Article Per Year (5 Year)
p-Index From 2021 - 2026
1.817
P-Index
This Author published in this journals
All Journal IJoLE: International Journal of Language Education Jurnal Ilmiah Telaah Jurnal Pengabdian Magister Pendidikan IPA JOLLT Journal of Languages and Language Teaching Journal of Authentic Research
Herayana, Desi
Unknown Affiliation
Arts Humanities Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

Published : 11 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 11 Documents
Search

 1   2 
Exploring Students' Perspectives on Task-Based Activities in Their English Learning Putri, Desta Rizki Iza; Farmasari, Santi; Herayana, Desi
Journal of Authentic Research Vol. 5 No. 4 (2026): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v5i4.7034

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.
Co-Authors Agustina, Aulin Apgrianto, Kurniawan Baharuddin Baharuddin Baharudin Baharudin Boniesta Zulandha Melani Camila, Alia Fitrida Farmasari, Santi Lestari, Yuni Budi Munandar, La Ode Alfin Haris Naufal Nanda Fiandra Pramestya, I Gusti Agung Ayu Sasmitha Dewi Anggita Putera, Lalu Jaswadi Putri, Desta Rizki Iza Rahma, Auliya Sartika Hijriati Sazwan, M. Setyaning Pawestri Shallaita, Baiq Annisa Suryaningsih, Hartati Susanti, Ni Wayan Mira Tsaqiila, Thalia Qaulan Wardana, Lalu Ali Wulandary, Duwi