Ratna Dewi, - (2024) Students’ Language Awareness in English Classroom of SMAN 1 Pagaran Tapah Darussalam. Thesis thesis, UNIVERSITAS ISLAM NEGERI SULTAN SYARIF KASIM RIAU.

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Abstract

ABSTRACT This study explores students' language awareness in cognitive, affective, and social domains at SMAN 1 Pagaran Tapah Darrusalam, with a particular focus on differences between science (IPA) and social (IPS) majors. Utilizing a descriptive quantitative research design, data were collected from 100 students through total sampling and analyzed using Microsoft Excel. The findings indicate that the majority of students exhibit moderate to high levels of language awareness, with 36.8% and 35.85% of students falling into the 'Neutral' and 'Agree' categories, respectively. Only a small portion, 9.55%, strongly agrees, showing high language awareness, while 3.35% strongly disagree, indicating very low awareness. In the cognitive domain, most students demonstrate good retention and understanding of English lessons, with 39% agreeing and 41% remaining neutral. However, originality in assignments is a concern, with many students relying on existing examples. The affective domain results show strong engagement in English learning activities, both in and out of school, but inconsistent practice outside formal settings. Students generally agree on the importance of English, with 37.4% agreeing and 35.4% remaining neutral. The social domain analysis reveals limited use of English in social interactions, with students recognizing its importance for global success but showing variability in their practical application. The independent t-test results show no significant difference in language awareness between science and social majors (p > 0.05). These findings suggest that while students have a moderate to high level of language awareness, there is room for improvement, particularly in fostering originality and consistent use of English in social contexts. Keywords: Affective Domain, Cognitive Domain, Language Awareness, Social Domain

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