Exploring Students' Perspectives on Task-Based Activities in Their English Learning

Abstract

This qualitative exploratory study examines Grade X students’ perspectives on learning English through task-based activities at SMK Ondak Jaya, East Lombok, Indonesia. Although task-based language teaching (TBLT) has been widely studied, little is known about vocational high school students’ cognitive, emotional, and social perspectives, especially when perceived development is distinguished from objectively measured proficiency. This study addresses that gap by exploring students’ views on the implementation of task-based activities, their perceived benefits and challenges, and their perceived English language development. Ten Grade X students were purposively selected. Data were collected through a ten-item open-ended questionnaire and semi-structured interviews conducted in Indonesian, each lasting 10–15 minutes; responses were transcribed, translated, and analyzed thematically. The findings show varied cognitive responses: teacher explanations and examples clarified tasks for some students, while others reported confusion or difficulty responding. Emotionally, peer work generated comfort and enjoyment, but public speaking triggered shyness and low confidence. Socially, tasks enabled collaboration and peer assistance, although participation was uneven. Students perceived benefits in vocabulary learning, sentence construction, English practice, and peer learning, while challenges included limited vocabulary, unclear task demands, shyness, and unequal participation. Students associated the activities with perceived language development, but no pre-test or post-test was used, so the findings are not evidence of measured proficiency gains. The study highlights clear instructions, examples, vocabulary scaffolding, structured group roles, and gradual speaking opportunities. Its novelty lies in integrating three perspective dimensions and distinguishing perceived development from measured achievement in a vocational school context.