| This research looks at implementing the TBLT method in EFL online writing classes. It particularly aims at examining the implementation of TBLT from the teachers' and the student's points of view in EFL online writing classes with the concept theory of evaluating communicative tasks presented by Nunan (2004). The setting of the study was an EFL online writing class at a private senior high school in Bekasi, West Java. This study addressed how TBLT is implemented in Senior-High students' EFL online writing classes. Specifically, this research focused on investigating the learning process, benefits, challenges, and perceptions from the students' and the teachers' points of view. Quantitative and qualitative approaches were adopted asthe methodology to investigate participants' perceptions toward implementing TBLT in EFL online writing classes. Observation checklists, questionnaires, and interviews are used as data collection instruments. As many as 108 participants filled out the questionnaire, while 20 volunteered to be interviewed. All data gathered were examined in detail. The quantitative analysis using the Likert scale results in an open-ended item analysis using SPSS (Statistical Package for Social Sciences). Each selected item was given the numerical score of "1," and the unselected ones were given "0". Then proceed by analyzing the data into SPSS that would show the percentage analysis of respondents in a table with the mean and measures of frequency (descriptive statistics). The qualitative analysis followed three main stages of grounded theory (Corbin & Strauss, 1990): open coding, axial coding, and selective coding. The data from the observation, questionnaire, and interviews were gathered and conducted in a thematic coding stage. Coding interviews converted the comments on each piece of data to keywords or phrases (Holliday, 2015, p.53). Then, the researcher looked at similarities using homogenous sampling strategies from the coded data by selecting participants from a group who shared a similar experience. Making categories from the information collected from the participants by converting the data into keywords or phrases, then grouping the same answers by coding the comments into one table with new sub-themes. The final step was the selective coding method, in which all the coded data from the two previous actions were classified into the conceptual framework applied in this research. In the end, the three data from observation, questionnaire, and interviews were triangulated to see the conclusion of the data. The overall findings of the survey showed how the students and the teachers had positive perceptions toward the implementation of TBLT in EFL online writing classes. Not only positive perceptions from the teachers and the students, but this study also showed that v implementing TBLT provides many benefits to teachers and the students. However, some challenges were faced by the students and the teachers in the classroomwhen they implemented TBLT methods. Additionally, some useful implications were proposed based on research findings to help teachers and teacher trainers to construct and enforce the TBLT methodology in EFL online classes more effectively. |