i1.3

Butler, Y. G. (2011). The Implementation of communicative and task-based language teaching in the Asia-Pacific Region. Annual Review of Applied Linguistics, 31, 36–57. https://doi.org/10.1017/S0267190511000122

Chen, Q., & Wright, C. (2017). Contextualization and authenticity in TBLT: Voices from Chinese classrooms. Language Teaching Research, 21(4), 517–538. https://doi.org/10.1177/1362168816639985

Damopolii, I., Nunaki, J. H., Nusantari, E., & Kandowangko, N. Y. (2019). Integrating local resources into inquiry-based teaching materials to training students’ science process skills. AIP Conference Proceedings, 2120, 060003. https://doi.org/10.1063/1.5115703

Depdiknas, 2011. Pembinaan Pendidikan karakter di sekolah menengah pertama. Jakarta: Dirjend Dikdasmen.

Fitri, R. (2016). Penerapan teknik pemodelan untuk meningkatkan kemampuan menulis surat resmi siswa kelas VIII SMP. Gramatika: Jurnal Penelitian Bahasa Dan Sastra Indonesia, 2(2), 118–132. https://doi.org/10.22202/jg.2016.v2i2.1200

Istiara, F., & Lustyantie, N. (2017). The influence of cooperatif learning model and critical thinking on essay writing skills (Experiment Study). World Journal of English Language, 7(2), 22–30. https://doi.org/10.5430/wjel.v7n2p22

Lelasari, T., Yohanita, A. M., & Damopolii, I. (2021). Effect of inquiry science learning on students’ metacognitive skill. Journal of Research in Instructional, 1(1), 53–60. https://doi.org/10.30862/jri.v1i1.12

Littlewood, W. (2011). Communicative language teaching: An Expanding concept for a changing world. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 541–557). Taylor & Francis.

Luo, S., & Gong, Y. (2015). Exploring ways to accommodate task-based language teaching in Chinese schools. In M. Thomas & H. Reinders (Eds.), Contemporary task-based language teaching in Asia. Bloomsbury.

Murtiningrum, R. C. R. D., Rafli, Z., & Purbaini, A. (2020). Penerapan metode task-based learning untuk meningkatkan keterampilan menulis surat bisnis bahasa inggris. DEIKSIS, 12(220–228), 220. https://doi.org/10.30998/deiksis.v12i02.5026

Nusantari, E., Utina, R., Katili, A. S., Tamu, Y., & Damopolii, I. (2020). Effectiveness of Environmentally-Based Science Learning towards Environmentally-Friendly Character of Students in Coastal Area. International Journal of Instruction, 13(3), 233–246.

Permana, C. E. (2010). Kearifan Lokal Masyarakat Badui dalam Mitigasi Bencana. Wedatama Widya Sastra.

Phuong, T. H. C. (2018). Task-Based Language Teaching : Affordances and challenges in TBLT Implementation at the Vietnamese tertiary level. The Journal of AsiaTEFL, 15(2), 510–515. https://doi.org/10.18823/asiatefl.2018.

Powell, H. (2009). Advertising agencies and their clients. In J. Hardy, I. Macrury, H. Powell, & S. Hawkin (Eds.), The Advertising Handbook (3rd Editio). Routledge.

Pujiastuti, R. R. (2016). Efektifitas penggunaan model pembelajaran kooperatif dengan presentasi untuk meningkatkan kemampuan belajar menulis surat kelas XI PM di SMK Negeri 48. Jurnal Ilmiah Econosains, 14(2), 55–61. https://doi.org/10.21009/econosains.014.2.6

Rahayu, B. S., & Achaliyah, S. (2020). Metode task based learning bahasa inggris dan bahasa mandarin berpengaruh terhadap kemampuan korespondensi bahasa asing. Jurnal Administrasi Kantor, 8(2), 127–138. https://doi.org/10.51211/jak.v8i2.1447

Ruto, R., Mema, A., Nduru, M. P., & Ota, M. K. (2021). Contextual teaching and learning approach in social science: its role to encourage pupils’ cognitive learning achievement. Journal of Research in Instructional, 1(1), 43–52. https://doi.org/10.30862/jri.v1i1.11

Shehadeh, A. (2012). Introduction: Broadening the perspective of task-based language teaching scholarship: The contribution of research in foreign language contexts. In A. Shehadeh & C. A. Coombe (Eds.), Task-based language teaching in foreign language contexts: Research and implementation (pp. 1–20). John Benjamins.

Sholeh, M. B. (2020). Implementation of task-based learning in teaching english in Indonesia: Benefits and problems. Language Circle: Journal of Language and Literature, 15(1), 1–9. https://doi.org/10.15294/lc.v15i1.26004

Wali, O., & Madani, A. Q. (2020). The Importance of paragraph writing: An introduction. international journal of latest research in humanities and social science, 3(7), 44–50.

Wang Chong, S., & Reinders, H. (2020). Technology-mediated task-based language teaching: A qualitative research synthesis. Language Learning & Technology, 24(3), 70–86. http://hdl.handle.net/10125/44739

Yen, P. H. (2016). Challenges of shifting to task-based language teaching: A story from a Vietnamese teacher. Can Tho University, Journal of Science, 2, 37–45. https://doi.org/10.22144/ctu.jen.2016.002

Yundayani, A., & Ardiasih, L. S. (2021). Task-based material design for academic purposes: Learners’ English writing skill improvement. Studies in English Language and Education, 8(1), 258–275. https://doi.org/10.24815/siele.v8i1.18169