EXPLORING EFL LEARNERS STORIES IN THE CLASS PLUS PROGRAM AT SENIOR HIGH SCHOOL: A NARRATIVE INQUIRY

SABRINA, OCTARIANI (2025) EXPLORING EFL LEARNERS STORIES IN THE CLASS PLUS PROGRAM AT SENIOR HIGH SCHOOL: A NARRATIVE INQUIRY. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This study explores the lived experiences of EFL (English as a Foreign Language) learners in the Class Plus Program at a senior high school in Indonesia using a narrative inquiry approach. Through in�depth interviews (lasting 60–90 minutes), narrative frames, and documentation, the stories of two participants, Rahman and Rahila, were examined to uncover the challenges they faced, their motivations, and the strategies they employed in navigating English language learning. Rahila’s preference for English-language games and subtitles illustrates her ability to transform typically passive resources into active tools for language acquisition, aligning with constructivist theories that emphasize learner agency and creativity. Her actions demonstrate how intrinsic motivation and engagement in enjoyable activities can mitigate language anxiety and foster vocabulary growth. In contrast, Rahman’s journey is a vivid illustration of how social connections can transform the language learning experience. During our interview, Rahman described his early days in the Class Plus Program as 'isolating' and filled with self-doubt. He recounted a moment when he hesitated to speak in a group discussion, fearing judgment from his peers. 'I felt like I didn’t belong,' he admitted, his voice tinged with vulnerability. However, as weeks passed, Rahman discovered the power of collaboration. 'It was during a group project on English presentations that I realized how supportive my classmates could be,' he shared, his tone shifting to one of warmth and gratitude. This shift not only boosted Rahman’s confidence but also underscores Vygotsky’s theory of sociocultural learning, where social interaction is pivotal in cognitive development. Rahman’s story exemplifies how peer support can mitigate language anxiety and foster meaningful growth in conversational skills. These narratives resonate with theoretical principles surrounding learner autonomy, affective factors in language learning, and the role of collaborative environments in overcoming challenges. They also highlight the dynamic interplay between personal resilience and external support systems in shaping EFL learning outcomes. The study concludes that integrating reflective and social learning practices can address learners’ emotional and cognitive needs, offering insights for educators to design more inclusive and adaptive EFL programs. Keywords: EFL Learners,Narrative Inquiry,Obstacles,Stories,Tactics

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