AN EXPLORATION OF EFL STUDENTS' EMOTIONAL GEOGRAPHIES IN LEARNING ENGLISH SYNTAX
Keywords:
emotional geography, learning English syntax, descriptive case studyAbstract
The students’ emotional dimension is rarely acknowledged as an educational policy strategy for improving teaching and learning standards. However, emotions are an integral and foundational part of learning (Hargreaves, 2001). The emotional geography of students addresses the distance and/or closeness motives of their interactions and relationships, which configure the feelings and emotions they experience about themselves, each other, and the world. This present study thus aims to scrutinize undergraduate students’ emotions spatially and experientially, based on Hargreaves’ framework (2001), which focuses on five key components: socio-cultural geography, physical geography, moral geography, professional geography, and political geography, with respect to learning English syntax. In the meantime, a descriptive case study is employed in this research. The participants are English Education Department students at the State Islamic University of Sunan Gunung Djati Bandung. The data is gathered through interviews, then qualitatively analysed by using thematic analysis. The results show that the students encountered all five emotional geographies. It then emerged as both positive and negative emotions in the learning process. It was also disclosed that the students experienced more negative emotions than positive ones while learning English syntax. The learners’ negative emotions significantly hindered their learning and achievement, as they experienced disengagement in learning and did not achieve the highest classroom grade level based on their English syntax scores. This study ultimately has implications for both students and educators to be aware of the importance of emotional experiences in learning, with the aim of enhancing the quality of teaching and learning
References
Astutik, N.T, & Hapsari, A. (2022). Emotional Geography of a Pre-Service English Teacher in Online Teaching Practicum During Covid-19 Pandemic. Academic Journal Perspective: Language, Education and Literature Vol 10
Balapumi R., Von Konsky, B.R., Aitken, A., Mc-Meekin, D.A. (2016). Factors Influencing University Students’ Self-Regulation of Learning: an Exploratory Study. Proceedings of the Australian Computer Science Week Multi-Conference 2016.
Creasy, K. L. (2015). Defining professionalism in teacher education programs. Journal of Education & Social Policy, 2(2), 23-25
Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd ed.). In J. W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd ed.). Thousand Oaks, CA: Sage Publications
Denzin, N. (1984). On Understanding Emotion, Jossey-Bass, San Francisco
Garandeau, C. F., Ahn, H.-J., & Rodkin, P. C. (2011). The social status of aggressive students across contexts: The role of classroom status hierarchy, academic achievement, and grade. Developmental Psychology, 47, 1699–1710. doi:10.1037/a0025271.
Halimah, E.F. (2019). Students’ Emotional Experiences During Collaborative Projects of Digital Storytelling: An Emotional Geography Perspective. A paper. Siliwangi University. Tasikmalaya
Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056-1080. DOI: 10.1111/0161-4681.00142
Liu, Y. (2016). The emotional geographies of language teaching. Teacher Development, 20(4), 482-497. DOI: 10.1080/13664530.2016.1161660
Marvell, A., & Simm, D. (2018). Emotional geographies experienced during international fieldwork: An evaluation of teaching and learning strategies for reflective assessment. Journal of Geography in Higher Education. DOI: 10.1080/03098265.2018.1460806
Milla, M.Z., & Ghufron, M.A. (2020). Students’ Emotional Geographies in Facing English National Examination: A Case in SMKN Trucuk. Prosiding Nasional Pendidikan: LPPM IKIP PGRI Bojonegoro.
Mulyana, I.R. (2022). Emotional Geographies of English Education Students in Distance Learning During the Pandemic of Covid-19. A paper. English Department Tarbiyah and Teacher Training Faculty Antasari State Islamic Unversity Banjarmasin
Niu, R., Lu, K., & You, X. (2018). Oral language learning in a foreign language context: Constrained or constructed? A sociocultural perspective. System, 74, 38–49 https://doi.org/10.1016/j.system.2018.02.006
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1609406917733847. DOI: https://doi.org/10.1177/160940691773384
Osho. (2008). Emotional learning. Alih Bahasa: Ahmadi Kahfi. Yogyakarta: Pustaka Pelajar.
Pasha, H. S., & Munaf, S. (2013). Relationship of self-esteem and adjustment in traditional university students. Procedia: Social and Behavioral Sciences, 84(9), 999-1004
Pekrun, R. (2014). Emotions and learning. International Academy of Education/International Bureau of Education. Belley, France: Gonnet Imprimeur
Schultz, P. A., & Zembylas, M. (2011). Advances in teacher emotion research: The impact on teachers’ lives. Springer Publishing. www.springer.com
Susanto, G., Suparmi, & Rahayu, E.Y. (2020). The Emotional Geography of International Students in Online Bahasa Indonesia Learning during the COVID-19 Pandemic. Journal of International Students. https://ojed.org/jis
Wafi, A. (2019). Using Games to Improve Students’ Active Involvement in the Learning of English Syntax at IAIN Madura: An Autonomous Learning. OKARA: Jurnal Bahasa Dan Sastra, 13(1), 107. https://doi.org/10.19105/ojbs.v13i1.2256
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2025 Journal of Breakthrough English Language Teaching in Islamic Context
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
LETTER OF COPYRIGHT ASSIGNMENT
As an author of BELTIC Journal of English Education Department UIN Sunan Gunung Djati Bandung. I, who sign below:
Declare:
1. My paper is authentic; my own writing and it has not been published/proposed on any other journals and publication.
2. My paper is not plagiarism but my original idea/research.
3. My paper is not written by other help, except with Board of Editors and Reviewers recommendation who have been chosen by this journal.
4. In my paper, there are no other writings or opinions except referred in the bibliography and relevant to the rule of writing in this journal.
5. I give all my copyright of this paper to this journal include the right for managing and publication.
6. I make this assignment surely. If there are distortion and untruth in this assignment, later, I will take responsibility as the current law.
