Romi, Muhammad Jalaluddin (2025) Exploring Young Learners’ First Time Experience with Formal English Learning: A Narrative Inquiry. Skripsi, Tarbiyah dan Keguruan.
![]() |
Text
Surat Pernyataan (AUTHENTICITY) M. JALALUDDIN ROMI.pdf Download (292kB) |
![]() |
Text
AWAL.pdf Download (917kB) |
![]() |
Text
ABSTRAK.pdf Download (176kB) |
![]() |
Text
BAB I.pdf Download (208kB) |
![]() |
Text
BAB II.pdf Restricted to Repository staff only Download (215kB) |
![]() |
Text
BAB III.pdf Download (172kB) |
![]() |
Text
BAB IV.pdf Download (312kB) |
![]() |
Text
BAB V.pdf Download (159kB) |
![]() |
Text
Daftar Pustaka.pdf Download (129kB) |
![]() |
Text
LAMPIRAN.pdf Download (527kB) |
ABSTRAK
Learning English for the first time can bring various emotional and affective experiences for young learners, which may influence their learning journey in the long term. This study aims to (1) explore the emotional experiences of elementary students during their first-time formal English learning, and (2) examine the affective factors that influence their initial learning experiences, focusing on self esteem and motivation. This study employed a narrative inquiry design, using semi structured interviews and narrative frames with six fifth-grade students categorized as high, medium, and low achievers. Thematic narrative analysis was used to analyze the collected data while maintaining the coherence of each participant’s story. The findings showed that students experienced positive activating emotions (excitement and curiosity) during interactive activities, while negative activating emotions (nervousness and anxiety) appeared when facing unfamiliar vocabulary and when comparing themselves with peers. Negative deactivating emotions, such as boredom, were rarely found but occurred when activities felt repetitive. Regarding affective factors, students’ self-esteem varied across global, situational, and task-based contexts, influencing their confidence during reading, writing, and speaking tasks. Motivation was both intrinsic (enjoyment, curiosity) and extrinsic (school requirements, future aspirations), affecting their engagement and persistence in learning English. These findings emphasize that first-time English learning experiences significantly shape students’ perceptions, emotional responses, and participation, highlighting the need for emotionally responsive and student-centered learning environments for young learners.
Item Type: | Skripsi |
---|---|
Subjects: | P Language and Literature > PE English |
Divisions: | Fakultas Tarbiyah dan Keguruan > Tadris Bahasa Inggris |
Depositing User: | Sri Yuniarti Fitria |
Date Deposited: | 24 Jul 2025 07:09 |
Last Modified: | 24 Jul 2025 07:09 |
URI: | http://idr.uin-antasari.ac.id/id/eprint/29673 |
Actions (login required)
![]() |
View Item |