Exploring English Learning Experience Through Boredom And Joy Among Fifth Graders in a Rural Elementary School: Narrative Inquiry

Cyirila Kesuma Nawangsari, Diah Retno Widowati, Muhammad Faruq Ubaidillah

Abstract


Abstract: Students' emotional experiences influence their engagement in learning English, especially in rural elementary schools. This study aimed to explore fifth-grade students' English learning experiences, examine how boredom and joy were reflected during English learning, and identify the classroom experiences contributing to these emotions. This study employed a qualitative narrative inquiry involving two fifth-grade students at a rural elementary school. The findings showed that students experienced both boredom and joy during English learning. Boredom was associated with repetitive classroom activities while joy emerged through interactive learning, games, and positive teacher support. The study highlights the importance of creating engaging and supportive classroom environments to enhance student English learning experiences.

Keywords: boredom, joy, narrative inquiry, rural elementary school, young learners.


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References


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