Student teachers’ emotional during teaching practice english in young learners class

Azizah, Aleyda Putri (2026) Student teachers’ emotional during teaching practice english in young learners class. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

This study aimed to explore student teachers’ emotional experiences during teaching practice in Teaching English for Young Learners (TEYL) classes. The research employed a qualitative design using a narrative inquiry approach. The participants were four seventh-semester students from an English Education Department who had completed TEYL teaching practice. The data were collected through semi-structured interviews and reflective journals and were analyzed using thematic analysis. The findings revealed that student teachers experienced both positive and negative emotions during their teaching practice. Positive emotions such as happy, confident, and satisfied emerged when students actively participated, responded enthusiastically, and demonstrated understanding of the material, which enhanced student teachers’ self-confidence and sense of teaching success. In contrast, negative emotions such as anxious, fearful, and sad appeared, particularly at the beginning of teaching or when facing classroom challenges, including using full English, managing classroom behavior, and dealing with low student participation. These emotions sometimes affected their teaching performance, leading to nervousness and selfdoubt. Overall, the study highlighted that student teachers’ emotional experiences were dynamic and strongly influenced by classroom interaction and student responses, emphasizing the importance of emotional awareness and management in teacher education programs.

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