STUDENTS’ ATTITUDES IN LEARNING ENGLISH DURING THE COVID-19 PANDEMIC AT STATE JUNIOR HIGH SCHOOL 2 BRINGIN

Rahmadhanti, Annisa (2023) STUDENTS’ ATTITUDES IN LEARNING ENGLISH DURING THE COVID-19 PANDEMIC AT STATE JUNIOR HIGH SCHOOL 2 BRINGIN. [["eprint_typename_skripsi" not defined]]

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Abstract

Every student has an attitude toward something they are learning. Therefore, the author is interested in exploring the students' English learning attitudes in middle school. The purposes are 1) To determine the students' attitudes toward learning English during the Covid-19 pandemic at State Junior High School 2 Bringin. 2) To uncover the factors influencing students' attitudes toward learning English during the Covid-19 pandemic at State Junior High School 2 Bringin.This study used mixed-method. A questionnaire survey was conducted on a total of 44 participants in the purposive sampling method, and ten students were chosen to be interviewed. The research results show that: 1) There are positive and negative attitudes among the 8th-grade students in Junior High School 2 Bringin, specifically in 3 aspects of attitude,i.e., affective, behavioural, and cognitive. In the affective component, the students showed a negative attitude, but in the behavioural and cognitive components, the students showed a positive attitude. Ambition and activeness sign a positive attitude during the learning process. They are motivated to learn English, pay attention while studying, and practice the English language by interacting with their teacher and friends. Moreover, they always do English assignments. 2) Various dominant factors influence students' attitudes toward learning English during the Covid-19 pandemic. The parents and teacher influence the students to have a positive attitude. Moreover, their personality motivations have also caused it. While students with a negative attitude are not interested in their teacher, have difficulty learning English, are not confident, and are afraid while learning English. Lastly, learning situation factors could influence students' positive and negative attitudes.

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