Teacher’s Perception On The Implementation Of Taskbased Language Teaching In Online Learning

Abstract

This study investigates the teacher's perception in implementing TaskBased Language Teaching (TBLT) in online learning in higher education. This study employed descriptive qualitative approach. There was one teacher from English Language Education program contributed as research participant. The instrument of the study was semi-structured interview, adapted from Liu, Y., & Ren, W. (2021). There were 20 questions, divided into 4 sections (teacher’s background, teacher familiarity of TBLT, the use of TBLT and teacher implementation of TBLT). The result of this study shows that teacher has positive perspective because the teacher agrees that TBLT is important to provide learning experience. The teacher also enhances TBLT by giving clear instructions, compatibility between materials and assignment, consultation section and evaluation. It implies that TBLT can be one of the alternative strategies to teach English in online learning context