This study aimed to explore student academic emotion and the effects of emotions itself
in learning grammar. 21 undergraduate students in the class of Grammar in Written
Discourse were recruited. Data for this study were collected using qualitative case
study, with data being gathered via questionnaire and semi-structured interview. The
questionnaire adopted from Achievement Emotion Questionnaire (AEQ). The AEQ was
used for identify student academic emotion in learning grammar meanwhile semi
structured interview were conducted in order to explore student emotion effects for their
learning performance. As the result, data showed that the positive emotion such as
enjoyment, hope, and pride appeared significantly. In addition, high learning cognitive
identified as the most frequent statement. Easy in understanding the material was the
core evidence in order to reach the conclusion that positive emotion provide proper
impact for student learning cognitive and self-regulation. Moreover, pleasant emotion
also gave high contribution for student motivation. Besides, negative emotion showed
opposite effects.

Keyword: Academic emotion, Emotion effects, and Grammar Class.