This study aims to determine the level of students' negative emotions towards the English learning process, to find the dominant negative emotions that students usually have in the English learning process, and to investigate students' negative emotions in the English learning process and the factors that influence it. stimulate these negative emotions in Class VIII Students of SMP Nurul Islam Sungai Kakap
for the 2022/2023 Academic Year). Data were analysed using a quantitative descriptive method. In collecting data, researchers used three instruments, namely observation lists, questionnaires, and interviews. There are 20 students in this study population. However, the researcher took one class (VIII A) as a sample from the entire population. There were 20 students from class VIII A who were selected as samples. The results showed that all students experienced negative emotions in the EFL learning process. The sequence of negative emotions is anxiety (9 cases), hopelessness (3 cases), anger (3 cases), and boredom (5 cases).
The conclusion of the second question, the most dominant cause is anxiety because researchers get anxiety in the EFL learning process such as anxiety with my ability to learn English which is still lacking, and anxiety because the grades do not match my ability to learn English.
Factors that trigger negative emotions come from students' English skills, students' anxiety levels in English skills, presentation of English material, and students' relationships with peers and English teachers. It was also found that negative emotions had an impact on student performance such as passive behavior, lack of concentration, lack of motivation and lack of confidence.

Keywords: Learning English, Negative Emotions, EFL Students