Factors Affecting Students’ Attention in EFL Classrooms: A Descriptive Quantitative Study at SMPN 1 Plosoklaten

Abstract

Students’ attention is widely recognized as a crucial element in the learning process, particularly in English as a Foreign Language (EFL) classrooms where learners are required to engage with unfamiliar linguistic input. However, maintaining students’ attention during classroom instruction remains a common challenge. Previous studies have predominantly focused on learning outcomes and academic achievement, while limited attention has been given to factors influencing students’ attention, especially in the context of Indonesian junior high schools. Therefore, this study aims to identify the factors affecting students’ attention in the English classroom at SMPN 1 Plosoklaten. This study employed a descriptive quantitative design involving ninth-grade students as participants. Data were collected through a structured questionnaire using a Likert scale, covering several factors, including teaching style, learning media, classroom environment, and students’ motivation. The data were analyzed using descriptive statistical techniques, such as mean scores and percentages, to describe the distribution and tendency of each factor. The results indicated that teaching style and students’ motivation were the dominant factors influencing students’ attention, while learning media and classroom environment showed a moderate level of influence. These findings suggest that engaging teaching strategies and strong student motivation play a significant role in maintaining students’ attention in EFL classrooms.