English plays a crucial role in supporting students’ academic development and global communication skills, making it a compulsory subject in Indonesian junior high schools. However, students’ success in learning English is strongly influenced by affective factors, particularly attitude. This study aimed to examine seventh-grade students’ attitudes toward English learning at a Muhammadiyah Junior High School in Bengkulu City by exploring affective, cognitive, and behavioral dimensions. A descriptive quantitative research design was employed involving 19 students selected through total sampling. Data were collected using a Likert-scale questionnaire supported by classroom observations and analyzed using descriptive statistics. The findings revealed that students generally demonstrated positive attitudes toward English learning, indicated by a mean score of 3.21 and 81% favorable responses. Students showed emotional enjoyment, recognized the usefulness of English for future opportunities, and actively participated in classroom activities. However, several learners still experienced low confidence in speaking English due to anxiety and fear of making mistakes. These results suggest that while students possess supportive attitudes toward English, pedagogical strategies are needed to foster confidence and transform positive perceptions into effective language use. This study highlights the importance of creating supportive and interactive learning environments to enhance students’ engagement in English learning.
Keywords: students’ attitudes, English learning, affective factors, junior high school, EFL context
Zahwa Rizky Aulia, Washlurachim Safitri, Fetriani· Teaching English and Languag...· 0 citations
The increasing prevalence of short attention spans in digitally mediated learning environments presents significant challenges for English as a Foreign Language (EFL) instruction. This descriptive qualitative study investigates (1) the behavioral and cognitive characteristics of short attention spans among EFL learners, (2) their effects on vocabulary development, reading fluency, and listening comprehension, and (3) instructional strategies that may mitigate their negative impact. Conducted in a natural classroom setting at the university level, the study employed purposive sampling and collected data through in-depth interviews, structured observations, and document analysis. Data were analyzed inductively through data reduction, data display, and conclusion drawing, with triangulation ensuring credibility. The findings indicate that short attention spans are reflected in task-switching behavior, digital distraction, and mind-wandering, which disrupt sustained cognitive engagement. Listening comprehension was found to be the most vulnerable skill due to the transient nature of auditory input, while reading fluency and vocabulary retention were also adversely affected by attentional fragmentation. However, pedagogical strategies such as task chunking, interactive learning, multimodal instruction, and structured breaks were identified as effective in enhancing attentional stability. The study underscores the importance of integrating attention management into EFL instructional design to improve learner engagement and learning outcomes.
Uas Gna, Washlurachim Safitri, Epi Wadison et al.· Teaching English and Languag...· 0 citations
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