Puzzle-Based Communicative Tasks: Bridging Visual Learning and Oral Fluency in EFL Classrooms

Abstract

Speaking anxiety and limited opportunities for meaningful oral interaction remain challenges for Indonesian EFL learners at the secondary level. This paper presents a teaching design that combines puzzle-based communicative tasks with Communicative Language Teaching (CLT) principles to improve spoken fluency in grades 9 - 10 English as a Foreign Language (EFL) classrooms. The activities are based on Paivio's Dual Coding Theory. They use picture puzzles with Indonesian local heroes. These pictures help reduce cognitive load and lower speaking anxiety. There are two activities that are connected to each other. The first activity is putting together a puzzle. The puzzle has words that describe what the puzzle is supposed to look like. The second activity is a role-play activity. The design emphasizes working together in groups, content that is culturally responsive, and assessments that help students learn. These assessments are aligned with Indonesia's Merdeka Belajar curriculum. A study of the teaching design suggests that puzzle-based tasks promote meaningful communication, encourage active participation, and build learner confidence by providing concrete visual prompts and a collaborative environment where students feel comfortable. Local hero figures help students learn English by connecting it to their own national identity. It is acknowledged that there are challenges, such as preparation demands and classroom management. However, practical strategies are proposed to address these challenges. This study adds to the growing collection of literature on innovative, culturally responsive EFL (English as a Foreign Language) teaching in Indonesian secondary education.