Task and Feedback-Based on English learning to Enhance Student Character

Main Article Content

Berliana Kartakusumah
Mega Febriani Sya
Mustolah Maufur


Task-based English learning is also an essential consideration for strengthening students' character.  Nevertheless, not many teachers make the task essential to the learning process. The tasks consider the situation of the condition and the student's psychological state.  Tasks are in the form of homework as individuals or groups.  This study aims to identify an overview of students' perception of the task model given by teachers in English classes and their feedback.  The research was conducted at elementary schools in West Java and Bangka Belitung provinces, obtained from 116 students' elementary schools, purposive sampling—data retrieval technique using a questionnaire.  Data analysis uses descriptive statistics with stages of collecting, compiling, processing, presenting, and analyzing numerical data to provide a regular, concise, and clear picture of a symptom or event.  The results showed that students' perceptions varied with the tasks given.  It shows a tendency to one type of task, and almost all students considered that the teacher did not always give feedback on the task given.  These tasks can take the form of group tasks and individual tasks. It was concluded that each individual showed different response patterns in exploring foreign languages.

Article Details

How to Cite
Kartakusumah, B. ., Sya, M. F., & Maufur, M. (2022). Task and Feedback-Based on English learning to Enhance Student Character. DIDAKTIKA TAUHIDI: Jurnal Pendidikan Guru Sekolah Dasar, 9(1), 1–10. https://doi.org/10.30997/dt.v9i1.4684


Afzali, Z., & Izadpanah, S. (2021). The Effect Of The Flipped Classroom Model On Iranian English Foreign Language Learners: Engagement And Motivation In English Language Grammar. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2020.1870801

Alharthi, S. (2021). From Instructed Writing to Free-Writing: A Study of EFL Learners. SAGE Open, 11(1), 215824402110071. https://doi.org/10.1177/21582440211007112

Anchunda, H. Y., & Kaewurai, W. (2021). Instructional Model Development Based On Collaborative And Communicative Approaches To Enhance Lower Secondary Students' English-Speaking Skills In Thailand. Kasetsart Journal of Social Sciences, 42(2).

Banegas, D. L., & Consoli, S. (2021). Initial English Language Teacher Education: The Effects Of A Module On Teacher Research. Cambridge Journal of Education, 51(4), 491–507. https://doi.org/10.1080/0305764X.2021.1876840

De Wilde, V., Brysbaert, M., & Eyckmans, J. (2020). Learning English Through Out-Of-School Exposure. Which Levels Of Language Proficiency Are Attained And Which Types Of Input Are Important? Bilingualism: Language and Cognition, 23(1), 171–185. https://doi.org/10.1017/S1366728918001062

Dubravac, V., & Latić, E. (2019). The Plasticity of Students' Language Learning Beliefs: The Interplay of Gender, Grade and Educational Level. Journal of Language and Education, 5(4), 36–53. https://doi.org/10.17323/jle.2019.9732

Ghaffarian Asl, S., & Osam, N. (2021). A Study of Teacher Performance in English for Academic Purposes Course: Evaluating Efficiency. SAGE Open, 11(4), 215824402110503. https://doi.org/10.1177/21582440211050386

Hoover, J. J., Soltero-González, L., Wang, C., & Herron, S. (2020). Sustaining a Multitiered System of Supports for English Learners in Rural Community Elementary Schools. Rural Special Education Quarterly, 39(1), 4–16. https://doi.org/10.1177/8756870519847466

Jamaluddin, D. (2013). Character Education in Islamic Perspective. International Journal of Scientific & Technology Research, 2(2).

Janfeshan, K., & Janfeshan, M. M. (2021). The Effect Of Otus Social Educational Network On English Achievement And Attitudes Of Iranian High School EFL Learners. Cogent Arts & Humanities, 8(1). https://doi.org/10.1080/23311983.2021.1895464

Kachlicka, M., Saito, K., & Tierney, A. (2019). Successful Second Language Learning Is Tied To Robust Domain-General Auditory Processing And Stable Neural Representation Of Sound. Brain and Language, 192, 15–24. https://doi.org/10.1016/j.bandl.2019.02.004

Khonamri, F., & Pavlikova, M. (2020). Exploring Teachers' and Learners' Attitude towards Homework: The case of English versus Non-English-Major Teachers' Homework Practices. Education & Self Development, 15(4), 32–49. https://doi.org/10.26907/esd15.4.07

Komalasari, K., & Saripudin, D. (2018). The Influence of Living Values Education-Based Civic Education Textbook on Student's Character Formation. International Journal of Instruction, 11(1), 395–410. https://doi.org/10.12973/iji.2018.11127a

Lamb, M., & Arisandy, F. E. (2020). The Impact Of Online Use Of English On Motivation To Learn. Computer Assisted Language Learning, 33(1–2), 85–108. https://doi.org/10.1080/09588221.2018.1545670

Lohmann, A. (2020). No Acoustic Correlates of Grammatical Class: A Critical Re-Examination of Sereno and Jongman (1995). Phonetica, 77(6), 429–440. https://doi.org/10.1159/000506138

Manalo, E., Tsuda, A., & Dryer, R. (2019). The Effect Of Using Word Wall Picture Media And Linguistic Intelligence To Enhance Learning Outcomes Of English Vocabularies. Thinking Skills and Creativity, 33, 100588. https://doi.org/10.1016/j.tsc.2019.100588

Marhamah, M., & Mulyadi, M. (2020). The Effect of Using Word Wall Picture Media and Linguistic Intelligence to Enhance Learning Outcomes of English Vocabularies. Journal of Educational and Social Research, 10(2), 134. https://doi.org/10.36941/jesr-2020-0033

Nur, A., Rejekiningsih, T., Triyanto, T., & Rusnaini, R. (2020). Development of Interactive Multimedia Learning Courseware to Strengthen Students' Character. European Journal of Educational Research, 9(3), 1267–1279. https://doi.org/10.12973/eu-jer.9.3.1267

Pourdana, N., Nour, P., & Yousefi, F. (2021). Investigating Metalinguistic Written Corrective Feedback Focused On EFL Learners' Discourse Markers Accuracy In Mobile-Mediated Context. Asian-Pacific Journal of Second and Foreign Language Education, 6(1), 7. https://doi.org/10.1186/s40862-021-00111-8

Shadiev, R., Wu, T.-T., & Huang, Y.-M. (2020). Using Image-To-Text Recognition Technology To Facilitate Vocabulary Acquisition In Authentic Contexts. ReCALL, 32(2), 195–212. https://doi.org/10.1017/S0958344020000038

Suherman, A., Supriyadi, T., & Cukarso, S. H. I. (2019). Strengthening National Character Education through Physical Education: An Action Research in Indonesia. International Journal of Learning, Teaching and Educational Research, 18(11), 125–153. https://doi.org/10.26803/ijlter.18.11.8

Sundrarajun, C. (2020). Voices from EFL Thai learners towards English writing. Cypriot Journal of Educational Sciences, 15(6), 1495–1507. https://doi.org/10.18844/cjes.v15i6.5293

Sung, K. (2021). EFL Undergraduate and Graduate Learners' Views on a Writing Intensive Online Subject Matter Course. The Journal of AsiaTEFL, 18(2), 520–543. https://doi.org/10.18823/asiatefl.2021.

Uge, S., Neolaka, A., & Yasin, M. (2019). Development of Social Studies Learning Model Based on Local Wisdom in Improving Students' Knowledge and Social Attitude. International Journal of Instruction, 12(3), 375–388. https://doi.org/10.29333/iji.2019.12323a

Yavuz, F., & Ozdemir, S. (2019). Flipped Classroom Approach in EFL Context: Some Associated Factors. World Journal on Educational Technology: Current Issues, 11(4), 238–244. https://doi.org/10.18844/wjet.v11i4.4296