Roswani Siregar, Nuraida Nuraida, Eka Umi Kalsum


Task-based teaching and learning is a boon approach in English classes nowadays to create a real practice for language use and provide a natural context for language study. This article exposes the use of task-based approach by incorporating environmental sustainability as content in translation practice. The tasks consist of three phases, pre-task, during-task, and post-task. Each phase is to enrich the student's experience in learning the novel terms along with the strategy for dealing with the difficult terms in the source text. The sample of the study is the students who participated in a translation course program from two universities. The total participants are 42 of 95 students who are available for this course session conducted in May 2022. Before pre-task, the students' preferences were collected to identify the students’ interest and expectations of the heading course. In during-task, students are asked to take notes based on their interests. After the pre-task, students presented their own experiences in completing the task. At the end of the course session, a questionnaire was given to investigate the advantage of the learning approach and students' experience in the translation course. It was observed that students use the target language to communicate with peers in doing assignments. The student's confidence, which is the key to acquiring a language, increased in using specific terms. Combination of task-based learning with appropriate content that is relevant to personal lives such as environmental sustainability increases the student's motivation to learn and benefit from the translation activity.


task-based, learning, teaching, translation, approach, environment, sustainability, content

Full Text:



Acioly-Régnier, N. M., Koroleva, D. B., Mikhaleva, L. V, & Régnier, J.-C. (2015). Translation competence as a complex multidimensional aspect. Procedia - Social and Behavioral Sciences, 200, 142–148.

Alenezi, A. M. (2020). Task-based approach in teaching translation: A case study in Jouf University. Higher Education Studies, 10(2).

Ayupova, R. (2014). Pretranslation text analysis as a part of translation process. Procedia - Social and Behavioral Sciences, 136, 213–216.

Dailey, A. (2009). Implementing task-based language teaching in Korean classrooms module 1 assessment task. University of Birmingham: Retrieved from

Hismanoglu, M., & Hismanoglu, S. (2011). Task-based language teaching: What every EFL teacher should do. Procedia - Social and Behavioral Sciences, 15, 46–52.

Kong, D. K. (2012). Task-based language teaching in an advanced Korean language learning program. The Korean Language in America, 17(Special Issue 2012), 32–48.

Li, D. (2007). Translation curriculum and pedagogy. Target. International Journal of Translation Studies, 19(1), 105–133.

Li, D. (2014). Teaching business translation: A task-based approach. The interpreter and Translator Trainer. Vol 7, No 1.

Lustyantie, N. (2015). Environmental education in the language and literature learning in elementary education. International Journal of Research Studies in Education, 4(3).

Ma’mun, N. (2018). The Effect of task based language teaching on the teaching practice of pre service English teacher. Vision: Journal for Language and Foreign Language Learning, 7(2), 143.

Mete, D. E. (2018). Incorporating environmental education in English language teaching through Bloom’s revised taxonomy. Selçuk University Journal of Faculty of Letters, 40, 33–44.

Milarisa, S. (2019). The effectiveness of task based language teaching (TBLT) toward ESP students’ writing achievement. English Language in Focus (ELIF), 1(2), 121–126. (2021). Top 8 environmental sustainability issues: We need to address. Retrieved from

Nunan, D. (2004). Task-based language teaching. In task-based language teaching. Cambridge University Press.

Rezvani, R., & Vakilinejad, M. (2014). An evaluation of translation quality assessment course: Voices from instructors. Procedia-Social and Behavioral Sciences, 98, 1563–1571.

Saputro, T. H., Hima, A. N., & Rafika, R. F. (2021). Benefits and challenges of doing task-based language teaching in Indonesia: Teachers’ perception. KEMBARA, 7(1), 104–117.

Shabani, M. B., & Ghasemi, A. (2014). The effect of task-based language teaching (TBLT) and content-based language teaching (CBLT) on the Iranian intermediate ESP learners’ reading comprehension. Procedia - Social and Behavioral Sciences, 98, 1713–1721.

Zheng, J. (2019). Task-based approach in teaching scientific translation. Journal of Arts and Humanities, 8(4), 62–67.



  • There are currently no refbacks.

Fakultas Sastra 
Universitas Islam Sumatera Utara (UISU), Medan
Jl. Sisingamangaraja Teladan Medan 20217
Telp. (061) 7869911, e-mail: