This resarch is aimed to: (1) identify how teachers developed their knowledge of TBLT; (2) identify the teachers’ knowledge of TBLT in the English teaching and learning process; (3) describe and identify the implementation of TBLT in the English teaching and learning process in SMAN 1 Pecangaan Jepara; (4) identify the difficulties faced by teachers in implementing TBLT in the English teaching and learning process; (5) describe the teachers’ solution dealing with the difficulties in implementing TBLT in the English teaching and learning process; and (6) identify the effects of implementation of TBLT on the effectiveness of English teaching and learning.
This research is a Naturalistic Study. It was conducted at tenth grade students of SMA Negeri 1 Pecangaan in the academic year of 2013/2014 from August 2013 to February 2014. It has ten classrooms. The researcher took three classes: X5, X6, and X7 which are taught with TBLT.
The research findings are: (1) Teachers developed their knowledge of TBLT by joining seminar, training, MGMP, and share with other English teacher; (2) English teacher in SMAN 1 Pecangaan fully understood the concept of TBLT. The main point of TBLT is task and students are the central unit of language learning process; (3) The implementation of TBLT in SMAN 1 Pecangaan were covered in the lesson plan. The teaching and learning process was started with pre-task. The next step was task activity and the final step was language focus. Teacher’s roles were preparing learners for tasks, selector and sequencer of tasks, and consciousness-raising. In the classroom management, teacher gave reinforcement to students before they did tasks. Teacher also monitored the condition of the class and walked around the class to ensure all students understood the materials; (4) The difficulties encountered by teachers in implementing TBLT are teacher got difficulties in selecting the materials and finding the studying facility. In the students’ side, they had lack of vocabulary, grammar, pronunciation mastery, and lack of self-confidence in speaking. The students also had different motivation in the teaching and learning process; (5) The solution proposed by teacher is using books, students’ worksheet, magazine, or even internet sources. Teacher used to review the materials intensively and give a remedial assignment. Teacher used to give chance them to practice. Teacher used to motivate students in the teaching and learning process; (6) The Implementation of TBLT affected the learning process, students’ self-regulated learning, and the effective of teaching and learning.
Keywords: Task-Based Language Teaching, English teaching and Learning, Naturalistic Study.