EXPLORING THE FACTORS INFLUENCING ELEVENTH GRADE SCIENCE STUDENTS' AVOIDANCE OF ENGLISH CLASSES AT SMA EFATA SOE IN THE ACADEMIC YEAR 2024/2025

Abstract

This study explores the factors influencing students' avoidance of English classes and examines the impact of such avoidance on their language learning outcomes and overall educational experience. Using a qualitative approach, the writer collected data through questionnaires and interviews. The findings reveal that academic challenges, ineffective teaching methods, peer influence, social pressure, lack of motivation, emotional factors, perceived irrelevance, and external factors are primary contributors to students' avoidance. This behavior has a significant impact on their academic performance, language proficiency, and future opportunities. The writer emphasizes that addressing these factors is crucial to fostering more effective and engaging English language learning environments.