EXPLORING TASK-BASED LANGUAGE TEACHING'S CONTRIBUTION TO UNIVERSITY EFL STUDENTS' EXPOSITION WRITING IN KEPULAUAN RIAU

Erwin Pohan, - and Emi Emilia, - and Ika Lestari Damayanti, - (2025) EXPLORING TASK-BASED LANGUAGE TEACHING'S CONTRIBUTION TO UNIVERSITY EFL STUDENTS' EXPOSITION WRITING IN KEPULAUAN RIAU. S3 thesis, Universitas Pendidikan Indonesia.

Abstract

Despite the growing recognition of task-based language teaching (TBLT) as an effective pedagogical approach in second language acquisition, limited research has investigated how it specifically shapes university EFL students’ exposition text writing skills in under-researched contexts such as Kepulauan Riau, Indonesia. This qualitative study addresses this gap by exploring learners’ perceptions of the mechanisms through which TBLT contributes to their writing development. Guided by in-depth interviews and textual analysis of writing samples from four participants, the study uncovers that students perceive TBLT as highly supportive in helping them organize ideas, articulate clear thesis statements, and build logically coherent arguments. Collaborative pre-task planning, peer interaction, and authentic task cycles were identified as particularly influential in fostering critical thinking, metacognitive reflection, and greater confidence in writing. However, participants also acknowledged persistent struggles with grammatical accuracy and lexical precision, highlighting the need to balance communicative tasks with explicit form-focused instruction. The findings reinforce insights from Sociocultural Theory by demonstrating how external mediation in collaborative tasks fosters internalization of writing strategies that extend beyond classroom practice. Theoretically, the study nuances existing literature by showing that conceptual and organizational writing skills tend to develop earlier than grammatical mastery. Pedagogically, it suggests integrating TBLT into sustained curricula, enhancing teacher training in task design, and combining fluency-focused activities with accuracy-oriented support. While limited by a small sample size and context-specific scope, this study contributes valuable evidence to inform EFL writing pedagogy in Indonesia and similar settings. Keywords: Task-Based Language Teaching (TBLT), EFL writing, exposition text, Sociocultural Theory, learner perceptions, Indonesian higher education.

	Text D_BING_1910082_Chapter1.pdf Download (246kB)
	Text D_BING_1910082_Chapter2.pdf Restricted to Staf Perpustakaan Download (547kB)
	Text D_BING_1910082_Chapter3.pdf Download (258kB)
	Text D_BING_1910082_Chapter4.pdf Restricted to Staf Perpustakaan Download (1MB)
	Text D_BING_1910082_Chapter5.pdf Download (377kB)
	Text D_BING_1910082_Appendices.pdf Restricted to Staf Perpustakaan Download (1MB)
	Text D_BING_1910082_Title.pdf Download (619kB)

Item Type:	Thesis (S3)
Additional Information:	https://scholar.google.com/citations?user=gIVn1ZsAAAAJ&hl=id ID SINTA Dosen Pembimbing: Emi Emilia: 6728899 Ika Lestari Damayanti: 6745874
Uncontrolled Keywords:	Task-Based Language Teaching (TBLT), EFL writing, exposition text, Sociocultural Theory, learner perceptions, Indonesian higher education Pengajaran Bahasa Berbasis Tugas (TBLT), menulis EFL, teks eksposisi, Teori Sosiokultural, persepsi peserta didik, pendidikan tinggi Indonesia
Subjects:	L Education > L Education (General) P Language and Literature > P Philology. Linguistics P Language and Literature > PE English
Divisions:	Fakultas Pendidikan Bahasa dan Sastra > Pendidikan Bahasa Inggris - S3
Depositing User:	Erwin Pohan
Date Deposited:	30 Oct 2025 03:28
Last Modified:	30 Oct 2025 03:28
URI:	http://repository.upi.edu/id/eprint/143496

Actions (login required)

View Item