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This research was an attempt to reveal the impacts of TSLT implementation on the student empowerment. Through a descriptive study, questionnaires and interview were used to collect the data involving 289 students. Frymier, Shulman, & Houser's (1996) psychological empowerment measurement scale was utilized as the instrument of the questionnaire containing three psychological dimensions: impact, meaningfulness, and competence. The results of the questionnaires show that impact had 51.92 % positively response; meaningfulness received 86.17 % responses; and competence perceived 77.55 % responses. The perceived score of the impact indicates students felt less degree to make difference in the classroom. The score of the meaningfulness means that students perceived their English learning is interesting and valuable. The score of the competence means students felt qualified and capable in performing their tasks. The findings of the interview suggest that students-teacher classroom interaction and small group tasks become interesting issues for promoting student empowerment. At the end of the part of the paper, instructional implications are also discussed. Keywords-competence, impact, meaningfulness, Student empowerment, Task-Supported Language Teaching

Examining Task-Supported Language Teaching on Student Empowerment: A Case from Indonesian Context