THE IMPACT OF INTERNAL AND EXTERNAL ASPECTS ON STUDENTS' INTEREST IN LEARNING ENGLISH

Abstract

Students’ interest in learning English plays an important role in supporting successful language learning in EFL contexts. However, students’ learning interest is influenced by various internal and external factors that may differ across school environments. This study aimed to identify the factors influencing students’ interest in learning English and determine the dominant factors across three junior high schools in North Sulawesi: Tondano Adventist School, Manado Prisma School, and SLA Tompaso II. This study employed a descriptive quantitative design. The population consisted of 53 ninth-grade students from the three selected schools, and total sampling was applied to include all students as research participants. Data were collected using a 29-item close-ended questionnaire adapted from Slameto’s theory on factors influencing learning interest. The collected data were analyzed using descriptive statistical analysis and percentage calculations with the assistance of Microsoft Excel and SPSS. The findings revealed that both internal and external factors significantly influenced students’ interest in learning English, although their dominance varied across schools. Internal factors, particularly motivation, attention, readiness, and self-confidence, were more dominant in Tondano Adventist School, while external factors such as teaching methods, classroom atmosphere, peer interaction, and environmental support were more influential in Manado Prisma School and SLA Tompaso II. The study also identified a readiness-confidence gap in which students showed interest in learning English but still experienced hesitation during communication activities. In addition, peer interaction emerged as an important source of motivational and social support in sustaining students’ engagement in English learning. This result study contributes to a better understanding of how internal and external factors shape students’ interest in learning English in different EFL contexts. The study also provides practical insights for teachers and schools in creating supportive learning environments that enhance students’ motivation, confidence, and classroom participation.