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This research aimed to find out the emotional engagement of MA Guppi Samata’s students in learning English and the factors influencing the negative emotional engagement of the students in learning English. This research was a sequential explanatory design applying a case study. The participants were 39 students in XI grade in the second semester of the 2022–2023 academic year at MA Guppi Samata. The data were collected through a questionnaire and a semi-structured interview, which were analyzed using percentages and thematic analysis. The results of this research showed that the students experienced two types of emotional engagement: positive and negative. The positive emotions the students experienced consisted of enjoyment (84%), pride (78%), excitement (69%), hope (61%), and interest (53%). Meanwhile, the negative emotions they experienced were anxiety (65%), disinterest (48%), boredom (42%), shame (38%), frustration (32%), anger (20%), hopelessness (20%), and sadness (10%). The students revealed that the negative emotions were caused by boredom and disinterest in English, low teacher performance, lack of school facilitation, teacher-centered method, classmate negative interference, unavailable learning communities, low social and family control, and gender perspective.

Students’ Emotional Engagement, Negative Factors.