Students' Perspectives on Implementing Pedagogical Tasks in English Classroom

Abstract

The outcome of learning English as a Foreign Language (EFL) in the classroom is the learners' ability to practice the target language or use language in their real life. The ability can be prepared and seen from their success of using target language (TL) in pedagogical tasks classroom. The purpose of the study is to analyze the students' perspectives on implementing pedagogical tasks in English classroom at the sixth-semester students of English Education Department of Teacher Training and Education Faculty of Maritime Raja Ali Haji University. The focuses are on (1) analyzing the students' understandings of conceptual pedagogical tasks in English classroom, and (2) predicting the effectiveness of implementation pedagogical tasks done by the lecturers in English classroom. The study is descriptive qualitative. The data were collected by asking the all students (66 students of class A and B) to fill in the questionnaires with Likert Scale to interpret the two focuses. The collected data were analyzed by calculating the students' responses based on the Ellis' framework for evaluating a task in [1]: (a) "student-based, which measures the degree to which students found the task useful and/or enjoyable; (b) learning-based evaluations, which attempt to measure the degree to which learning took place as a result of the task, (c) Retrospective evaluation can help teachers determine whether the materials can be used again, which activities work or not, and how the materials can be modified so as to increase task effectiveness in future lessons". The results showed that most of the students had positive perspectives toward both understandings conceptual task and pedagogical task, and teachers' implementing pedagogical tasks in their English classroom. And, The students' perceptions of their language acquisition on all subjects before and after implementing pedagogical are potential to be further researched.