SOCIO-CULTURAL CHALLENGES IN LEARNING ENGLISH AT EMEYODERE JUNIOR HIGH SCHOOL SORONG

This study explores the socio-cultural challenges faced by junior high school students in learning English at Emeyodere Junior High School, Sorong, Southwest Papua, as well as student responses and teachers' efforts in overcoming these challenges. This study uses a qualitative design using a case study approach to gain an in-depth understanding of students' learning experiences, perceptions, and contexts. The participants were nine eighth-graders selected through purposive sampling based on specific criteria related to their exposure to socio-cultural challenges in English language learning. Data is primarily collected through semi-structured interviews with students and teachers and is thematically analyzed through transcription, coding, categorization, and theme development. To ensure credibility, data triangulation and member checks are implemented. The findings show that students face three main socio-cultural challenges: limited access to the internet and learning facilities, unstable family economic conditions, and negative societal assumptions of English use. These challenges negatively impact students' motivation, confidence, and opportunities to practice English, leading to passive learning behaviors, anxiety, and an unwillingness to use English. The students' responses tend to be passive and are characterized by low participation, anxiety, and an unwillingness to use English both in and out of class. The study concludes that socio-cultural factors play an important role in shaping students' English learning experiences in rural and suburban contexts. Therefore, collaborative efforts between teachers, schools, parents, and the community are essential to create a supportive learning environment. Improve access to learning facilities, design feasible and innovative learning strategies by combining socio-cultural contexts in remote areas.