Integrating sociological aspects in TBLT: The case of Indonesian EFL class

Ni Putu Somawati, Nyoman Kanca, Made Rai Jaya Widanta, Wayan Dana Ardika

The study aimed at investigating how sociological aspects can be inserted into Task-Based Language Teaching (TBLT). There were two groups of a student majoring in Tourism involved as research participants. They were 4-semester students who learned subject of Intermediate English. There were some approaches found to be supportive of TBLT. The last innovation of the sociocognitive-transformative approach proposed by [1] successfully inserted social aspect into TBLT. However, it was restrictedly implemented in teaching writing. The recent endeavor tried to apply pragmatics to affix TBLT in teaching English. Sociological aspects pragmatics offers are the implementation of power (P), distance (D) and rank of imposition (R) of the hearer (H) [2]. PDR was introduced in two types depending on the hearers’ status, they are high (P+D+R+) and low (P-D-R-) of hearer (H). These aspects were implemented in special technic of TBLT that was ‘role play’. Roleplay which contains scenario could successfully involve sociological aspects and was easily understood by students. Students were able to produce utterances correctly and appropriately. In order for students to understand easily whether scenario contains P+D+R+ or P-D-R-, students should implement procedure SPEAK which requires students to recognize (Setting, Participants, End, Act Sequence, Key) [3]. Lastly, speakers’ consciousness plays is very supportive of students’ success in producing utterances.

Volume 11 | 08-Special Issue

Pages: 2701-2707