EXPLORING AFFECTIVE EXPERIENCES OF THE FOURTH-GRADE STUDENTS IN THE ENGLISH WEEKLY MEETING PROGRAM AT SDI AL AZHAAR TULUNGAGUNG

RIFQOH NU'MA ANISAH, 1860203221071 and NURSAMSU, 197802042009011003 (2026) EXPLORING AFFECTIVE EXPERIENCES OF THE FOURTH-GRADE STUDENTS IN THE ENGLISH WEEKLY MEETING PROGRAM AT SDI AL AZHAAR TULUNGAGUNG. [ Skripsi ]

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Abstract

Anisah, Rifqoh Nu’ma. Student Registered Number. 1860203222152. 2026. Exploring Affective Experiences of the Fourth-Grade Students in the English Weekly Meeting Program at SDI Al Azhaar Tulungagung. Thesis. English Education Department. Faculty of Education and Teacher Training. State of Islamic University Sayyid Ali Rahmatullah Tulungagung. Advisor: Dr. H. Nursamsu, M.Pd. Keywords: affective experience, motivation, self-confidence, anxiety, English language learning This study was motivated by the importance of understanding students’ affective experiences in English language learning in elementary school, particularly as they relate to motivation, self-confidence, and anxiety as key factors in language acquisition. This study aims to explore the affective experiences of fourth-grade students at SDI Al Azhaar Tulungagung in participating in the English Weekly Meeting program and to examine how the program helps students reduce their affective barriers. This study employs a qualitative approach with a phenomenological design. The research subjects consist of five fourth-grade students participating in the program. Data were collected through interviews, observations conducted in four stages, and documentation in the form of attendance records and learning materials. The data were analyzed descriptively through the interpretation of students’ experiences to uncover the essential meaning of the phenomena under study. The results indicate that students’ affective experiences develop gradually and are dynamic in nature. Motivation increased from passive to active engagement; self-confidence developed through repeated practice and performance experiences; while anxiety tended to be high in the early stages, decreased during the practice process, and increased again in performative situations. The reduction of affective barriers occurred through repeated practice, tutor support, and interactions with peers that created a sense of security in learning. The findings of this study indicate that English language learning is not merely a cognitive process, but also an emotional and social experience. The essence of students’ experiences can be understood as a gradual process of building the confidence to use English despite continuing to face anxiety. These findings underscore the importance of addressing the affective aspect in English language learning in elementary schools.

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