THE AFFECTIVE FACTORS INFLUENCING THE STUDENTS' RELUCTANCE IN LEARNING ENGLISH AT MTSN 2 TRENGGALEK

AULIA WIRDA INDAH AGUSTIN, 12203183041 (2022) THE AFFECTIVE FACTORS INFLUENCING THE STUDENTS' RELUCTANCE IN LEARNING ENGLISH AT MTSN 2 TRENGGALEK. [ Skripsi ]

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Abstract

Agustin, Aulia Wirda Indah, Student Registered Number 12203183041. 2022The Affective Factors Influencing the Students’ Reluctance in Learning English at MTsN 2 Trenggalek.Thesis. English Education Department. Faculty of Education and Teacher Training. Sayyid Ali Rahmatullah Islamic State University (UIN SATU) of Tulungagung. Advisor: Dr. Hj. Nanik Sri Rahayu, M.Pd. Keywords: Affective factors, Reluctance Students ,Learning English. Affective factors have a significant impact on the academic progress of students. Students with low levels of negative affective traits typically gain more language knowledge than those with high levels of negative affective traits.When it comes to enhancing learning, it is important for educators to take into consideration and pay attention to not just the cognitive domain but also the affective domain. Because a student's capacity for learning is directly correlated to their emotional state. The formulation of the research problem is : “What are the affective factors influencing the students’ reluctance in learning English at MTsN 2 Trenggalek? And what are the dominant affective factor influencing students’ reluctance in learning English at MTsN 2 Trenggalek?” This research is qualitative research, using descriptive case study design that describes the affective factors influencing the student reluctance in learning English. There are three students with the criteria quiet, lack of interest in learning English, less active in learningchosen as the subject of this research. Data collection instruments used were observation and interview. In this research, the researcher uses triangulation data to validate the data. The findings of this research were: there are seven factors influencing the students’ reluctance in learning English: fear of making mistakes, Speech anxiety, Anxiety in test, fear of negative evaluation, students’ negative attitude, Students’ lack of motivation, and Students’ personality. Based on the interview of the three students reveals that psychological factors becomes the most dominant factor influencing the students reluctance in learning English at MTsN 2 Trenggalek. That psychological factors are : Speech anxiety, anxiety in test and students’ personality.Finally, it is suggested that teachers should pay attention to these affective aspects, by knowing affective factors, teachers can provide teaching and appropriate approaches or strategies that can affect student learning outcomes.

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