Students' feelings in using on english learning at a vocational high school in Pekalongan

Zubaidi, Syifa Aula (2026) Students' feelings in using on english learning at a vocational high school in Pekalongan. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

The Merdeka Curriculum is currently implemented in Indonesian schools and emphasizes student-centered learning and flexibility in the learning process. However, students may experience various feelings during English learning activities. The purpose of this study was to explore students’ feelings toward English learning using the Merdeka Curriculum at a vocational high school in Pekalongan. More specifically, this research investigated students’ positive and negative feelings experienced during the learning process. To achieve the purpose of the research, this study employed a qualitative method using a narrative inquiry design. The researcher conducted semi-structured interviews to collect the data from three vocational high school students selected through purposive sampling. The interview data were analyzed using thematic analysis based on the Appraisal Theory proposed by Martin and White (2005), focusing on affect categories. The results of this study indicated that students experienced both positive and negative feelings toward English learning using the Merdeka Curriculum. Positive feelings, including happiness, security, satisfaction, and inclination, were more dominant and emerged through interactive learning activities, supportive teacher feedback, and students’ perceived improvement in their English skills. Meanwhile, negative feelings such as unhappiness, insecurity, dissatisfaction, and disinclination appeared in certain situations, including noisy classroom conditions, fear of making mistakes, monotonous learning activities, and unsatisfactory learning outcomes. The research suggested that the implementation of the Merdeka Curriculum generally supports positive emotional experiences in English learning, although students’ feelings are influenced by classroom atmosphere and teaching practices.

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