Factors Contributing to Low Interest in Learning English Among Junior High School Students

Abstract

This study aims to analyze the factors that influence the interest of seventh-grade students at NWDI Ajan Islamic Junior High School in learning English in the context of learning with limited facilities and minimal meeting frequency. Using a qualitative approach with a case study method, this study involved seven students as key informants through in-depth interviews, observation, and documentation. Data analysis was conducted through a systematic process of reduction, data presentation, and conclusion drawing.

The results of the study show that students' interest in learning is influenced by four main aspects, namely emotional perception, learning motivation, difficulties encountered, and students' attitudes towards learning English. Students' emotional perceptions tend to be positive, characterized by feelings of enjoyment and comfort in attending lessons, which are reinforced by the teacher's teaching methods and a conducive classroom atmosphere. Student motivation is divided into intrinsic motivation, such as the desire to master the language for personal reasons, and extrinsic motivation, which comes from parental support and the learning environment. On the other hand, students face difficulties, especially in grammar and vocabulary, but these obstacles do not reduce their interest in learning thanks to strong social support.

Positive student attitudes, such as the courage to try, the willingness to practice, and the effort to apply English in daily life, play a significant role in maintaining interest in learning even though lessons are held only once a week. Overall, this study confirms that interest in learning is the result of interactions between emotional, social, and school environment factors, and can continue to develop despite limitations in the learning process.