Benefits and challenges of doing task-based language teaching in Indonesia: Teachers’ perception

Task-based language teaching (TBLT) has received significant attention from both researchers and practitioners of second learning. This approach been reported to be effective in various contexts. Studies on the teachers’ perception TBLT have also conducted. The results inform perceived benefits challenges using context. However, very few studies investigated Indonesian To investigate perception, a qualitative research design was employed. Three female English teachers vocational school Malang, East Java, Indonesia were participants study. Before study conducted, these three asked attend training or coaching TBLT. At end coaching, they had lesson plan which later used their real students. After whole finished, perceptions about through focus-group-discussion (FGD) individual interviews. data analyzed qualitatively resulted findings that fell into two categories, namely challenges. this method (1) considered ‘right’ approach, (2) actively engaged learners learning, (3) relevant current curriculum, (4) increased learners’ motivation (5) provided “scaffolding” for leaners’ use accomplish tasks. Meanwhile, its time-consuming preparation, complicated confusing features task, implementation scaffolding process, doubts questions “get-it-right-at-the-end approach” irrelevance exam preparation.