<![CDATA[This research was aimed at analyzing students’ attitudes toward English learning at the seventh grade of SMP Swasta Kristen Tomosa 1. The background of this study arose from the issue of low interest and motivation among students in learning English, which was reflected in their lack of participation, feelings of boredom, anxiety, and negative perceptions toward the subject. Students’ attitudes were considered an essential factor influencing learning achievement, involving three main components: cognitive, affective, and behavioral. This study focused on the behavioral aspect of students’ attitudes, explored the factors that influenced them, and identified strategies to improve students’ motivation and engagement in learning English. This research employed a descriptive qualitative method using data collection techniques such as observation, interviews, questionnaires, and documentation. The subjects of this study were 38 seventh-grade students and one English teacher. Data analysis was conducted using the Miles and Huberman model, which consisted of four stages: data collection, data reduction, data display, and drawing conclusions with verification. The findings revealed that most students demonstrated positive attitudes toward learning English, as indicated by their active participation in discussions, willingness to ask questions, and efforts to complete assignments. However, several students still showed negative attitudes, such as reluctance to speak English, lack of discipline, and passiveness during classroom activities. Factors that influenced students’ attitudes included the family environment, peer influence, unsupervised gadget use, teaching strategies, and students’ perceptions of the difficulty of English. Furthermore, the study found that implementing engaging teaching strategies, integrating character education, providing continuous motivation, and enhancing teacher-student interaction were effective in fostering positive learning attitudes. In conclusion, students’ attitudes played a crucial role in the success of English learning. Collaborative efforts among teachers, schools, and families were necessary to create a supportive learning environment, increase students’ interest and motivation, and help them develop positive attitudes toward learning English.]]>
