0 CORRELATION BETWEEN TEACHER TEACHING STYLE AND
STUDENTS’ MOTIVATION IN LEARNING ENGLISH (A Study at SMA N 1 Tarusan)
JOURNAL
Submitted in Partial Fulfillment of Requirement for Getting Strata One (S1) Degree
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TUTI WAHYUNI 12040167
ENGLISH DEPARTMENT
COLLEGE OF TEACHER TRAINING AND EDUCATION (STKIP) PGRI WEST SUMATERA
PADANG
2016
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CORRELATION BETWEEN TEACHERS’ TEACHING STYLE AND STUDENTS’ MOTIVATION IN LEARNING ENGLISH
AT SMA N 1 TARUSAN
Tuti Wahyuni 1), Melvina M.Ed 2), Rindilla Antika, M.Pd 3)
1) English Education Department, STKIP PGRI West Sumatera, Gunung Pangilun-Padang Email : tuti.w4hyuni@gmail.com
2) English Education Department, STKIP PGRI West Sumatera, Gunung Pangilun-Padang Email : melvina.amir@yahoo.co.id
3) English Education Department, STKIP PGRI West Sumatera, Gunung Pangilun-Padang Email : dillarindilla@gmail.com
ABSTRACK
This study was correlational research which want to find out there is correlation or no correlation between two variables X and Y. In this research, teachers’ teaching style is identified as variable X and students’ motivation as variable Y. So, the purpose of this research was to find out the correlation between teachers’ teaching style and students’ motivation in learning English as SMA N 1 Tarusan. The population of this research is English teacher and students at tenth and eleventh grade of SMA N 1 Tarusan. There is five English teacher that teach in tenth and eleventh grade and 377 students at tenth grade and 380 students at eleventh grade. In choosing a sample, the researcher use totally sampling for the teacher and random sampling for the students. The researcher taked all of english teacher that teach in tenth and eleventh grade which totally 5 teachers and 50 students as sample. In collecting data, the researcher used questionnaires to find teachers’ teaching style and students’ motivation in learning English. After collecting data, the researcher use pearson product moment to analisys data. After analised data, the researcher found r-ccounted was 0,431 with significance level 0,05. Besides, r-table was 0,878 with significance level 0,05. So, the results of this research showed that there is no correlation between teachers’
teaching style and students’ motivation in learning English as SMA N 1 Tarusan. Finally, can be concluded that teachers’ teaching style do not influenced students’motivation in learning english at SMA N 1 Tarusan.
Penelitian ini merupakan penelitian korelasional yang melihat ada atau tidaknya hubungan antara dua variabel yaitu variabel X dan Variabel Y. Dalam penelitian ini gaya mengajar guru di identifikasi sebagai variabel X dan motivasi siswa sebagai variabel Y. Sehingga, penelitian ini bertujuan untuk melihat korelasi antara gaya mengajar guru dengan motivasi siswa dalam belajar bahasa inggris di SMA N 1 Tarusan. Populasi dari penelitian ini adalah guru bahasa inggris dan siswa kelas sepuluh dan sebelas di SMA N 1 Tarusan. Ada 5 guru yang mengajar di kelas sepuluh dan sebelas serta 377 siswa kelas sepuluh dan 380 siswa kelas sebelas. Dalam menentukan sample, peneliti menggunakan total sampel untuk guru dan Random Sampling untuk siswa.
Peneliti mengambil seluruh guru yang mengajar di kelas sepuluh dan sebelas dengan total guru 5 orang serta 50 siswa sebagai sampel. Dalam mengumpulkan data, peneliti menggunakan angket untuk melihat gaya mengajar guru dan motivasi siswa dalam belajar bahasa inggris. Setelah data diperoleh peneliti menggunakan Pearson Product Moment untuk menganalisis data. Setelah menganalisis data, peneliti menemukan nilai dari r-hitung adalah 0,431 dengan level signifikan 0,05. Sedangkan hasil r-tabel adalah 0,878 dengan level signifikan 0,05. Sehingga hasil penelitian ini menunjukkan bahwa tidak ada hubungan antara gaya mengajar guru dengan motivasi siswa di SMA N 1 Tarusan. Kemudian, dapat disimpulkan bahwa gaya mengajar guru tidak mempengaruhi motivasi siswa dalam belajar bahasa inggris di SMA N 1 Tarusan.
Key Words : Teachers’ teaching style ; Students’ Motivation.
1)
Researcher
2)
First Advisor
3)
Second Advisor
2 INTRODUCTION
Teacher plays an important role in education. Teacher has a responsibility to increase the quality of education, especially the quality of the students. Student with high quality is student mastering the lesson.
Teacher and students are two aspect that can not be separated. They have relationship each other. In the other side, good interaction between teacher and students will make teaching and learning process become easier to do.
Therefore, teacher should capable to build interaction with their students. So, teaching and learning process will run well.
Actually, there are many things that can the teacher do in building an interaction. One of them, teacher can use the teaching style in teaching and learning process.
Petrina (2007 : 112) stated that teaching style refers to the manner in which a teacher manages instruction and the classroom environment. It means that, teaching style is the way that teacher use in organize their classroom. Especially organize their students and classroom environment. There are many types of teachers’ teaching style, Grasha (2002) stated that there are five types of teaching style which are expert style, formal authority style, personal model style, delegator style and facilitator style.
In addition, teaching style will influences students’ motivation in learning process. As we know, motivation is crucial thing for the students. Motivation give the vital role in student learning, especially in learning English. Learning English is not same with learning the other subject, because English is foreign language for Indonesian’s students. So, they need motivation to learn English.
Wiseman (2014:44) said that motivation is an internal state that arouses students to action, direct them to certain behaviors, and assist them in maintaining this action and direction with regard to behaviors important and appropriate to the learning environment. In the other word motivation build their pretension to do something, and they will be spirit to do it. In doing something, or achieve what someone’s dream they need a big power. There are many characteristics of students motivation which are active in learning ; persistence ; vigor of responding ; do the task intensively
; solve the problem seriously ; never give up
; and focus in learning (Petri 2013 : 6 and Sadirman (2011 :83).
So, teacher should have ability to increase students’ motivation in learning.
One of ways is teacher should use teaching style in teaching and learning process. It supported by Mulyasa (2007:79) who stated that teaching style is an alteration in teaching and learning process which purpose to increase students’ motivation in learning, and to minimize the saturation and boredom in teaching and learning process. It means that, teachers’ teaching style is needed to give the motivation for the students in learning process.
However, based on the researcher pre observation in SMA N 1 Tarusan, the researcher showed that some of teachers are difficult to embrace student to learning process. When the teacher teaches in front of the class many students did not pay attention to the teacher, some of them talked with their friends and some of them were sleepy when the teacher explained the material, they did not follow the lesson that given by the teacher. The students were less motivation in learning. This condition cause by several factors, such as ; first, some of teachers still use the conventional style, in the other words, teaching style that used by the teacher impact to students respond in learning. Second, teacher can not make English learning become easy yet, because teachers’ teaching style is monoton.
The situation above become the reason why the researcher interest to see the relationship between teachers’ teaching style and students’ motivation in SMA N 1 Tarusan. Besides, teachers teaching style and students’ motivation have not been analyzed in English Education Department STKIP PGRI West Sumatera in last five years.
RESEARCH METHOD
The design of this research was correlation research. The researcher use it because the researcher wants to analyze the correlation between teachers’ teaching style and students’ motivation. In this research there are two variables : teachers’ teaching style and students’ motivation.
The population of this research are all of English teacher and students at tenth and eleventh grade in SMA N 1 Tarusan. There are five English teacher and 377 students which are ten class in tenth grade and 380
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students which are ten class in eleventhgrade in SMA N 1 Tarusan. In determining the sample of the students, the researcher use simple random sampling as the suitable technique to select a sample. The researcher took 50 students as the sample.
The instruments of this reseach is questionnaire, the researcher will used two questionnaire which are teaching style questionnaire and students’ motivation questionnaire. The questionnaire is not in the form of test, but they are only some statements, which describe teachers’
teaching style and students’ motivation. All of the items is written in Indonesian to avoid misunderstanding in completing the questionnaire and to get the data clearly.
In collecting data the researcher do some step. First, the researcher made indicators of the questionnaire. Then, the researcher made the questionnaire and did validity of that questionnaire. After that the researcher distributed teachers’ teaching style questionnaire to the teacher and students’ motivation questionnaire to the students. After that the data were analyzed by scoring teachers’ teaching style questionnaire and students’ motivation questionnaire. To analyze the data of teachers’ teaching style and students’
motivation, the researcher use Pearson Product Moment.
FINDINGS AND DISCUSSION
Based on the data analysis above, the researcher found several findings. They were as follow : first, the researcher found the highest score of teachers’ teaching style questionnaire was 78% and the lowest score of teachers’ teaching style questionnaire was 70%. Thus, the highest score of students’ motivation questionnaire was 78%
and the lowest score of students’ motivation each group was 69% .The third, the researcher found that coefficient correlation of teachers’ teaching style and students’
motivation was 0,431. Then, the strength of its correlation is moderate correlation. The last the researcher found that r-calculated was 0,431 and r –table was 0,878. It clearly showed that r-calculate was smaller than r- table. Thus, it can be concluded that there is no correlation between teachers’ teaching style and students’ motivation.
Teachers’ teaching style is teacher’s characteristic in teaching process. Each style describe they own way in delivering the
knowledge to their students. Although many teacher teach the same subject, they have diffferent style in deliver the material for the students. Teaching style is very important in teaching process, because with teaching style, the teacher can encourage their students become interest with the material
In this research, the result of the correlation can be found by correlating the result of teachers’ teaching style questionnaire and students’ motivation questionnaire. From the result, the were some kind of the data was found. First, the researcher found that there were three types of teaching style in SMA N 1 Tarusan. They were 2 facilitator style, 2 formal authority style and 1 delegator style. it means that, the teacher have different teaching style each other. They have different way to teach their students.
Second the research found that the students have different score in students’
motivation questionnaire. The highest score was 88% and the lowest score was 55%. The third the researcher found that coefficient correlation of teachers’ teaching style and students’ motivation was 0,43. It means that, there was positive correlation between teachers’ teaching style and students’
motivation, but the strength of the correlation resided in moderate criteria. The last the researcher found that r-calculated of teacher teaching style (0,431) was smaller that r-table (0,878). It means that, although teachers’ teaching style and students’
motivation have moderate correlation, as the r formula, H0 was accepted and H1 was rejected. In the other word, there is no correlation between teachers’ teaching style and students’ motivation. Therefore, teachers’ teaching style do not influenced students’ motivation in learning english.
Based on the discussion above, this research contrast with Mulyasa’s theory (2007:79) who stated that teaching style in an alteration in teaching and learning process which purpose to increase students’
motivation in learning. The data that researcher got in SMA N 1 Tarusan was rejected H1 that stated there is correlation between teachers’ teaching style and students’ motivation in learning english and accept H0 that stated there is no correlation between teachers’ teaching style and students’ motivation in learning english.
4 CONCLUSION
The researcher pointed out the conclusions. First, the researcher found that there were three types of teaching style. The were 2 facilitator style, 2 formal authority style and 1 delegator style. it means that, the teacher have different teaching style each other. They have different way to teach their students.Second the research found that the students have different score in students’
motivation questionnaire. The highest score was 88% and the lowest score was 55%. The third the researcher found that coefficient correlation of teachers’ teaching style and students’ motivation was 0,43. It means that, there was positive correlation between teachers’ teaching style and students’
motivation, but the strength of the correlation resided in moderate criteria. The last the researcher found that r-calculated of teacher teaching style (0,431) was smaller that r-table (0,878). It means that, although teachers’ teaching style and students’
motivation have moderate correlation, as the r formula, H0 was accepted and H1 was rejected. In the other word, there is no correlation between teachers’ teaching style and students’ motivation.
ACKNOWLEDGEMENT
The researcher would like to express her sincere gratitude to the first advisor, Melvina, S.Pd, M.Ed and second advisor Rindilla Antika, M.Pd for their guidance, motivation, and support which help the researcher to finished this research. Thank for every time that have their spent for the researcher.
REFERENCES
Grasha, A.F. 2002. Teaching With Style: A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles.
USA: Alliance Publishers.
Mulyasa. 2007. Menjadi Guru Profesional:
Menciptakan Pembelajaran Kreatif dan Menyenangkan.
Petrina, Stephen. 2007. Advanced Teaching Methods for the Technology Classroom. Canada: The University of British Columbia.
Petri, Herbert & Govern, John. 2013.
Motivation ; Theory, Research and Application. Belmont:
Wadsworth Cengage Learning.
Sardiman. 2011. Interaksi dan Motivasi Belajar Mengajar. Jakarta: PT Raja Grafindo Persada.
Wiseman, Dennis G. & Hunt, Gilbert H.
2014. Based Practice in Motivation and Management in the Classroom. Springfield, Illinois: Charles C Thomas.
Publisher, LTD.
