Jayusna, S.R. 2024. Students' Emotional Geographies in Having Peer Feedback on Writing Assignments at a Vocational School (under supervisor of Bibit Suhatmady and Iwan Setiawan) Samarinda: Unpublished Thesis. Mulawarman University. In the field of education, emotional geographies play an important role in the teaching and learning processes, including learning English as a foreign language (EFL). This study was conducted to find out the emotional geography that students experience while conducting peer feedback on writing assignments, describe the emotional geography in students’ learning processes and examine the challenges that students face as both feedback receivers and providers. The data were collected through a focus group interview with 20 students of the vocational high school. Then the data was analyzed by using qualitative thematic analysis. The findings revealed that the students experienced all emotional geographies as proposed by Hargreaves, namely Physical geography, Moral Geography, Sociocultural geography, Professional geography, and Political geography. Furthermore, the emotional geographies that students experienced were reflected in their learning processes by way of the comfort of doing the task in the classroom, desire to support the peers, willingness to work together with friends regardless of gender differences, form of responsibility, and the trust of the support by their teacher. Even though it did not interfere with the learning process, students faced various problems while providing and or receiving feedback from peers. Some students were unsure which parts they had to improve. They also faced difficulties in giving constructive feedback to their peers, which is not simple for a student to accomplish.