IMPLEMENTING TASK-BASED LEARNING IN HIGHER EDUCATION GERMAN SPEAKING INSTRUCTION FOR BEGINNERS, INCLUDING SUPPORTING FACTORS AND CHALLENGES

Abstract

Speaking is among the most demanding skills for beginning learners of German, who find it difficult to use their linguistic knowledge in communication. This study aimed to describe the implementation of Task-Based Learning (TBL) in a German speaking course and to identify the factors that supported it and the challenges that arose. A descriptive qualitative design was used in one Thematisches Sprechen class of 30 A1 students from the 2025 cohort at an Indonesian university. The learning material came from Chapter 7 of Netzwerk neu A1 on Arbeitsalltag and was taught in three meetings of 110 minutes each. Data were collected through classroom observation recorded in field notes and through course documents, and were analysed descriptively according to the stages of TBL. The findings showed that TBL was implemented in three stages. In the pre-task stage, students received scaffolding through vocabulary, Redemittel, language structures, and sentence models. In the task cycle, they prepared and rehearsed an Arbeitsanweisung in pairs or groups. In the post-task stage, they performed the task orally, received feedback, and reflected on their language use. Supporting factors included contextual materials, linguistic support, situation cards, and peer interaction. The challenges were chaining steps with sequence markers and maintaining fluency, accompanied by limited vocabulary and reliance on examples. The study concludes that TBL at the A1 level requires structured tasks, adequate scaffolding, and lecturer support adjusted to beginners, with additional support for sequence markers.