Indonesian English As Foreign Language Students’ Learning Experience With Adjective Order: Insight From A Narrative Inquiry Using Jumble Words Activities

Adib, Humam Zuhair (2026) Indonesian English As Foreign Language Students’ Learning Experience With Adjective Order: Insight From A Narrative Inquiry Using Jumble Words Activities. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

In Indonesian EFL classrooms, English is rarely used outside school, so grammar lessons carry much of the learning. Adjective order is one of the grammar points that learners find hard, yet most studies on it count errors and measure accuracy. They say little about what it feels like for students to learn it. This gap matters because teachers who see only test results miss the confusion, enjoyment, and growing confidence that decide whether students keep trying. This study therefore explored how Indonesian EFL students described their learning experience with adjective order through Jumbled Words activities. It used a qualitative narrative inquiry design and read the students’ feelings through the Affect system of Martin and White’s (2005) Appraisal Theory. Three eleventh-grade students at an Islamic senior high school in Central Java were selected through purposive sampling. Data came from semi-structured interviews and classroom observation. The researcher analyzed them with Braun and Clarke’s (2006) thematic analysis and then integrated the themes into narrative analysis following Barkhuizen, Benson, and Chik (2014). Method triangulation and member checking supported trustworthiness. The findings showed that the students’ experiences were not uniform. Early confusion and frustration gave way to excitement when game elements were present, satisfaction came from different sources, and confidence grew at different speeds. All three students stayed willing to take part, driven by curiosity, enjoyment, or the challenge itself. The field notes from classroom observation largely matched these accounts. These results suggest that grammar teaching should attend to students’ emotional experience alongside accuracy.

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