Portraying Situated English Learning at A Madrasah: When Learning Itself is Insufficient to Build Students’ Sense of Empowerment

Abstract

This research reports of a phenomena of language learning dealing with English class experiences. The aims of the investigation are to drawn from two general research problems: 1) what kinds of specific tasks are given, and 2) what socio-affective learning strategies are used. Madrasah English teachers  contribute to this study whereas semi structure questionnaire, direct observation, and interview was the other technique of data gathering. The research results  significantly contribute to the changing paradigm in understanding how English instruction and tasks are delivered