ANALYSIS OF TEACHERS’ INTERPERSONAL RELATIONSHIP IN ENGLISH LEARNING PROCESS AT
SMA N 2 PAINAN
Sonia Putri*), Sesmiyanti**, Yulmiati**)
Program Studi Pendidikan Bahasa Inggris, STKIP PGRI Umatera Barat [email protected]
Program Studi Pendidikan Bahasa Inggris, STKIP PGRI Sumatera Barat [email protected]
Program Studi Pendidikan Bahasa Inggris, STKIP PGRI Sumatera Barat [email protected]
Abstrak
Penelitian ini dilatar belakangi oleh hubungan interpersonal (Interpersonal Relationship) dalam kelas bahasa Inggris bagi guru SMA N 2 Painan Kabupaten Pessir Selatan. Adapun penelitian ini dilakukan bertujuan untuk mengambarkan aktifitas–aktifitas yang dilakukan guru dalam hubungan interpersonal dalam proses belajar mengajar Bahasa Inggris. Penelitian ini merupakan penelitian deskriptif kualitatif. Partisipan dari penelitian ini ada seluruh guru Bahasa Inggris SMA N 2 Painan Kabupaten pesisir Selatan. Dengan menggunakan Total sampling, yakni pengambilan sampel berdasarkan reserach question yang berjumlah 4 partisipan. Dalam pengambilan data, peneliti melakukan pengamatan, dimana kegiatan guru direkam dengan video untuk menemukan aktifitas-aktifitas hubungan interpersonal yang dilakukan guru dalam proses belajar mengajar di SMA N 2 Painan Kabupaten Pesisir Selatan. Dalam menganalisa data penelitian, peneliti menemukan bahwa setiap guru dalam hubungan interpersonal melakukan kegiatan empathy, genuineness, unconditional positive regard. Aktifitas empathy yaitu memperhatikan siswa yang malas, menanyakan pemahaman siswa, menjelaskan, memberikan contoh, berinteraksi dengan siswa. Aktifitas genuineness yaitu menegur siswa yang membuat keributan, menegur siswa yang tidak mematuhi aturan, memiliki cara tersendiri dalam menyampaikan pelajaran. Aktifitas unconditional positive regard yaitu menanyakan pemahaman siswa, menguasai kelas, menjadi penengah, menerima pendapat siswa,memberikan pujian kepada siswa. Berdasarkan hasil penelitian dapat disimpulkan bahwa guru bahasa inggris di SMA N Painan kabupaten Pesisir Selatan melakukan Hubungan didalam proses pembelajaran, meskipun tidak semua kegiatan dilakukan oleh partisipan.
The background of this research is Interpersonal relationship in English learning process at SMA N 2 Painan, Pesisir Selatan. The purpose of this reaserach is to describe interpersonal relationship activities who did by teacher in English learning process. this reaseach is describtive qualitative research. The participant of this reasearch is all of English teacher at SMA N 2 Painan. The researcher used total sampling. Total sampling is the participant which taken based on research question. In doing the research, the researcher doing observation, researcher record all activities who did by teacher to find the interpesonal activities in English learning process at SMA N 2 painan, Pesisir Selatan. In data analisys, the researcher found that all of teacher did empathy,genuineness, unconditional positive regard. Empathy activities are concern to students, asked students comprehension, explaination, give an axample, and have interaction with students.
Genuineness activities are warn a students who make noise, warn the students who did not obey the rule, and have own style in teaching process. unconditional positive regard activities are teacher have classroom management, accept students opinion, and give a reward. Based on the result of research can conclude that all of English teachers at SMA N 2 painan, Pesisir Selatan did interpersonal relationship in teaching learning process, although did not all activities did by participants.
Key Word: Interpersonal Relationship, Learning English
*) writer
**) advisors
INTRODUCTION
The successful of education is determined by teacher. When teacher teach in class, teacher need to understand about students problem in classroom. Teacher must know how to teach in class, and make students understand and have motivation in English learning process. In addition, to make all students active in classroom, teacher must have good interpersonal relationship with students.
Interpersonal relationship between students and teacher is very important to be understood by teacher. In teaching process, sometimes teacher just concern how to teach the lesson, but they are forget about interpersonal relationship with students.
When teacher have good interpersonal with student, process of teaching learning more active, because teacher have communication and interaction in classroom. The student also feel teacher care about them and they have spirit in English learning.
In addition, interpersonal relationship between teachers and students determines the way of communication and interaction in English learning process. For example:
when teachers is teaching inforn of the class, they see one of students look confused about the lesson, the teachers comes to students and asks why and which part the sudents do not understand on the lesson. The teacher may put his hand in the students back and ask direcly “in which part do not you understand son ?” When teacher said it, the student feel he is paid attention by teacher and students have concern about what teacher teach in classroom.
Based on pre observation was done by reseacher, there are two interpersonal relationship in SMA N 2 Painan. Firstly, teacher guide students to understand about the lesson. secondly, teacher accept students opinion in teaching learning process.
In conclusion, interpersonal relationship is an improtant thing that must done by teacher in make student’s active, motivation in English learning, and to understand about student with good communication and interaction in teaching
learning process. it can improve students achievment in English learning.
There are several defenition about interpersonal relationship by experts.
According to Dick and Heiyder (2006) state that definition interpersonal relationship is close relations between two individual or more. It means relation that happen when two or more people have interaction each other. Students and teacher sharing information in classroom, at the result they are understand each other.
Then, according to Sadler and Woody in Perry (2012:4) interpersonal theory original offered a conceptual framework to describe and predict dyadic interactions between individuals. It’s mean that interpersonal relationship describing student and teacher communication in teaching learning process.
In addittion, according to lileweri in Sukarni (2011:24)“ interpersonal relationship adalah interaksi antara seseorang dengan orang lain, sehingga hubungan itu berperngaruh kepada sikap dan prilaku kedua belah pihak”. In other words, interpersonal relationship interaction happen between teacher and students. When teacher and student have understand each other, it have impact to student behaviour.
Based on expert’s explaination the researcher conclude that interpersonal relationship is a process interaction between teacher and students that close and had impact to behaviour of individual attitudes. In teaching process, interpersonal is one important think that must has by teacher in class. If teacher has good interaction, so student will understand what teacher said in learning English procces.
According to Roger in locke (1995:34) states that there are three process of interpersonal relationship.
a. Empathy is the process of reacting to another’s feelings with an emotional response that is similar to the other persons felling. It means that teacher must know what students feel”. In this condition when students lazy to study, do not have motivation in study, teacher as students’ parents in school must do approach to students, and
asking about the problem of student and make he/ she like that. When students told about his problem, and we as a teacher also have a same emotion respon with our student, so students feel if we as a teacher care to them and have empathy.
b. Genuineness means that the teacher is
“real” in his or her relationship with students. It means that teacher being himself or herself in all situation and can adaptation with students condition.
When teacher feel angry with bad students attiude and proud or happy with students good attitude. Teacher can express what they feel. Tus, students also feel what teachers feel.
c. Possitive Unconditional Regard is similar with what parents feel to their children-the ability to see the good in them despite their flaws. In other hand, teacher accepts students totally without conditions, judgment or evaluation.
Example: the teacher given a question that can answer by one of student, but the answer did not true. In this situation teacher cannot said that it is wrong but we must give unconditional positive regard when students have brave to answer the question.
RESEARCH METHOD
The design of this research was descriptive study. According to Gay and Airasian (2000:275), a descriptive study determines and describes the way things are. The design of the research that was used by the researcher was descriptive qualitative research. Descriptive was chosen because the researcher wants to describe the teachers’ Interpersonal relationship in English learning process at SMA N 2 Painan. In addition, descriptive research has coming very useful nowadays in investigating many kinds of educational problems include teacher and student problems. Thus, by conducting this descriptive research, researcher described deeply of teachers’ interpersonal relationship in English learning process at SMA N 2 Painan.
In order to get the data for this research, the researcher needs a contribution from p.articipants. According
baker and ellece (2011:87), participants are people who take part in social activity.Thus, participants of this research were teachers SMA N 2 Painan as participant of this research. According to, Pitney and Parker (2009:43) explained that total sampling is sampling includes everyone associated with a small group as participants in a study. It shows that, researcher choose the participants in this research is all of English Teacher at SMA N 2 Painan. At the school there was four of English Teacher. Thus, researcher chose all of the English Teachers at SMA N 2 Painan as participants of this research.
In this research. The researcher used oberservation as instrument. According to Gay and Airasian (2000:145) explain that instrumentation is tool or something that is used to collect the data. There were some instruments that were used n this research.
In this research, the research used observation and interview. Yusuf (2007:292), observation is a technique of data collection which investigates both verbal and nonverbal activities. This instrument will be use in teaching learning procces. The observation expected to figure out how are the during teachers’
interpersonal on students’ motivation in English learning process at SMA N 2 Painan.
During the observation, the researcher used field note, observation checklist, and video recorder to help to gathring the data. In observation process, the researcher comes into the classroom to see teachers’ interpersonal relationship on teaching learning process. In class, researcher sat in back of the class and fill the observation field note and cheklist when teaching learning process. therefore, the researcher can understand teachers’
interpersonal relationship based on the indicators for this instruments, the researcher takes an adopted by Roger. The indicators are empathy, genuineness, and Unconditional positive regard.
After collecting the data, the researcher analyzed all the data. The data analysis in the research was conducted based on the technigque of analyzing qualitative data by According to Gay and Airasian (2000:239), there are four steps of analysing the data in describtive research.
Reading/Memoing, becoming familiar with the data and identifying the main themes. After all the data collected, the researcher read the instrument (and observation checklist). It’s to make the researcher familiar with data which has been gotten at SMA N 2 Painan.
Describing, examining the data in depth to provide details description of the setting, participants, and activities. In this phase, researcher described of teachers interpersonal relationship that used in English learning, after reading the result is done by the researcher. Classifying, categorizing and coding pieces of data and physically grouping them into themes. In this stage, the researcher classified and categorizes the data based on the theme types of teacher’s interpersonal relationship in English learning.
Interpreting, interpreting and synthesizing the organization data into general understanding. After the researcher got the data and all steps done, the researcher will interpret teacher’s interpersonal relationship in English learning.
FINDING AND DISCUSSION
For answering research question about how is teacher interpersonal relationship in English learning at SMA N 2 painan?” After researcher analyzed the video recording in Interpersonal relationship. The researcher found the process of teacher’s interpersonal relationship based on theories can be applied by the English teacher in teaching learning process. there are emphaty, genuineness, and unconditional positive regard. (Damon:1988. Roger in Blona:2011, and Shanne:2007). In this research, saw all process of interpersonal relationship in english learningb SMA N 2 Painan.
In addition, researcher found that all teacher in SMA N 2 Painan implemented interpersonal relationship.
Although, all the teachers did not implemented all indicator in interpersonal relationship. Second, the researcher also found that students more active and have motivation in english learning when teacher have interpersonal in teaching english process.
Based on explanation above, the researcher can conclude based on the result of video recording by English teachers at SMA N 2 Painan. First, teacher was begin with have emphaty to student. Second teaacher have genuineness in teaching learning process. the last teacher was gave student unconditional positive regard in teaching learning process.
CONCLUSION
Interpersonal relationship is relation between teachers and students in classroom. Teachers should have good relationship with students for effective teaching learning process. Good interpesonal relationship will improve students motivation and students result in teaching learning process. Then, the teacher need to understanding how to make good interpersonal relationship with students. At the result, students will active in learning process and all activity in teaching learning process will be run effectively. Moreover, the teacher is able to deliver the material optimally and students have good result in learning English process.
The important elements which should be understood by the teacher for effective teaching learning process are how to interaction with the students. Although, the students has different characteristic, teacher need interaction with all students.
As the result, student feel that the teachers concern about them. Then, improving their motivation in learning English.
Related to conclutions above, the researcher suggested to teacher who implemeted interpersonal relationship in teaching english, and should know about process of interpersonal relationship in teaching learning English.
ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin, the researcher would like to express thankfull to Allah the almaighty God, who has blessed the researcher finally finish this thesis with the title ”An analysis of teacher’s interpersonal relationship in english learning process at SMA N 2 Painan.”
This thesis was aimed to fulfill one of the requirements for the S1 Degree of English Department at STKIP PGRI West Sumatera.
First, the researcher would like to express her deepest gratitude to Sesmiyanti,S.S, M.Pd and Yulmiati,S.S, M.Pd as the advisors. The researcher thanks for their valuable time, guidance, suggestion, support and comment during the process of finishing this thesis.
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