Integrating Task-Based Language Teaching in ESP to Enhance Professional Speaking Competence
DOI:
https://doi.org/10.56314/edulec.v6i1.522Keywords:
Competence, ESP, Professional, Speaking, TBLTAbstract
This study investigates the integration of Task-Based Language Teaching (TBLT) in English for Specific Purposes (ESP) to enhance students' professional speaking competence. Employing a qualitative descriptive design, the study involved seven third-semester nursing students who participated in semi-structured interviews to explore their learning experiences, perceived improvements, and challenges. The data were analyzed using thematic analysis to identify key patterns and insights related to the implementation of TBLT in ESP contexts. The findings reveal that TBLT significantly contributes to the improvement of students' speaking competence, particularly in terms of fluency, vocabulary development, interactional ability, and self-confidence. The use of authentic tasks, such as role plays, simulations, and group discussions, enables students to practice language in meaningful and context-relevant situations, thereby enhancing their ability to communicate effectively in professional settings. Additionally, the interactive and student-centered nature of TBLT fosters greater engagement and motivation among learners. However, the study also identified several challenges, including limited vocabulary, difficulties in spontaneous sentence construction, and initial anxiety in speaking. These challenges indicate the need for adequate instructional support, such as scaffolding strategies, vocabulary enrichment, and constructive feedback. Despite these limitations, students generally expressed positive perceptions of TBLT, highlighting its relevance to their future professional needs. In conclusion, the integration of TBLT in ESP is an effective pedagogical approach for developing professional speaking competence. It not only improves linguistic performance but also enhances learners' confidence and readiness for real-world communication. Therefore, TBLT is recommended as a strategic approach in ESP instruction to better prepare students for the demands of professional communication in global contexts.
Downloads
References
Albino, G. (2017). Improving Speaking Fluency in a Task-Based Language Teaching Approach: The Case of EFL Learners at PUNIV-Cazenga. Sage Open, 7(2), 2158244017691077. https://doi.org/10.1177/2158244017691077
Amaliah, Sunarlia Limbong, Nur Ina Syam, Fahmi Room, & Khaliq Bashar. (2023). Using Technology as Learning Media to Enrich ESP Students’ Speaking Skill for Indonesian Higher Education Students. IJOLEH : International Journal of Education and Humanities, 2(1), 43–51. https://doi.org/10.56314/ijoleh.v2i1.126
Azmy, K., & Nanda, D. W. (2024). Implementing Task-Based Language Teaching (TBLT) to Enhance Students’ Speaking, Writing and Reading Skills: Is It Possible? JURNAL ILMIAH DIDAKTIKA: Media Ilmiah Pendidikan Dan Pengajaran, 24(2), 176. https://doi.org/10.22373/jid.v24i2.22730
Creswell, J. W., & Creswell, J. D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications, Inc.
Denzin, N. K., & Lincoln, Y. S. (2018). The SAGE Handbook of Qualitative Research (Fifth Edition). SAGE Publications.
Elliott, V. (2018). Thinking about the Coding Process in Qualitative Data Analysis. The Qualitative Report. https://doi.org/10.46743/2160-3715/2018.3560
Jubhari, Y., Aziz, A., Idham, A. Z., & Rajab, A. (2024). English for Specific Purposes (ESP) Materials Based on Needs Analysis for Nursing Students in Facing the Society 5.0 Era. Education, Language, and Culture (EDULEC), 4(1). https://doi.org/https://doi.org/10.56314/edulec.v4i1
Jubhari, Y., Rosmiaty, & Nurliah. (2022). Needs Analysis in English for Specific Purposes (ESP) for Nursing Students. EDULEC : Education, Language, and Culture Journal, 2(1), 80–86. https://doi.org/10.56314/edulec.v2i1.31
Leavy, P. (2017). Research Design: Quantitative, Qualitative, Mixed Methods, Arts-Based and Community-Based Participatory Research Approaches. The Guilford Press.
Liberali, F. (2017). Commentary: Analyzing classroom dialogue to create changes in school. Learning and Instruction, 48, 66–69. https://doi.org/10.1016/j.learninstruc.2017.04.004
Lohing, Y., & Ibrahim, M. (2022). Improving Students’ Speaking Skill by Using Storytelling Technique at the Eleventh Grade Student of Sma Tut Wuri Handayani Makassar. Kumpulan Artikel Pendidikan Anak Bangsa, 2(1), 58–64. https://doi.org/https://doi.org/10.37289/kapasa.v2i1.117
Mulyadi, D., Wijayatiningsih, T. D., Singh, C. K. S., & Prastikawati, E. F. (2021). Effects of Technology enhanced Task-based Language Teaching on Learners’ Listening Comprehension and Speaking Performance. International Journal of Instruction, 14(3), 717–736. https://doi.org/10.29333/iji.2021.14342a
Nurhadi, T., Nugraha, S. I., & Ridwan, I. (2024). Exploring the Implementation of Task-Based Language Teaching in Teaching Speaking to Secondary Efl Learners: A Qualitative Case Study. PROJECT (Professional Journal of English Education), 7(5).
Prianty, T., Ngadiso, N., & Wijayanto, A. (2022). Task-Based Language Teaching: Perceptions and Implementation in Teaching Speaking. AL-ISHLAH: Jurnal Pendidikan, 14(1), 99–108. https://doi.org/10.35445/alishlah.v14i1.1203
Richards, K. A. R., & Hemphill, M. A. (2018). A Practical Guide to Collaborative Qualitative Data Analysis. Journal of Teaching in Physical Education, 37(2), 225–231. https://doi.org/10.1123/jtpe.2017-0084
Saleh, S. E. (2019). Critical Thinking As A 21st Century Skill: Conceptions, Implementation And Challenges In The Efl Classroom. European Journal of Foreign Language Teaching, 4(1). https://doi.org/10.5281/ZENODO.2542838
Sevarakhon, A. (2025). The Impacts of Communicative Competence on Second Language Acquisition and Employing Certain Methods to Improve Speaking Skills. University Research Base. https://doi.org/https://scholar.kokanduni.uz/index.php/rb/article/view/286
Sujarwo, S., Asdar, A., Rinantanti, Y., Akhiruddin, A., Sukmawati, S., & Sarmila, S. (2024). Utilizing WhatsApp Translation Strategies for Enhancing Online Interaction in English for Specific Purposes Courses. AL-ISHLAH: Jurnal Pendidikan, 16(2), 1573–1584. https://doi.org/10.35445/alishlah.v16i2.5075
Widiastuti, N. K. S., & Syamsi, V. (2023). Integrating Literary Works in an English Class to Improve Students’ Critical Thinking. In U. Widiati, M. Hidayati, N. Suryati, Suharyadi, A. N. Wulyani, I. L. Damayanti, N. A. Drajati, S. Karmina, E. L. Zen, L. Hakim, & Prihantoro (Eds), Proceedings of the 20th AsiaTEFL-68th TEFLIN-5th iNELTAL Conference (ASIATEFL 2022) (Vol. 749, pp. 478–488). Atlantis Press SARL. https://doi.org/10.2991/978-2-38476-054-1_42
Yuan, L. (2022). Communicative Competence Fostered in a Nested EFL Learning Ecology: Technology-Enhanced Learning in the Chinese Context. Theory and Practice in Language Studies, 12(11), 2307–2315. https://doi.org/10.17507/tpls.1211.10
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Yuriatson Jubhari, Nurul Amaliah, Anwar Taufiq, Nurliah, Asdar
This work is licensed under a Creative Commons Attribution 4.0 International License.
Lisensi hak cipta Creative Commons dan alat-alatnya membentuk keseimbangan dalam pengaturan tradisional yang ada pada hukum hak cipta. Alat kami memberikan setiap orang, dari pencipta individu sampai dengan perusahaan dan lembaga besar, cara sederhana standar untuk memberikan izin hak cipta atas ciptaan kreatif mereka. Kombinasi dari alat-alat dan pengguna kami adalah kumpulan komunitas digital yang luas dan berkembang, kolam konten yang dapat disalin, didistribusikan, digubah, dan dibuat ciptaan turunannya, dan semua dalam batas-batas hukum hak cipta.
