The Factors Influence of Students’ English Achievement in the Morning and Afternoon Course Schedule at Seventh Grade of SMP N 12 Solok Selatan
This research related to the course schedule (Morning and afternoon) on students’ English achievement. According to some experts, studying in the morning is more effective than in the afternoon. However, based on the fact found in SMP N 12 Solok Selatan in seventh grade, it showed that average score students' English achievements were almost same between students who studied English in the morning and afternoon. Therefore, the researcher wants to find out the factors causing why there was no difference in students' English achievement results between morning and afternoon classes. The design of this research was qualitative descriptive. The instruments of this research were observation and interviews. The informants of this research were seventh grade in SMPN 12 Solok Selatan, VII-B who studied English in the morning, VII-A who studied in the afternoon, then many students and an English teacher were interviewed to supporting data to strengthen the observation results and also as complementary data that cannot be seen during the observation process. To analyze the data, the researcher used the theory of Miles, Huberman, and Saldana Based on research results, both from observations and interviews, the factors that make students’ English achievement the same between classes that study in the morning and afternoon were external factors, namely teacher and lesson standard. The teacher’s treatment and the way she taught was the same to all students, but when the teacher taught in the afternoon the teacher carried out several activities that made students re-focused and enthusiastic in learning. Besides that, lesson standard was also the one of factor that made students’ English achievement in the morning and afternoon class were same, lesson standard related to the way of teacher taught. In conclusion, how the teachers taught both in the way they present the material and their creativity in creating learning condition that still conducive at all times, and also how the teacher’s attitude to students can influence students achievement in learning.