Chrisnanda, Daniel, B. 2026. Students’ Interest in Learning English at SMP N 4 Long Ikis. Sarjana’s Thesis. English Departement, Faculty of Teachers’ Training and Education, Lambung Mangkurat University, Banjarmasin. The first advisor: Dr. Noor Eka Chandra, M. Pd., the second advisor: Elsa Rosalina, M.Pd.

Keywords: Interest, Learning English

This study examines students’ interest in learning English at SMPN 4 Long Ikis by combining quantitative data from questionnaires and qualitative insights from interviews. Interest plays an important role in learning, as it influences students’ attention, engagement, and willingness to participate. The research involved all 44 ninth-grade students and used Likert-scale questionnaire based on four indicators of learning interest; enjoyment, involvement, attention, and enthusiasm. Semi-structured interviews with six students were used to strengthen the findings.

The results show that students have a moderate level of interest in learning English. Questionnaire data indicate that students generally show positive behaviour in class: they pay attention during lessons, complete homework, and maintain regular attendance. However, the findings also show that students’ intrinsic motivation remains limited, as only a few students actively engage with English outside the classroom or view English as a preferred subject. Interviews confirm this pattern: students see English as useful for the future, but many still find the subject difficult and feel less motivated during formal instruction. They enjoy English more through songs, movies, and online content rather than classroom activities.

The findings indicate that students’ interest in learning English is largely situational and influenced by external academic demands rather than personal enjoyment. Although students demonstrate positive classroom behaviors, such as paying attention and completing assigned tasks, their engagement rarely extends beyond instructional settings. This pattern suggests that students’ interest is predominantly behavioral in nature, with limited intrinsic involvement and a strong reliance on structured learning contexts.