FACTORS INFLUENCING THE LOW INTEREST IN LEARNING ENGLISH AMONG VIII GRADE STUDENT OF SMP NEGERI 11 SUNGAI RAYA

Abstract

Dea Ananda Damayanti, 12117033. Factors Influencing The Low Interest In Learning English Among VIII Grade Student Of SMP Negeri 11 Sungai Raya in the 2024/2025 academic year. Thesis (S1) English Tadris Study Program(TBI). Teacher Traning And Tarbiyah Faculty(FTIK).Pontianak State Islamic Institute (IAIN). Year 2025 This research investigates the Factors Influencing The Low Interest In Learning English. Based on preliminary observations and a review of existing studies, most prior research tends to focus on identifying general factors affecting students interest in learning English or specific aspects such as oral participation. However, there is still a lack of research that systematically compares the relative influence of internal and external factors in shaping students interest. The research applies a quantitative descriptive approach using a survey method, with a sample of 70 eighth-grade students from SMP Negeri 11 Sungai Raya, Kubu Raya Regency, West Kalimantan. This quantitative descriptive method was chosen to systematically measure and describe the current state of English learning interest, enabling objective measurements and statistical analysis of relationships between variables. The research focuses on examining both internal factors (motivation, attitude, self-efficacy, psychological conditions) and external factors (teaching methods, parental support, learning environment, peer influence) that contribute to students' low interest in English learning. Data were gathered through systematic classroom observations, a 5-point Likert scale questionnaire, documentation, and Focus Group Discussions (FGD). The collected data were analyzed using SPSS software with descriptive statistics including mean, median, and standard deviation. Statistical analysis shows that internal factors influencing student interest include motivation, attitude, self-confidence, and psychological conditions, while external factors include teaching methods, parental support, learning facilities, and peer influence. These findings reveal clear differences between students with positive and negative factors. Students with positive internal and external factors (45,7%) demonstrated higher engagement and achievement in English language learning, while those with negative factors (54,3%) showed lower motivation, passive participation, and declining performance. Based on these results, this study offers evidence-based recommendations for students, teachers, schools, and future researchers to enhance interest in learning English through interactive teaching methods, improved parental involvement, and a supportive learning environment.