THE CORRELATION BETWEEN CLASSROOM ENVIRONMENT AND STUDENTS’ LEARNING ACTIVENESS IN ENGLISH LANGUAGE LEARNING IN A HOMOGENEOUS MALE CLASS

Abstract

The aim of this study is to describe the classroom environment, identify the level of students' learning activeness, and examine the correlation between classroom environment and students' learning activeness in English language learning in a homogeneous male class. The study used a research design that was quantitative and correlational. The participants were 32 male students of Class X-2 at SMA Al-Irsyad Tegal in the 2025/2026 academic year, selected through total sampling. A classroom environment questionnaire and students’ learning activeness observation sheet was used to collect the data. Prior to data collection, the questionnaire was tested for validity and reliability, while the observation sheet was validated by an expert and assessed through inter-rater reliability. The data were examined through the use of descriptive statistics, the Shapiro–Wilk normality test, a linearity test and a Pearson product-moment correlation analysis. The findings revealed that students generally had a positive perception of their classroom environment, which was categorized as high. Meanwhile, students' learning activeness was categorized as moderate to high. The correlation analysis indicated a significant positive correlation between classroom environment and students' learning activeness (r = 0.633, p < 0.05). These findings suggest that students who perceive their classroom environment more positively tend to participate more actively during English language learning. Therefore, supportive physical and social classroom conditions are associated with greater students' learning activeness