Students' Learning Experiences Through English Fun Learning at SMP Negeri 2 Mowewe

Abstract

English learning at the junior high school level in Indonesia often faces challenges related to students' limited engagement, motivation, and participation. Students frequently experience difficulties with vocabulary, pronunciation, confidence, and active involvement in classroom activities, particularly when learning methods are monotonous or teacher-centered. This study aims to describe students' learning experiences during the implementation of English Fun Learning at SMP Negeri 2 Mowewe. A descriptive qualitative approach was employed with students of class VIII A as participants. Data were collected through student self-reflection, classroom observation, teacher interviews, documentation, and supporting pre-test and post-test results. The main instrument was a self-reflection sheet covering 15 aspects of students' learning experiences. Data were analyzed descriptively by identifying recurring themes related to students' feelings, preferred activities, participation, cognitive experiences, interaction, confidence, and learning difficulties. The findings indicate that students generally experienced positive, enjoyable, and engaging learning experiences through English Fun Learning, particularly through games, ice-breaking activities, vocabulary learning, visual media, and group activities. Students also reported increased confidence and greater interest in English, although some continued to experience difficulties with pronunciation, vocabulary retention, and understanding word meanings. Supporting test data showed an increase in the mean score from 21.36 to 49.93 among 14 students with complete paired scores.