ENGLISH TENSE LEARNING THROUGH TASK-BASED INSTRUCTION: PERCEPTIONS OF BEGINNING-LEVEL EFL LEARNERS
DOI:
https://doi.org/10.33884/j51gpz29Keywords:
EFL learners, Students’ Perceptions, Task-Based Learning, TensesAbstract
Mastering English tenses is an important aspect since tenses assist learners to have a big picture of language patterns and empowers them to communicate in meaningful conversations both in social and professional settings. EFL learners in several levels make effort to learn English tenses, including the first-semester students of English department Universitas Pamulang. However, traditional grammar teaching methods most likely rely on rote memorization which has been criticized for failing to help learners apply grammatical knowledge in real-life communication. This study aims to explore the overall students’ perceptions regarding the implementation of Task-Based Learning (TBL) in learning English tenses as well as to investigate the benefits and challenges of using TBL by involving 30 students. The writers applied qualitative research, and case study was chosen as the design of study. To collect data, the writers conducted classroom observations and semi-structured interview. The results show that the students viewed TBL as an effective and helpful approach that creates a fun, engaging, interactive, and creative learning environment. However, despite its positive contributions, the implementation of Task-Based Learning also presents several challenges. Some students experienced difficulties in using correct tenses, limited grammar and vocabulary mastery, low confidence in speaking and presenting, and task and time constraints. To address these difficulties, the students developed several strategies to overcome these challenges; reviewing learning materials, practicing more frequently, motivating themselves, and seeking help from lecturers and classmates.
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