<![CDATA[Learning readiness is an important factor influencing students’ participation and success in English learning. This study aims to analyze the dimensions of students’ learning readiness in English at the seventh grade of SMP Negeri 4 Payakumbuh. This research employed a qualitative descriptive design involving students of class VII.7 as the participants. Data were collected through classroom observations and semi-structured interviews and analyzed through data reduction, data display, and conclusion drawing. The study focused on four dimensions of learning readiness: physical, emotional, experiential, and knowledge readiness. The findings showed that physical readiness was generally adequate, as most students were able to attend class, prepare learning materials, and follow classroom instructions. However, health status was a weaker aspect because several students appeared tired and less focused during learning activities. Emotional readiness varied, particularly in anxiety and risk-taking behavior. Some students were confident in answering questions and participating in speaking activities, while others hesitated or avoided responding because they were afraid of making mistakes. Experiential readiness was supported by students’ previous exposure to English through songs, movies, social media, and other learning experiences, although the extent of such experiences differed. Knowledge readiness showed differences in students’ prior knowledge and ability to understand English materials. Students with more prior knowledge tended to participate and respond more easily, while those with limited knowledge needed additional explanation and guidance. Overall, the findings indicate that learning readiness is a dynamic and multidimensional condition that influences students’ participation and understanding in English learning.]]>
