Lesson planning for poetry instruction through Technology-Mediated Task-Based Language Teaching
Abstract
This study explores the planning process for implementing Technology-mediated Task-Based Language Teaching (TM-TBLT) in teaching poetry within a creative writing class. With the increasing integration of technology in language education, TM-TBLT offers an innovative approach that combines authentic tasks and digital tools to foster linguistic proficiency and student creativity. Using a qualitative case study method, this research involved two instructors of the creative writing course in the English department study program at a university. Both od them have applied TM-TBLT for at least one year for this course. The data were collected through interviews and analyzed thematically using the Cultural Historical Activity Theory (CHAT) framework. The findings indicate that the implementation planning focuses on three key aspects: the design of technology-integrated tasks aligned with the three TBLT phases (pre-task, task-cycle, post-task), the careful selection of accessible and pedagogically suitable technologies such as Google Classroom, Canva, and Blackout Poetry Maker, and the adaptation of the syllabus to fit the TM-TBLT model. This study provides valuable insights and pedagogical implications, especially in the lesson planning of TM-TBLT in creative writing course to promote creativity in language learning through technology.
Keywords: creative writing, poetry, technology-mediated task-based language teaching
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DOI: https://doi.org/10.37058/tlemc.v9i2.17752
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TLEMC (Teaching and Learning English in Multicultural Contexts)
Program Studi Pendidikan Bahasa Inggris
Fakultas Keguruan dan Ilmu Pendidikan
Universitas Siliwangi
Jl. Siliwangi No. 24 Kota Tasikmalaya - 46115
email: tlemc@unsil.ac.id