A Case Study of English Teacher's Strategies in Implementing Task-Based Learning at SMAN 1 Plemahan

Abstract

Abstract 

This study investigates the strategies used by an English teacher at SMAN 1 Plemahan in implementing Task-Based Learning (TBL) during English lessons. The idea for this research came from the observation that, although TBL is widely discussed in theory, its real application in Indonesian high school classrooms is still not commonly documented. The aim of this study is to describe how the teacher applies TBL, including how tasks are planned, delivered, and assessed, as well as the challenges faced during implementation. This research uses a qualitative case study approach. Data were collected through an in-depth interview with one English teacher and supported by documentation such as lesson plans and task instructions. Initially, classroom observation was planned, but due to schedule limitations, the data collection focused on interview and document analysis. The findings show that the teacher tends to place TBL activities at the end of a unit, such as video projects and group role plays, allowing students to apply what they have learned in a creative way. The teacher provides guidance without limiting student's ideas, and tasks are often prepared a week in advance. Although some challenges were noted like noise disruptions or time constraints, students responded positively and participated enthusiastically. The study concludes that TBL, when applied with flexibility and planning, can help improve student engagement and support language development in an enjoyable and meaningful way.