EXPLORING STUDENTS’ EXPERIENCES OF TASK-BASED LANGUAGE TEACHING (TBLT) IN VOCABULARY LEARNING: A NARRATIVE INQUIRY

Abstract

Task-based language teaching (TBLT) is a learning method that is considered more comprehensive compared to the communicative method which has been considered far more useful in language teaching. TBLT proposes the use of tasks as a main component in language classroom because it provides better context for learners to activate their acquisition process and promote second language learning. The current research compares the growth of students vocabulary knowledge in English. The purpose of this study is to know the students’ experiences of TBLT in vocabulary learning. The qualitative research method used in this study is a narrative inquiry. Data was collected through interviews specially semi structure interview based on interview guideline and data analysis by involving students in the online learning process. The findings provide information about the learning process as well as the advantages of TBLT in vocabulary learning. The interview results show that students in general have a positive attitude toward learning vocabulary through TBLT method. Keywords: Students’ Experiences; Task Bask Language Teaching, Vocabulary Learning