Vol. 2, No. 2, 2021
The Analysis of English Teachers´ Teaching Styles and Their Effects on Students´ Motivation at Junior High School
Analisis Gaya Mengajar Guru Bahasa Inggris Dan Pengaruhnya Terhadap Motivasi Siswa Pada Sekolah Menengah Pertama
Musyawirah Salman*, Haryanto Atmowardoyo, Kisman Salija English Education Department, Universitas Negeri Makassar, Makassar, Indonesia
*Penulis Korespondensi: [email protected]
ABSTRACT
This research aimed to determine the teaching styles that are applied by the English teachers at SMP Makassar and the most influential teaching styles toward the student’s motivation at SMP Makassar. Research methods used by the author was the qualitative method. The research was conducted in SMP Negeri 2 Makassar. In this research, the extraction of research data used the technique of ¨purposive sampling¨. In this research, the researcher employed three research instruments which consist of (1) the researcher herself as an independent observer, (2) observation checklist to check teaching style types used by the teacher, and (3) audio-video recorder to record the teachers in teaching-learning process. The results of this study indicated that: 1) the author concluded that teaching style that teacher applied on teaching English at SMP Negeri 2 Makassar was expert style by the teacher at class VII and the formal authority style that teacher used at class VIII. 2) After saw the result of the interview, the author concluded that the most teaching style that motivated students in learning English at SMP Negeri 2 Makassar was the expert style and formal authority style. It’s because students prefer to learning if teacher gave them a clear and detail explain about the material or subject that they should to learned at the day. And the last, from the interviewed with the students, the researcher found that intrinsic motivation was dominated student’s motivation than extrinsic motivation in learning English. This is good for the students and teachers in teaching and learning process. Because, motivation was the one of important thing which was affected students’ attitude and achievement.
Keywords: Teaching Style, Motivation
ABSTRAK
Penelitian ini bertujuan untuk mengetahui gaya mengajar yang diterapkan oleh guru bahasa Inggris di SMP Makassar dan gaya mengajar yang paling berpengaruh terhadap motivasi belajar siswa di SMP Makassar. Metode penelitian yang digunakan penulis adalah metode kualitatif. Penelitian ini dilakukan di SMP Negeri 2 Makassar. Dalam penelitian ini, ekstraksi data penelitian menggunakan teknik purposive sampling¨. Dalam penelitian ini, peneliti menggunakan tiga instrumen penelitian yang terdiri dari (1) peneliti sendiri sebagai pengamat independen, (2) daftar periksa observasi untuk memeriksa jenis gaya mengajar yang digunakan oleh guru, dan (3) perekam audio-video untuk merekam pembelajaran. guru dalam proses belajar mengajar. Hasil penelitian ini menunjukkan bahwa: 1) penulis menyimpulkan bahwa gaya mengajar yang diterapkan guru dalam pengajaran bahasa Inggris di SMP Negeri 2 Makassar adalah gaya ahli oleh guru di kelas VII dan gaya otoritas formal yang digunakan guru di kelas VIII. 2) Setelah melihat hasil wawancara, penulis menyimpulkan bahwa gaya mengajar yang paling memotivasi siswa dalam belajar bahasa Inggris di SMP Negeri 2 Makassar adalah gaya ahli dan gaya otoritas formal. Hal ini dikarenakan siswa lebih suka belajar jika guru memberikan penjelasan yang jelas dan rinci tentang materi atau mata pelajaran yang harus mereka pelajari pada hari itu. Dan yang terakhir, dari wawancara dengan siswa, peneliti menemukan bahwa motivasi intrinsik lebih mendominasi motivasi siswa daripada motivasi ekstrinsik dalam belajar bahasa Inggris. Hal ini baik untuk siswa dan guru dalam proses belajar mengajar. Sebab, motivasi merupakan salah satu hal penting yang mempengaruhi sikap dan prestasi siswa.
Kata Kunci: Gaya Mengajar, Motivasi
1. INTRODUCTION
Indonesian English is often teaching as a foreign language. Foreign language terms in language teaching differ from second language. A foreign language is a language that is not used as a communication tool in the particular country where it is teach. It is usually teaching as a single subject in school for communication purposes and to some extent you would acquire four basic language skills such as listening, reading, writing and speaking in that language. Therefore, teaching English as a foreign language requires special pedagogical skills.
The process of teaching and learning English is an educational activity that involves both teachers and students. Both of them are unique individuals who possess their own way of teaching and learning (Larenas et al., 2011).
The process of teaching and learning English is an educational activity that involves both teachers and students. Both of them are unique individuals who possess their own way of teaching and learning (Larenas et al., 2011). Teacher-student relationships also influence the classroom climate. Teachers are responsible for coordinating the classroom environment, including adapting discipline in the classroom, implementing taught approaches and methods, and interacted with students in the classroom. Therefore, teachers are one of the most influential factors in the success of any educational system.
Good and effective taught is a very personal and compassionate way towards the student and the holistic development of the student as a person.
Researchers assume that effective taught and learned in the classroom depends on teachers' ability to maintain students' interest in learning. Therefore, the role that the EFL teachers play in the classroom and the styles they use affect creating a classroom climate that is positive, stimulating, energizing, and effective for language learning (Underwood ad Brown as cited in Rahimi and Asadollahi, 2012:49). Besides that, Patanathabutr (2008:361) states that teachers and teaching styles are affected factors of student learned ability in the educational system. Taught refers to the actions of a real-life teacher designed to impart learned to the student.
Grasha (1996:154 identified five teaching styles categories in his teaching style models as description of prevalent aspects of instructor/trainer presence in the classroom and based on what he regarded as metaphors of role models He defined these categories as follow expert style, formal authority style, personal style, facilitator style and delegator style.
In relation to the explained above, the researcher was interested in conducting a research under the title “The Analysis of English Teachers’ Teaching Styles and Their Effects on Students’ Motivation at SMP Negeri 2 Makassar”.
2. LITERATURE REVIEW
Sheikh and Mahmood (2014) conducted a survey to identify the predominant teaching styles of secondary school teachers and the impact of different teaching styles on the motivation level of English language students. Two types of tools were used in this study.
He used the tool "Know Your Teaching Style" to determine the teaching style of English teachers and the "English Language Motivation Scale" to determine the level of motivation. the student. The results of this study show that secondary school teachers use a variety of gender-independent teaching styles (practice, moderator, role model, delegator, formal authority). Different teaching styles have a significant impact on students' motivation levels. The most common style among English learners is student- centered portrayal. This means that students prefer the type of delegation that teachers use in intermediate English classes. The next two preferred styles of education are experts and role models. Both styles are teacher-centered. This means that college English teachers need to embrace both student-centered and teacher-centered approaches and incorporate them into their teaching methods.
Regarding to the previous studied above, it can be mention that the different and similarity of the current research with the previous research. First, the similarity of the previous studied with this current research deals with the investigating the dominant taught styles that are employed by teacher in the classroom. This current research also finds out the teacher teaching style and the students’ motivation, particularly in learning English. Furthermore, the researcher focusses to find out the teachers’ teaching
style and the students’ motivation in learning English at SMP Negeri 2 Makassar.
On the other hand, the different of this current research with the previous studies above is dealing with the investigation of a number of factors that become the objectives for each study. In this current research, the objectives that are investigated and find out by the researcher, is the teaching style as one of the influential factors that affect the students’ motivation in learning English.
3. RESEARCH METHODS
3.1. Research Approach
The research was conducted in SMP Negeri 3 Sungguminasa. In this research, the extraction of research data used the technique of “purposive sampling”. The sampling was based on the researcher’s chose about what and who is being focus upon specific situations and current continuously throughout the research; purposive random sampling is depending on the purpose of the current focus. In this research, the researcher chose the first and the second grade as the subject of the research. The researcher also chose two of five English teachers and eight students of the two classes as the informants. This was conducted by collected data as much as possible of the informants.
3.2. Research Design
This research employed qualitative method. Adopted from Haryanto Atmowardoyo (2018) stated that there is an agreement among research methodologists about the term descriptive research. Descriptive research was defined as a research method used to describe the existing phenomena as accurately as possible.
3.3. Research Instrument
In this research, the researcher employed three research instruments which consisted of (1) the researcher herself as an independent observer, (2) observation checklist to check teaching style types used by the teacher, and (3) audio-video recorder to recorded the teachers in teaching-learned process. In this case, the researcher conducted classroom observation, recording, and interview.
3.4. Data Analysis
In analyzing data from classroom observation and interview, the researcher used qualitative data analysis based on Miles and Huberman’s theory which consisted of four stages data collection, data display, data condensation, and conclusion.
4. FINDINGS AND DISCUSSION
4.1. Research Result
The findings consisted of the data obtained through classroom observations/video recording and field notes. The findings in this research described the effective English teacher and the types of teachers teaching style used in classroom interaction. The data was analyzed based on the performed of her style in teaching and learning process and her most motivated student in learning. Apart from this, the main thing that needed to be understood from the results of this study was that basically every student has a different view of what motivates them to study.
Based on the observations that the author made in class. After seeing how the teacher teaches, the researcher can draw the conclusion that for teacher A who teaches in class VIII the teaching style he uses is the Expert Style teaching style. The author can conclude this because in teaching teachers always encourage their students to excel and teach in detail and depth, and when conducting interviews with several students the researchers found the fact that in fact students thought their teachers knew everything so that they dubbed them the "storehouse of knowledge" which shared facts principles and concepts that they need and lastly the teacher always and last but not least the teacher always sharing knowledge and expertise with students is very important.
Furthermore, for the teaching style of the teacher in class VII, the researcher can draw conclusions after conducting research on the teacher's teaching style, namely the teaching style that uses the formal authority style. this happened because when teaching the researcher saw that the teacher used a standard form, accurate, and accepted by students, the teacher prefers to use a structured teaching and the teacher also concerned with providing positive and negative feedback.
4.2. Research Discussion
Grasha (1996:154) identifi ed five teaching styles categories in his teaching style models and based on the 5 categories of teaching style proposed by Grasha, two of which are used by teachers at SMP 2 Makassar, the author will describe in more detail below:
1) Expert Style
The expert possesses knowledge and skills that students need. She or he strives to maintain professional status among students by showing detailed knowledge and encouraging students to improve their skills. Teachers are interested in imparting information and preparing students.
The researcher can draw the conclusion that for teacher A who teaches in class VIII the teaching style he uses is the Expert Style teaching style. The author can conclude this because based on the way teachers present information, interact with students, manage class work, supervise subjects, interact on the grounds with themselves in the way teachers conduct lessons.
Therefore, it defines the teacher, guides and guides the teacher's teaching process and influences the students and their learning.
Excerpt:
Student : Di halaman 40 bu, tentang greetings.
Teacher : Jadi di foto dulu ini nak tugasnya kalau tidak selesai di kerjakan ini hari, nanti lanjut di rumah yah. Di foto yah jangan lupa tugasnya, karna ini buku cetak tidak boleh di bawa pulang kerumahnya . you are understanding? intinya hari senin saya tagih yah jadi ini dikerjakan yah, okey?
mam buru-bur`u mau pindah lagi ke kelas 8.6 (Data source from Teacher class VIII.6)
The interaction conversation between students and teacher above is one aspect of the assessment in the expert style, namely the way the teacher interacts with students who seem to really master the class and have long experience guarding. so that the teacher is able to balance the way students capture the learning material given during class.
2) Formal Authority Style
This teaching style is teacher-centered approach where the teacher is responsible for delivering and controlling the flow of content. The official type of authority occupies a place among some students simply because
concerned with providing positive and negative feedback to establish student learning goals, expectations and codes of conduct.
Formal authority style happened because when teaching the researcher saw that the teacher used a standard form, accurate, and accepted by students, The teacher prefers to use a structured teaching and the teacher also concerned with providing positive and negative feedback.
Excerpt :
Teacher : if there is no questions. I will show you the objective of our studies. Okey so the first is the student be able to analyze, classify, create and carry out conversations involving the act of asking for permission and responding to it. Jadi saya akan menunjukka apa tujuan pembelajaran kita. Okey jadi yang pertama adalah adalah siswa mampu menganalisis, mengklasifikasi, membuat dan melakukan percakapan yang melibatkan tindakan meminta izin dan menanggapinya. Understand?
Student : Yes
(Data source from Teacher class VII)
Based on the data presented above, it was provided the information that most of the students have motivation in learning English by their intrinsic motivation.
Intrinsic motivation is a type of motivation that was derived from inside of the students.
The English students of SMPN 2 Makassar enjoyed learning English because their own desire and their own pleasure. There were some reasons why the students have intrinsic motivation in learning English such as students want to learned English because they want to improve their English language skills, they want to be more at ease with English speakers, they would more freely participate in the activities of other cultural groups, they learn English because it something that they always want to do, and they studied English because they enjoyed to learn. From those reasons the students would drive to make an effort to achieved their reasons and their goals in learning English.
Furthermore, from the data presented above, it can be concluded that the English students of SMPN 2 Makassar also had extrinsic motivation in learning english. There were some factors that influence the student extrinsic motivation such as the students were motivated to learn English because they want to achieved their goals, for example: they want to get a
good score in final exam, they want to get a reward from the teacher, they want to get a good job and they may want to continue their study overseas.
5. CONCLUSION
According to the result of this research, the author concluded that teaching style that teacher applied on teaching English at SMPN 2 Makassar is expert style by theteacher at class VII and the formal authority style that teacher used at class VII.
After saw the result of the interview, the author concludes that the most teaching style that motivated student in learning English at SMP Negeri 2 Makassar was the expert style and formal authority style. It’s because student preferred to learning English if teacher gave them a clear and detail explain about the material or subject that they should to learn at the day. And the last, from the interviewed with the students, the researcher found that intrinsic motivation is dominated student motivation than extrinsic motivation in learning English.
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