IMPLEMENTASI METODE TASK-BASED LANGUAGE TEACHING (TBLT) DALAM PEMBELAJARAN BAHASA ARAB DI UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG
Abstract
Pembelajaran Bahasa Arab di UIN Sayyid Ali Rahmatullah Tulungagung memerlukan pendekatan yang mampu meningkatkan keterampilan berbahasa mahasiswa secara komunikatif. Salah satu pendekatan yang digunakan adalah Task-Based Language Teaching (TBLT). Penelitian ini bertujuan untuk menganalisis implementasi metode TBLT, mengkaji dinamika interaksi dan partisipasi mahasiswa dalam pembelajaran Bahasa Arab, serta mengidentifikasi tantangan dan strategi dosen serta mahasiswa dalam mengatasi kendala selama penerapan TBLT. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui observasi pembelajaran, wawancara, focus group discussion (FGD), serta analisis dokumen dan tugas mahasiswa yang melibatkan dosen dan mahasiswa dari empat fakultas, yaitu FTIK, FASIH, FEBI, dan FUAD. Hasil penelitian menunjukkan bahwa implementasi TBLT dilaksanakan melalui tahapan pre-task, task cycle, dan language focus secara konsisten dan kontekstual. Penerapan TBLT mendorong interaksi pembelajaran yang aktif dan kolaboratif, meningkatkan partisipasi mahasiswa, serta berkontribusi pada peningkatan keterampilan Bahasa Arab, khususnya keterampilan berbicara dan menulis. Namun demikian, penelitian ini menemukan beberapa tantangan, seperti perbedaan kemampuan awal mahasiswa, keterbatasan waktu pembelajaran, dan kesiapan dosen. Strategi yang diterapkan untuk mengatasi kendala tersebut meliputi diferensiasi tugas, pemberian scaffolding, pelaksanaan FGD sebagai forum reflektif dosen, serta penguatan kerja kolaboratif dan kemandirian belajar mahasiswa. Penelitian ini menyimpulkan bahwa TBLT berpotensi meningkatkan kualitas pembelajaran Bahasa Arab di perguruan tinggi apabila didukung oleh strategi pedagogis yang adaptif dan berkelanjutan.
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Swain, M. (1995). Three Functions of Output in Second Language Learning. Oxford University Press.
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Bygate, M. (2016). Sources, Developments and Directions of Task-Based Language Teaching. The Language Learning Journal, 44(4), 381–400.
Bygate, M., Skehan, P., & Swain, M. (2001). Researching Pedagogic Tasks: Second Language Learning, Teaching and Testing. Longman.
DeKeyser, R. (2007). Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology. Cambridge University Press.
Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Routledge.
Doughty, C. J., & Mackey, A. (2021). Language Aptitude: Multiple Perspectives. Annual Review of Applied Linguistics, 40, 1–5.
Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.
Ellis, R. (2009). The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production. Applied Linguistics, 30(4), 474–509.
Ellis, R. (2013). Task-Based Language Teaching: Responding to the Critics. University of Sydney Papers in TESOL, 8, 1–27.
Ellis, R. (2021). Task-Based Language Teaching. Dalam H. Mohebbi & C. Coombe (Eds.), Research Questions in Language Education and Applied Linguistics. Springer. (rodelliscom.wordpress.com)
Ellis, R., & Shintani, N. (2013). Exploring Language Pedagogy through Second Language Acquisition Research. Routledge.
Foster, P., & Skehan, P. (1996). The Influence of Planning and Task Type on Second Language Performance. Studies in Second Language Acquisition, 18(3), 299–323.
Gass, S. M., & Mackey, A. (2007). Input, Interaction, and Output in Second Language Acquisition. Routledge.
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
Larsen-Freeman, D. (2018). Resonances: Second Language Development and Language Planning and Policy from a Complexity Theory Perspective. Dalam F. Hult, T. Kupisch, & M. Siiner (Eds.), Language Acquisition and Language Policy Planning (hlm. 203–217). Springer.
Larsen-Freeman, D. (2018). Second Language Acquisition, WE, and Language as a Complex Adaptive System (CAS). World Englishes, 37(1), 80–92. https://doi.org/10.1111/weng.12304
Larsen-Freeman, D. (2018). Task Repetition or Tasks Iteration? It Does Make a Difference. Dalam M. Bygate (Ed.), Learning Language Through Task Repetition (hlm. 311–329). John Benjamins.
Larsen-Freeman, D., & Nguyen, H. (2018). Task-Based Language Teaching and Complexity Theory. Dalam M. Ahmadian & M. Del Pilar Garcia Mayo (Eds.), Recent Perspectives on Task-Based Learning and Teaching (hlm. 167–193). De Gruyter Mouton.
Larsen-Freeman, D., Blommaert, J., García, O., & Kress, G. (2018). Communicating Beyond Diversity: A Bricolage of Ideas. Dalam A. Sherris & E. Adami (Eds.), Making Signs, Translanguaging, Ethnographies (hlm. 9–29). Multilingual Matters.
Littlewood, W. (2004). Task-Based Learning: The Best of Both Worlds? ELT Journal, 58(4), 311–319.
Littlewood, W. (2007). Communicative and Task-Based Language Teaching in East Asian Classrooms. Language Teaching, 40(3), 243–249.
Long, M. H. (1985). A Role for Instruction in Second Language Acquisition: Task-Based Language Teaching. In Hyltenstam & Pienemann (Eds.), Modelling and Assessing Second Language Acquisition. Multilingual Matters.
Long, M. H. (2015). Second Language Acquisition and Task-Based Language Teaching. Wiley-Blackwell. (wiley.com)
Long, M. H. (2015). Second Language Acquisition and Task-Based Language Teaching. Wiley-Blackwell.
Mackey, A. (2020). Navigating Graduate School and Academia: Key Questions and Answers. Dalam L. Plonsky (Ed.), Professional Development in Applied Linguistics: A Guide to Success for Graduate Students and Early Career Faculty (hlm. 21–40). John Benjamins.
Mackey, A. (2020). The Annual Review of Applied Linguistics at 40: Looking Back and Moving Ahead. Annual Review of Applied Linguistics, 40, 1–8.
Mackey, A., & Bryfonski, L. (2022). Output in Language Learning: Why It’s Important and Ways to Promote It in Person and Online. Elements Journal.
Mackey, A., Bryfonski, L., & Ku, Y. (2024). Research Methods for IDs and TBLT: A Methodological Review. Annual Review of Applied Linguistics. (en.wikipedia.org)
Mackey, A., Bryfonski, L., Parlak, O., Pipes, A., Sagdic, A., & Suh, B-R. (2020). Tools to Measure Feedback’s Effectiveness. Dalam H. Nassaji & E. Kartchava (Eds.), The Cambridge Handbook of Corrective Feedback in Language Learning and Teaching. Cambridge University Press.
Mackey, A., Fell, E., de Jesus, F., Hall, A., & Ku, Y. Y. (2022). Social Justice in Applied Linguistics: Making Space for New Approaches and New Voices. Annual Review of Applied Linguistics, 42, 1–10.
Mackey, A., Gass, S. M., Fell, E., & Sagdic, A. (2022). The Interaction Approach and Individual Differences Factors in SLA. Dalam S. Li (Ed.), The Routledge Handbook of Second Language Acquisition and Individual Differences (hlm. 13–14). Routledge.
Nation, I. S. P. (2007). The Four Strands. Innovation in Language Learning and Teaching, 1(1), 1–12.
Newton, J. (2016). Teaching ESL/EFL Listening and Speaking. Routledge.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.
Ortega, L. (2009). Understanding Second Language Acquisition. Routledge.
Prabhu, N. S. (1987). Second Language Pedagogy. Oxford University Press.
Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge University Press.
Richards, J. C. (2015). Key Issues in Language Teaching. Cambridge University Press.
Richards, J. C., & Rodgers, T. (2001). Approaches and Methods in Language Teaching. Cambridge University Press.
Robinson, P. (2001). Task Complexity, Task Difficulty, and Task Production: Exploring Interactions in a Componential Framework. Applied Linguistics, 22(1), 27–57.
Robinson, P. (2011). Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance. John Benjamins.
Robinson, P. (2011). Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance. John Benjamins.
Samuda, V., & Bygate, M. (2008). Tasks in Second Language Learning. Palgrave Macmillan.
Samuda, V., & Bygate, M. (2008). Tasks in Second Language Learning. Palgrave Macmillan.
Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford University Press.
Skehan, P. (2018). Second Language Task-Based Performance: Theory, Research, Assessment. Routledge.
Swain, M. (1995). Three Functions of Output in Second Language Learning. Oxford University Press.
Tavakoli, P., & Foster, P. (2008). Task Design and Second Language Performance: The Effect of Narrative Type on Learner Output. Language Learning, 58(2), 439–473.
Van den Branden, K. (2006). Task-Based Language Education: From Theory to Practice. Cambridge University Press.
Van den Branden, K. (2006). Task-Based Language Education: From Theory to Practice. Cambridge University Press.
Van den Branden, K., & Van Gorp, K. (2021). Implementing Task-Based Language Education in Primary Education: Lessons Learnt from the Flemish Experience. Language Teaching for Young Learners, 3(1), 3–27. https://doi.org/10.1075/ltyl.20013.bra
Willis, D., & Willis, J. (2007). Doing Task-Based Teaching. Oxford University Press.
Willis, J. (1996). A Framework for Task-Based Learning. Longman.
Ziegler, N., & Mackey, A. (2020). Interactional Research and Corpora: The Intersection of Interaction and Corpus Research. Dalam N. Tracy-Ventura & M. Paquot (Eds.), The Routledge Handbook of Second Language Acquisition and Corpora. Routledge.
Published
2026-03-01
How to Cite
HABIBULLOH, Muh.; FARIZA, Anisa Latifatul; SHOLEH, Muh Ibnu.
IMPLEMENTASI METODE TASK-BASED LANGUAGE TEACHING (TBLT) DALAM PEMBELAJARAN BAHASA ARAB DI UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG.
Consilium: Education and Counseling Journal, [S.l.], v. 6, n. 1, p. 258-269, mar. 2026.
ISSN 2775-9466.
Available at: <https://unars.ac.id/ojs/index.php/consilium/article/view/8030>. Date accessed: 05 mar. 2026.
doi: https://doi.org/10.36841/consilium.v6i1.8030.
Section
Articles
