| dc.description.abstract | The sudden shifting of learning mode from traditional learning into online learning was immediately implemented during the pandemic as the preventive effort to stop the spread of Corona virus disease. This kind of transition demands the teacher and the students to adapt to the new environment with its complexities and limitations. The prolonged school closure interrupts social interaction which can cause negative emotions as students experience social and emotional loneliness. This study investigated vocational high school students‟ emotional experiences as well as their strategies to cope with the emotional challenges in online English learning during the Corona virus crisis. The present study employed narrative study design that focuses on collecting data by compiling stories, reporting individual experiences, and discussing the meaning revealed from the experiences. The data were obtained from semi-structured interview that were conducted virtually towards three students majoring in Computer and Network Engineering in a vocational high school. The interview data were analyzed by performing a thematic analysis proposed by Braun and Clark (2006). The steps include familiarization with data, producing initial codes, using the existing codes to search the themes, reviewing identified themes, generating and naming the themes, and constructing final report The result of this study was divided into two themes: (1) Students‟ emotional experiences conveying positive and negative emotions and (2) Students‟ strategies to overcome their emotional challenges. The findings indicated that positive emotions were provoked by students‟ eagerness to have good achievement, the value of the English materials, teacher‟s learning method, and attitude, abundant resources on internet and confidence in mastering the materials. The negative emotions such as anxiety were caused mainly by connectivity problems, the lack of personal contact with the teacher, frequent use of online platform, and insufficient knowledge regarding technology for academic purposes. The students also performed various strategies in maintaining their language learning which includes strategies to overcome technical issues, cognitive issues, and social issues To conclude, the vocational high school students experienced both positive and negative emotions related to online English learning. The positive responses promoted students' motivation to engage in language learning, while negative emotions tended to demotivate the students. Despite encountering many challenges in having online English learning, the students managed to maintain their learning engagement through several strategies and supporting factors from the closest people. The results of this research are expected to be able to give meaningful contribution especially for the English teacher and the other researcher. The English teacher should maintain students‟ positive emotions by establishing a meaningful language learning experience and emphasizes synchronous and creative learning activities in carrying out the online learning. The teacher also needs to take into account students‟ psychological state by being attentive and giving soothing responses in communicating with the students. Future research needs to observe the students‟ and teacher‟s behaviour by involving in person during the language learning. Further studies also can be conducted to draw the comparison of emotional experiences and the coping strategies between male and female students. Lastly, research focusing on the language teaching method used by the teacher that is associated with students‟ motivation and learning outcomes during online learning should be intensified. | en_US |
