Affective Factors in English Learning Achievement: A Case Study at MAN 1 Payakumbuh

Ardani, Sukma (2026) Affective Factors in English Learning Achievement: A Case Study at MAN 1 Payakumbuh. Skripsi thesis, UIN Imam Bonjol Padang.

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Abstract

This study aims to identify the affective factors that contribute to the English learning achievement of students at MAN 1 Payakumbuh and describe how these factors influence their success. Using a qualitative approach with a collective case study design, data were collected through participant observation in classes F2a, F2b, and F2d, which were selected based on the availability of stable achievement data, followed by in-depth interviews with six students selected purposively and documentation of report card scores. The results of the study revealed two main findings. First, based on observations, eight affective factors were found in accordance with Brown's (2014) theory: self-esteem (need for praise), self-efficacy (courage to perform), willingness to communicate (spontaneous initiative), self-inhibition (restraining oneself due to fear), courage to take risks (daring to guess), anxiety (nervousness), empathy (peer support), and extroversion/introversion (interaction energy). Second, these factors contributed through three patterns: 1) Self-efficacy as the main supporter, which encouraged student resilience when facing difficult material; 2) Anxiety and self-inhibition as the main inhibitors, which create an “affective filter” that makes students tend to be passive; and 3) Willingness to communicate (WTC) as an intermediate factor, which fluctuates depending on self-confidence and vocabulary mastery. In conclusion, students' outstanding achievements are the result of strong self-confidence and courage to take risks, which are moderated by a supportive classroom environment to reduce affective barriers.

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