Junior High School Students’ Emotional Experiences Of Learning English Via Distance Learning Program During Covid-19 Pandemicin Indonesia: A Narrative Research

Abstract

The spread of the COVID-19 pandemic around the world, includingIndonesia, has had a significant impact on many aspects of our life, particularlyeducation. To continue the education during the pandemic, we need to performadistancelearning program. Distance learning is the practice of doing teaching andlearning activities via online virtual technologies without physically attending aface-to-face or traditional class. Because students must prepare themselves for thedistant learning process by using internet applications and other necessaryresources, long-term distance learning can have an influence on students andteachers, as well as their parents.In this research, Iinvestigated students’emotional experiences of learning English via distance learning program duringCovid-19 pandemic. The objectives of this research were to describe junior highschool students’ emotional experiences of learning English via distance learningprogram and to know how junior high school students overcome any negativeemotional experiences of learning English via distance learning program.This research used the qualitative narrative study design that attempted toinvestigate students’ emotional experiences of learning English via distancelearning program during Covid-19 pandemic. To get the data of this research, theresearcher used semi-structured interview. The interview was done once in orderto get information about students’ emotional experiences. Ichose three ninth-grade students at a state junior high school in Jember who have experiencedlearning English through a distance learning program. In this research, theresearcher applied the model ofBraun and Clarke (2006)in analyzing the data.They are familiarizing with data, generating codes, searching for themes,reviewing themes, defining and naming each theme, and producing the report.The results of this study were divided into two main points: (1) students’emotional experiences regarding distance learning and (2) how the students’overcome any negative emotional experiences. Students’ positive andnegative xiiiemotional experiences were caused by their struggles regarding distance learning.They frequently identified enjoyment, gratitude, convenience, relief, andhappiness as positive emotions. Convenient came from how they werecomfortable learning intheir own home. They can get help from Google to finishtheir work and relief because they get flexible time. On the other hand, thestudents frequently identified boredom, confusion, difficulty, and unhappiness asnegative emotions. They felt that it washard to understand the online material; itwas boring to learn with applications with the same topic presented, and how theywere concerned about interacting online with the teacher.This research alsoshowed that students overcame the problems of distancelearning with the help ofpeople surrounding them. They overcome their problems by asking their parentsfor help or friends regarding the material given by the teacher. Moreover, theyalso found their motivation by self-determining, wishing to achieve academicsuccess and doing activities such as exercising or watching videos to avoid gettingbored.Based on the result of this research, suggestions are addressed to theEnglish teachers and the other researchers. It is suggested that the English teachershould be aware of the various types of students’ emotional experiences. Byknowing students’ emotional experiences, the teacher can be aware of theirproblems and needs. For the English teacher, this result of this research can beused as the guidance in implementing distance learning in their class. Moreover,for other researchers, it is suggested to investigate students’ emotional experienceson how students’ do to overcome the struggle they face during online learning onthe topic of maturity level. How age or maturity level does affect students’ waysof overcoming problems