Publisher

UNSAUNSA

Journal Surakarta English and Literature JournalSurakarta English and Literature Journal Abstract

This research explores teachers perceptions of activity-based tasks integrated with web-based familiar topics as an instructional model for English language teaching. It is oriented on activity-based language instruction tasks as one of the development models of the content-based instruction (CBI) approach. The participants of this research were ten English teachers. The questionnaire was used to obtain the research data regarding the teachers perceptions. The teachers showed their positive responses to activity-based tasks integrated with web-based familiar topics. The teachers commented positively that these tasks potentially trained them to utilize and organize learning materials into a sequence of interactive learning activities. Then, they perceived positively that activity-based tasks reinforced cooperative learning, empowered student-centered classroom activities, and created experiential learning. Similarly, the students expressed interest in learning English through theme-based tasks. It made an enjoyable learning atmosphere, allowed them to acquire meaningful learning experiences, fostered their oral and written English practice, and encouraged their active participation in the English learning class.

Conclusion

The study concludes that teachers hold positive perceptions towards integrating activity-based tasks with web-based familiar topics in English language instruction.This approach is seen as a valuable tool for teachers to design engaging and structured learning activities.Furthermore, it benefits students by enhancing their motivation, engagement, and active participation in the learning process, ultimately fostering a dynamic and student-centered learning environment.

Future Research

Further research could investigate the specific types of web-based topics that are most effective in engaging students and enhancing learning outcomes within activity-based tasks. Additionally, studies could explore the impact of teacher training programs focused on integrating technology and activity-based learning on the implementation quality and student achievement. Finally, a longitudinal study could examine the long-term effects of this instructional approach on students language proficiency and their attitudes towards English learning, considering factors such as learning styles and prior language experience. These investigations will contribute to a more nuanced understanding of how to effectively leverage technology and active learning strategies to optimize English language education, providing practical insights for educators and policymakers to enhance curriculum development and instructional practices.

References

1. A glimpse into the effectiveness of L2-content cross-curricular collaboration in content-based instruction... tandfonline.com/doi/full/10.1080/13670050.2014.916654A glimpse into the effectiveness of L2 content cross curricular collaboration in content based instruction tandfonline doi full 10 1080 13670050 2014 916654
2. The Implementation of English Medium Instruction (EMI) at the Public Secondary Schools in South Sulawesi... ojs.unm.ac.id/ijole/article/view/43567The Implementation of English Medium Instruction EMI at the Public Secondary Schools in South Sulawesi ojs unm ac ijole article view 43567
3. Implementing Task-Oriented, Content-Based Instruction for First- and Second-Generation Immigrant Students.... escholarship.org/uc/item/2k07p5vzImplementing Task Oriented Content Based Instruction for First and Second Generation Immigrant Students escholarship uc item 2k07p5vz

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Pages	14
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