EXPLORING THE EMOTIONAL GEOGRAPHIES OF TEAM TEACHING LECTURER IN ENGLISH LANGUAGE EDUCATION DEPARTMENT

: This study aims to explore the emotional geographies experienced by team teaching lecturers in the English Language. Team teaching, a collaborative approach involving multiple instructors working together to deliver a course. It is consistent with Hargreaves' view that teaching, learning


INTRODUCTION
The use of close interaction among all participants participating in the educational process is an absolute necessity for the benefit of team teaching. At this point, the teachers must coordinate their efforts to successfully impart their understanding of the subject matter to the pupils in their care. In the past, instructing was a lonely activity in the classroom; however, more and more teachers are cooperating in groups to solve new challenges they face on the job. (Liu, 2016). Many studies have been conducted on various aspects of the curriculum, including teacher, student, book, and other supporting materials, as well as teaching methods and strategies. These are linked to the cognitive aspects of both teachings and being taught.

Particular attention has been paid to teaching
English in foreign language contexts in Indonesia.
On the other hand, the affective aspect of Hargreaves refers to as the "emotional geography" of education (Hargreaves, 2000); (Hargreaves, 2001a); (Hargreaves, 2001b); (Hargreaves, 2005 His proposal of five emotional geographies serves as a conceptual framework and an analytical tool for the research (Hargreaves, 2001a). (For additional information, see Hargreaves (Hargreaves, 2001a); (Hargreaves, 2001b); (Hargreaves, 2005). The term "physical geography" refers to the proximity or distance between two locations determined by the passage of time and space.
The teaching profession requires a significant amount of time commitment due to the limited time available for cooperation. A learning community provides the time and setting for this to take place, in addition to the opportunity for its members to build an "emotional awareness" of the work being done by one another (Denzin, 1984 (Zembylas, 2002). "sociocultural geography" refers to the proximity to and distance from one another caused by gender, race, ethnicity, language, and culture differences. and identify one's responsibilities and statuses as those of others. In addition, it is essential to determine one's responsibilities and statuses and those of others (Hochschild, 1979

METHOD
The purpose of the study is to analyze the experiences of an English team teaching lecturer using the theory of emotional geography. As a result, the research method known as the narrative inquiry was utilized (Barkhuizen, 2014). According to (Webster, L., & Mertova, 2007), narrative inquiry is based on human tales, which give a framework for studying how people experience the world through their experiences.

RESULTS
In this stage, the research would like to elaborate on the data gathered from the participant's lived stories which reflected their teaching experiences. The material was summarized by considering sociocultural, moral, physical, political, and professional emotional geography (Hargreaves, 2001b). Physical Geography: -I felt exhausted when preparing the teaching material." The participant felt exhausted when he prepared the teaching material for four classes in a row. He thought designing material would be challenging, and he was required to find relevant materials appropriate for the student's interests.

Excerpt 3
‗I have at least four classes in a row daily, which requires a lot of energy and preparation to design the material, manage the different classrooms, and assess the students. Of course, it makes me tired of preparing material documents for the teaching process.' I think those things should be supported by more profound thoughts to finish every schedule in a day.  (Zembylas, 2002); (Zembylas, 2003); (Zembylas, 2005); (Zembylas, 2007); (Zembylas, 2010).

CONCLUSION
Exploring the emotional geographies of team teaching in English language education is vital for improving pedagogical practices, supporting teacher collaboration, and creating inclusive and supportive learning environments.
By understanding and addressing the emotional dynamics within the classroom, we can enhance the educational experience and ultimately foster the academic and emotional growth of students.
In addition, a teacher's professional skills