STUDENTS' PERCEPTIONS OF THE ENGLISH LEARNING ENVIRONMENT OF GRADE XI STUDENTS IN SMK PGRI 3 KEDIRI

Kiuk, Giberd Hanianzon (2026) STUDENTS' PERCEPTIONS OF THE ENGLISH LEARNING ENVIRONMENT OF GRADE XI STUDENTS IN SMK PGRI 3 KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

This study aimed to describe students’ perceptions of the English learning environment at SMK PGRI 3 Kediri. The research focused on three aspects: the physical learning environment, the social learning environment, and the classroom learning atmosphere. A descriptive qualitative approach was employed to obtain an in-depth understanding of students’ learning experiences and perceptions during English lessons. The participants of this study consisted of eight students and one English teacher at SMK PGRI 3 Kediri. The data were collected through semi-structured interviews, classroom observations, and documentation. The collected data were analyzed using the qualitative data analysis model proposed by Miles and Huberman, which includes data reduction, data display, and conclusion drawing. To ensure the trustworthiness of the findings, source triangulation, technique triangulation, and member checking were applied. The findings revealed that students generally had positive perceptions of the English learning environment. Regarding the physical learning environment, students perceived that the classroom conditions and learning facilities, including textbooks, whiteboards, LCD projectors, and instructional media, supported the learning process and created a comfortable atmosphere. In terms of the social learning environment, students described positive interactions with their English teacher and classmates, which encouraged communication, collaboration, and active participation during classroom activities. Furthermore, students perceived the classroom learning atmosphere positively, particularly when learning activities involved discussions, group work, presentations, and the use of instructional media. These learning experiences contributed to a comfortable and engaging English learning environment from the students’ perspectives. In conclusion, the English learning environment at SMK PGRI 3 Kediri is perceived positively by the participants in terms of its physical setting, social interactions, and classroom atmosphere. The findings provide a comprehensive description of students’ learning experiences and may serve as a reference for creating a more supportive and interactive English learning environment in vocational education.

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