Teachers’ Beliefs and Practices in Implementing Task-Based Language Teaching (TBLT) in Indonesian High Schools
Abstract
This study investigates Indonesian senior high school English teachers’ beliefs and classroom practices in implementing Task-Based Language Teaching (TBLT) to develop students’ speaking skills. Employing a qualitative descriptive approach, the research involved six teachers from public high schools in Lombok, who were selected purposively. Data were collected through interviews, classroom observations, and document analysis, and then analyzed thematically using Braun and Clarke’s framework. Findings reveal that although teachers hold positive beliefs toward TBLT, most implement it only partially, often omitting pre- and post-task stages. The gap between beliefs and practices is influenced by contextual factors such as large class sizes, limited instructional time, curriculum constraints, and lack of TBLT-specific training. Teachers with higher professional agency and access to development opportunities demonstrated stronger alignment between belief and practice. These findings underscore the importance of localized, continuous professional development and institutional support to enable more faithful TBLT implementation. This study contributes to both theoretical discourse on teacher cognition and practical efforts to enhance speaking instruction in Indonesian EFL classrooms.
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