Task-based language teaching in the Indonesian language classroom for foreign learners

Journal of Language, Literature, Social, and Cultural Studies, Volume 3 Number 3 (Nov 2025), p. 344-358 e-ISSN: 2986-4461 DOI: https://doi.org/10.58881/jllscs.v2i2 https://ympn.co.id/index.php/JLLSCS Task-based language teaching enhances Indonesian learning for foreign students through real-world, meaningful, and collaborative language tasks Ni Wayan Pastini2, Hardina3 Politeknik Pariwisata Bali2,3 2Email: 3Email: Abstract - This article examines the application and pedagogical impacts of Task-Based Language Teaching (TBLT) within the framework of Bahasa Indonesia instruction for non-native speakers. In response to the growing international attention towards learning Bahasa Indonesia—particularly through initiatives such as BIPA (Bahasa Indonesia untuk Penutur Asing)— there is an emerging imperative to implement teaching strategies that enhance communicative competence, learner autonomy, and engagement. TBLT has garnered increased recognition in the disciplines of second and foreign language education, owing to its focus on authentic communicative tasks and learner-centred methodology. Drawing upon a review of pertinent literature and selected case studies from BIPA programs, this study assesses TBLT’s capacity to improve both the linguistic and pragmatic skills of foreign learners in Indonesian language classrooms. The findings indicate that TBLT fosters more meaningful learning by aligning class activities with the communicative needs of learners. It supports the development of interactional skills, the negotiation of meaning, and contextualized language application—all of which are central components of effective language acquisition. Nevertheless, the research also identifies several challenges: it is often difficult to design culturally responsive tasks, to systematically assess learner performance, and to provide sufficient training for instructors in task-based methodologies. To address these concerns, the article offers recommendations focused on curriculum development, teacher professional development, and future research directions aimed at facilitating the integration of TBLT within BIPA curricula. This contribution adds to the expanding scholarship on innovative approaches to language teaching in Southeast Asia, underscoring the transformative potential of TBLT for making Indonesian language instruction more dynamic, responsive, and focused on tangible learning outcomes. Keywords: Task-Based Language Teaching, Bahasa Indonesia, BIPA, foreign language instruction, communicative competence 1. Introduction Over the last several decades, the accelerating pace of globalization has profoundly reshaped the ways in which individuals, communities, and nations interact and communicate. Within this broader context, Indonesia’s growing geopolitical and economic prominence has contributed to a notable surge in interest among foreign learners eager to acquire proficiency in Bahasa Indonesia (the Indonesian language). This trend is increasingly visible in the expanding footprint This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/) 344 Journal of Language, Literature, Social, and Cultural Studies, Volume 3 Number 3 (Nov 2025), p. 344-358 e-ISSN: 2986-4461 DOI: https://doi.org/10.58881/jllscs.v2i2 https://ympn.co.id/index.php/JLLSCS of Bahasa Indonesia untuk Penutur Asing (BIPA) programs, both within Indonesia itself and at a global level. These programs have become a central pillar in Indonesia’s language diplomacy, functioning not only as platforms for promoting linguistic competence but also as strategic tools for advancing the nation’s cultural outreach and soft power initiatives (Zein, 2020). Given this rising demand for high-calibre language instruction tailored to international audiences, there emerges an equally urgent need for pedagogical frameworks capable of accommodating the exceptionally diverse linguistic, cultural, and educational backgrounds of BIPA participants. The evolving profile of BIPA learners—ranging from professional expatriates to international students and cultural enthusiasts—necessitates teaching methodologies that are not only effective in fostering language acquisition, but are also adaptable, flexible, and culturally responsive. In response to these complex pedagogical and contextual challenges, Task-Based Language Teaching (TBLT) stands out as a promising and innovative instructional paradigm. Grounded in the broader theoretical tradition of Communicative Language Teaching (CLT), TBLT distinguishes itself by prioritizing meaningful, goal-oriented communicative tasks as the core mechanism for language learning (Ellis, 2003; Blin & Munoz, 2008; Littlewood, 2004). Traditional approaches to language teaching have often relied heavily on the explicit instruction of grammatical rules and repetitive memorization of vocabulary, sometimes at the expense of authentic communicative engagement. Such methods, while not without merit, may inadequately address the real-world needs of contemporary language learners, especially those intending to function effectively in diverse socio-cultural environments. TBLT, in contrast, shifts the learning dynamic towards active engagement through interactive tasks that reflect genuine communicative situations. This method fosters learning through processes such as interaction, collaboration, and the undertaking of real-world activities (Willis & Willis, 2007). The centrality of the learner in this pedagogical model is particularly congruent with the aims of the BIPA curriculum, which emphasizes not only linguistic proficiency but also the cultivation of sociocultural awareness and robust intercultural communicative competency (Subyakto-Nababan, 1992). Despite its theoretical appeal and growing global prominence, the practical application of the TBLT framework within BIPA classrooms remains an area that is both under-examined and insufficiently theorized. While there exists a substantial body of literature investigating TBLT within English as a Foreign Language (EFL) settings and other major world languages, empirical research focused specifically on its use in Indonesian language instruction for non-native speakers is distinctly limited. Moreover, the transplantation of TBLT methodologies into the unique context of Bahasa Indonesia education presents a complex set of challenges. These include, but are not limited to, the incorporation of culturally contextualized content, the development of assessment tools that accurately reflect communicative abilities in situ, and the systematic training of instructors in the conceptualization, implementation, and facilitation of effective communicative tasks. This article seeks to address this research gap by offering a critical examination of the theoretical underpinnings, pedagogical strategies, and practical implications associated with the ap (...truncated)