THE EFFECT OF TEACHERS’ CREATIVITY ON STUDENTS INTEREST IN LEARNING ENGLISH IN THE SECOND
GRADE SMP NEGERI 2 TINAMBUNG
A THESIS
Submitted to the Faculty of Teacher Training and Education Muhammadiyah University of Makassar in Partial Fulfillment of
Requirement for the Degree of English Department
HESTIKA 105351131016
ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER AND TRAINING EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
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Jalan Sultan Alauddin No. 259 Makassar Telp : 0411-860837/860132 (Fax) Email : [email protected] Web : www.fkip.unismuh.ac.id
UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS
SURAT PERNYATAAN Saya yang bertanda tangan di bawah ini:
Nama : HESTIKA
NIM : 105351131016
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Effect of Teachers‟ Creativity on Student Interest In Learning English in The Second Grade SMP Negeri 2 Tinambung
Dengan ini menyatakan bahwa skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau dibuat oleh siapapun.
Demikian pernyataan ini saya buat dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Desember 2020 Yang Membuat Pernyataan
HESTIKA
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Jalan Sultan Alauddin No. 259 Makassar Telp : 0411-860837/860132 (Fax) Email : [email protected] Web : www.fkip.unismuh.ac.id
UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS
SURAT PERJANJIAN Saya yang bertanda tangan di bawah ini:
Nama : HESTIKA
NIM : 105351131016
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Effect of Teachers‟ Creativity on Student Interest In Learning English in The Second Grade SMP Negeri 2 Tinambung
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesai menyusun skripsi ini, saya akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing yang telah ditetapkan oleh pemimpin fakultas.
3. Saya tidak akan melakuan penjiplakan (plagiat) dalam menyusun skripsi.
4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3, saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Desember 2020 Yang Membuat Perjanjian
HESTIKA
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MOTTO AND DEDICATION
“ never stop praying even after god gave you what you were
praying for ”
This Thesis Is Dedicated To
My Beloved Parents And My Big Family Who Always Pray,
Support And Give Me a Big Love
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ABSTRACT
Hestika. 2020. Thesis of English Department. The Effect of Teachers’
Creativity on Students Interest in Learning English in The Second Grade SMP Negeri 2 Tinambung. Supervised by Nur Qalby and Farisha Andi Baso.
This research is aimd to find out the effect of teachers‟ creativity The Effect Of Teachers‟ Creativity On Students Interest in Learning English in The Second Grade SMP Negeri 2 Tinambung. The problem statements are two namely: how is students' perceptions of learning English?, and What are the effect of teachers‟ creativity on students‟ interest in learning English at SMP Negeri 2 Tinambung ?. this research was descriptive qualitative. The population is the second grade student SMP Negeri 2 Tinambung which consist of 25 students.
The sample taken from B class of SMP Negeri 2 Tinambung. The instrument use are interview and questionnaire.
However, the subjects of this research were 25 students of the second grade at SMP Negeri 2 Tinambung. The researcher employed Descriptive- qualitative method and the instrument of this research were conducted through interview and questionnaire
As a result of the questionnaire and interview, most of the students' positive responses to teachers‟ creativity on students interest in learning English.
The students claimed that teachers‟ creativity on students interest in learning English very important for them, such as encourages students to be more excited and motivated to learn English Students, can interest in learning English. . The percentage results show that almost all students strongly agree with the opinion that the effect of teachers‟ creativity on student interest in learning English
Based on the data obtained, the research concludes that students gave positive responses to the teachers‟ creativity on students interest in learning English to received the material.
Keywords: effect, Teachers‟ Creativity, Interest in learning English.
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Hestika. 2020. Skripsi Jurusan Bahasa Inggris. The Effect of Teachers’
Creativity on Students Interest in Learning English in The Second Grade SMP Negeri 2 Tinambung. Dibimbing oleh Nur Qalby dan Farisha Andi Baso.
Penelitian ini bertujuan untuk mengetahui Pengaruh Kreativitas Guru Pengaruh Kreativitas Guru Terhadap Minat Belajar Bahasa Inggris Siswa Kelas II SMP Negeri 2 Tinambung. Rumusan masalah ada dua yaitu: bagaimana persepsi siswa tentang pembelajaran bahasa Inggris ?, dan Apa pengaruh kreativitas guru terhadap minat belajar bahasa Inggris siswa di SMP Negeri 2 Tinambung?.
Penelitian ini bersifat deskriptif kualitatif. Populasinya adalah siswa kelas II SMP Negeri 2 Tinambung yang berjumlah 25 siswa. Sampel diambil dari kelas B SMP Negeri 2 Tinambung. Instrumen yang digunakan adalah wawancara dan angket.
Subjek penelitian ini adalah 25 siswa kelas II SMP Negeri 2 Tinambung.
Peneliti menggunakan metode deskriptif-kualitatif dan instrumen penelitian ini dilakukan melalui wawancara dan kuesioner
Berdasarkan hasil kuisioner dan wawancara, sebagian besar respon positif siswa terhadap kreativitas guru terhadap minat siswa dalam belajar bahasa Inggris.
Para siswa mengklaim bahwa kreativitas guru terhadap minat siswa dalam belajar bahasa Inggris sangat penting bagi mereka, seperti mendorong siswa untuk lebih bersemangat dan termotivasi untuk belajar bahasa Inggris. Siswa dapat tertarik untuk belajar bahasa Inggris. Hasil persentase menunjukkan bahwa hampir semua siswa sangat setuju dengan pendapat bahwa kreativitas guru berpengaruh terhadap minat siswa dalam belajar bahasa Inggris.
Berdasarkan data yang diperoleh, peneliti menyimpulkan bahwa siswa memberikan tanggapan positif terhadap kreativitas guru terhadap minat siswa dalam belajar bahasa Inggris dalam menerima materi.
Kata Kunci: Pengaruh, Kreativitas Guru, Minat Belajar Bahasa Inggris.
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Alhamdulillah Robbil Alamin. Deepest gratitude would like to express her highest appreciation to the almighty Allah SWT, Who has given the mercy and blessing for her in completing this thesis. Salam and shalawat to our prophet Muhammad SAW will always be an obligatory deed for considering themselves as ummah of prophet Muhammad SAW who has brought Islam to our civilization.
Further, the researcher also expresses her beloved parents' deepest gratitude, her late father, Muhammad Saleh and lovely Mother Saida. for their prayer, motivation, financial and sacrificed for her success, and their love sincerely and purely without time.
The researcher realized that many people have valuable guidance, suggestions, assistance, and advice to complete this thesis to research and write this thesis. Therefore she would like to acknowledge them:
a. Prof. Dr. H Ambo Asse, M.Ag, the Rector of Muhammadiyah University of Makassar.
b. Erwin Akib, M.Pd., Ph.D., the Dean of FKIP UNISMUH Makassar.
c. Ummi Khaerati Syam, S.Pd, M.Pd, the head of the English Education Department of FKIP UNISMUH Makassar, gave her valuable authorities and suggestions in doing this thesis.
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d. Her greatest thanks are Dr. Nur Qalbi, SS., M.Hum. as the first consultant and Farisha Andi Baso, S.Pd., M.Pd. as the second consultant who has given their valuable time and patient to support assistance and guidance to finish this thesis.
e. Her greatest thanks to her headmaster of SMP Negeri 2 Tinambung Aswan Dinar, S.Pd.,M.Pd and English teacher Siti Aisyah, S.Pd.Ing and all of the students, especially for the VII B class at SMP Negeri 2 Tinambung who have spared their time and activities for being subject of this research
f. Her greatest thanks to beloved brother and sister whom always gives motivation to finishing my study, also all of best friends who always gives support so that 1 have enthusiasm in doing my thesis.
g. Her greatest thanks to Intellculate Class as a class who have given experiences in developing her character.
h. Her greatest thanks to her friends that could not be written who have given experience in a friendship.
i. Her greatest thanks also to everybody asking her, "Apa Kabar Skripsi?” here we go! Finally, she finished it.
j. Finally, for everyone who has given the valuable suggestion, guidance, assistance, and advice to complete this thesis, may Allah SWT be with us now and ever after.
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was pleasure for him to accept constructive critiques and suggestion for improving this thesis
Desember 2020, Makassar The researcher
Hestika
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TABLE OF CONTENTS
COVER ... i
APPROVAL SHEET ... ii
COUNSELLING SHEET 1 ... iii
COUNSELLING SHEET 2 ... iv
ABSTRACT ... vi
ACKNOWLEDGEMENT ... vii
TABLE OF CONTENTS ... vii
CHAPTER I INTRODUCTION A. Background ... 1
B. Problem Statement ... 4
C. Objective of the Research ... 4
D. Significance of the Research ... 4
E. Scope of the Research ... 5
CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Related Research Findings ... 6
B. Some Pertinent Ideas... 7
C. Conceptual Framework ... 27
CHAPTER III RESEARCH METHOD A. Research Design... 29
B. Subject of The Research ... 29
C. Research Instrument... 29
D. Data Collection Procedure ... 30
E. Data Analysis Technique ... 31
CHAPTER IV FINDINGS AND DISCUSSION A. Findings... 35
B. Discussion ... 44
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 46
B. Suggestion ... 47
BIBLIOGRAPHY ... 48 APPENDIX
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CHAPTER I
INTRODUCTION
A. Background
Creativity is considered as a form of imaginative activity that can produce original thing. Although there is a scientific recognition of the importance of creativity, until now very little research has been done. This is due to the difficulty of the methodology and the workings of the brain.
Creativity experts, such as Biduri (2017) through the Hemisphere Theory say that the human brain is actually divided into two hemispheres: the left hemisphere and the right hemisphere. The left hemisphere of the brain leads to a convergent thinking, while the right hemisphere leads to divergent thinking.
Although humans use both hemispheres, one side generally tends to dominate in each individual‟s brain. Ideally, the brain is managing and developing its capacity in such a way as to have a good relationship between the two hemispheres, so that they ca n feel in advance what is needed under particular situation and then use the right way to handle it. However, they tend to remain in the comfort zone of the dominant hemisphere and process the situation according to the right or left brain preference.
Media is something that can be use to stimulate someone‟s thoughts, feelings and actions that can facilitate the process of learning. However, media is not always appropriate in all school. It is because not all schools have the technology as supporting tools in the learning process such as the school lack of language laboratories, textbooks, and LCD projector. These factors make
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difficulties for teacher to join the development. Therefore, teacher creativity is the thing needed in learning process and knowledge development.
In Creativity can be seen in a different sense some argue that creativity in different disciplines: some in education are called "innovation" in business called "entrepreneurship" in so-called mathematics sometimes equated with
"problem solving", and so in music it is called "performance or composition".
education, creativity is innovation. Innovation is a creativity which is defined as an ability to create a new product, modification or changes things that already exist. In other perception, creativity is an ability to solve the problem, which gives individuals create original ideas adaptive function in full usefulness to thrive on.
In realizing student‟s interest in learning, the teacher as an educator is expected to have creativity in managing the classroom, in giving materials and in using the methods, so that the students can actually understand the materials provided. In order opinion is conveyed by Ricvhard, he said, A creativity teacher is the teacher looks for original ways of creating lesson and using the textbook and teaching materials. This is another way of saying that being creative means seeking to adapt and modify lessons to better match and the learner‟s needs.
English is the one of effective lesson of using creativity in teaching.
Based on the problems above, it is very regrettable if the students have ignorance of English. Moreover it also concerned that students no longer has an interest and assumption that English language lesson is hard. We all know that interest is the tendency and great desire for something. Lack of interest in
learning English is not caused by ignorance or lack of students‟ intelligence, but there are other things as in the previous discussion, namely the lack of media. Besides, without the media, creativity still keep existing in providing an understanding.
Be focusing on how teacher success, the teacher is expected to be able to give their creativity for making students feel interested and can be effective the long term. The more creative teacher is the higher students‟ understanding in learning English will be. Teacher‟s creativity is also very important to encourage the students‟ creativity, because with the existence of teachers;
creativity the students‟ will also learn to be creative. Thus, creativity is needed in realizing the of education,
Student interest in English lessons is very lack, the cause maybe because of the presentation of the material in the class that is the teacher, this is related to the creativity of the teacher in delivering the material. Students mostly find English language lessons difficult, because writing with different readings. So the both points will greatly affect the ability of students in English language learning. If an interesting teacher in delivering the material have a very good effect on students, students motivated to learn, so students will find English lessons easy and will increase their enthusiasm for learning, which will have the same effect on knowledge later. So that the expected learning outcomes or goals can be achieved
Therefore, researcher want to observe the teacher‟s creativity in handling the lack of media problems. So it can attract the students‟ interest.
Referring to the previous discussion, researcher is interested in conducting an
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observation with the title “The Effect of Teachers‟ Creativity On Students Interest in Learning English Language in The Second Grade SMP Negeri 2 Tinambung”.
B. Problem Statement
In order to identify the teachers‟creativity on students interest in learning English, the researcher formulates the following research questions:
1. how is students' perceptions of learning English?
2. What are the effects of teachers‟ creativity on students‟ interest in learning English at SMP Negeri 2 Tinambung ?
C. Objective of the Research
Based on the problem statement above, the researcher intended to find out such as:
1. students' perceptions of learning English
2. The effects of teachers‟ creativity on students‟ interest in learning English at SMP Negeri 2 Tinambung
D. Significance of the Research 1. Theoretically
This research is expected to contribute to the world education. The contribution is the form of information and relate to The Effect Of Teachers‟ Creativity On Students Interest in Learning English Language The Second Grade SMP Negeri 2 Tinambung.
2. Practically a. For educator
By doing this research, the researcher wants to tell the teacher about what students need in increasing their creativity in learning English so that it can motivate students to interest in learning English.
b. For students
Show that it is important for students to understand their students' first problem in increasing their interest in learning English easily.
In developing successfully English c. For Researcher
This research can develop researcher knowledge about the the effect of teachers‟ creativity on students interest learning in english language in class.
E. Scope of the Research
In This research, it is very important to make a scope of research to get eligible data. This research is limited to second grade students at SMP Negeri 2 Tinambung. Then describe the creativity of teachers with classroom management in delivering material to increase student interest in learning English
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REVIEW OF LITERATURE
A. Previous Related Research Findings
This chapter reviews some literature on the issues is learning process, especially about the effect of the teachers‟ creativity. The review is begin with some research finding about creativity. Creativity is one supporting in achieving a good education. Research on teacher creativity has been done previously by several researcher.
1. Khoir (2014) examine the attitude of the undergraduate students of the Life Science School of Khulna University towards English language and conclude that their attitude is generally positive and instrumental.
Similarly, in as study on 40 Saudi student learning English at an American university, Alfawzan (2012, Abstract) found that instrumental motivation is the main drive force for those student 2. Al-Tamimi & Shuib (2009) find that instrumental motivation plays a
primary role in learning English, and that students have positive attitudes towards the English language and its culture, and the use of English in sociable and instruction contexts.
3. Jeffrey & Woods, (2003) the construct this type of ethos have many objective but in terms of teaching and learning one of the school‟s major aim is to make the learning experienced relevant to learner, and make interesting. For young learners this meant ethos that was dynamic and active
4. Fleith, 2000 Prior research also fails to explain the paradox between teacher supposition regard the importance of promoting creativity when their practices appear inconsistent with their beliefs. reports from teachers to explore potential factors influencing their beliefs and their classroom practices.
Based on the previous findings above, it can be concluded that there are the research above give some contributions to the researcher. The researcher concluded that teachers‟ creativity have positive effect toward the students interest. So, the positive thing is when a teacher has creative ideas or shows new things to students that can attract students' interest in learning such as describing something in the form of image media. So students more actived in class and the creativity of a teacher can increase their interest in learning.
B. Some Pertinent Ideas
1. Concept of Teacher Creativity a. Definition of Teacher Creativity
Teacher creativity needed in the classroom as a space to manage the process of learning. Mainly, organizing and maintaining class must be done by teacher to make the classroom physically being neat, clean, healthy, moist, fairly light illuminated. There are some teacher approaches need to be done such as : maintaining order through the use of disciplined classroom atmosphere (authoritarian approach) create and maintain order through a classroom atmosphere of intimidation (bullying approach), to maximize the freedom of students (permissive approach), following the established guidelines,
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and quality learning plan implemented good (Instructional approach), learners develop behavior desired by reducing unwanted behavior ( behavior Changing approach), develop a good relationship interpersonal and socio emotional climate of positive class (socio emotional climate Creation approach), foster and maintain effective classroom organization (Social Systems approach) (Husin 2016) .
Teacher creativity needed to create and maintain a classroom environment and atmosphere so that teaching and learning can take place effectively and efficiently. Teachers create and develop relationships with students and teachers make productive group rules.
Teacher Creativity will know and adjust the internal factors and external factors of students. Internal factors associated with problem student‟s emotions, thoughts, and behavior. External factors associated with problem students learning atmosphere, student placement, grouping of students, number of students, and so on. Problem number of students in the class will color class dynamics. The more the number of students in the class will be more prone to conflict. This conflict can be prevented by a creative teacher because the teacher would always think about how to attract the attention of students to focus on learning
There are plenty of definition of the word creativity that have been suggestion by the researchers in learning. According Kampylis (2010) stated that creative is th e ability to bring new ideas that are surprising and valuable in many` ways. creativity is said to novelty, to the power to make something, to implement new forms, to get lots of
imaginative skills or to form something that already exists into something new.
Oxford Dictionary defined that “creativity is use of imagination or originality ideas to make something”. Meanwhile Subur (2017) stated that creativity is an ability to make a new combinations, information or elements that already exist. While according defines creativity is the skills that bring something new and valuable to the people to do more new things and break away from old styles.
Teacher creativity can be illustrated by using an imaginative approach or approaching students who basically do not like it when reprimanded, but when through the approach these students can change and want to hear orders from the teacher. to make the learning process more interesting, motivating, interesting, thrilling and effective. In other words, it is stated that creative teaching can be considered as teaching that aims to make students learn more interesting and more effective through the use of imaginative approaches.. Creativity of the teacher can be see when they teaching and we can know that how the creativity of teacher interest in learning English. One thing that we cannot deny is that many factors make it teachers become creative educators “ one of the supporting factors to simulate improving naughty when always give good direction that is gentle with the term approach can trigger student change. And that will be one of the successes of a teacher in educating students.
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Teachers who teach creatively use imaginative approaches to create learning interest and effective. To make learning experienced relevant to students, they ensure that the curriculum and pedagogy are relevant to students. I getting students to encourage in learning, teachers might also prioritize strategies or adapt the strategies to the appropriate age range, context, and individual. Also, creative teaching encompasses teacher‟s effort in making teaching and learning relevant and in encouraging student ownership of learning.
Furthermore, teacher creativity defined as quality on new ideas development in teaching. This idea is response such as good problem organizer, maximal on classroom mastery, and understand students need. Thus, creative teaching is a teachers‟ ability on handle the class and will make students‟ comfortable in learning.
b. Classroom Management
Classroom management is all the activities of the teacher to make the class and all related classes to achieve a comfortable and effective learning. Classroom management is a series of teacher behavior in its efforts to create and maintain a classroom environment that allows students to learn well. According to Munandar ( 2002) that perform the necessary classroom management a teachers' creativity in managing all physical and non-physical components involved in the learning process.
Creativity is a person's ability to create new things, new ideas from the ideas of the new, modified, association, combination to be a new thing. A teacher does different things to organize students, space, time, and
materials so that student learning can happen Mirzaee & Rahimi (2017) A set of strategies and skills that let a teacher to manage students effectively in order to create a positive learning environment for all students (Sternberg & Williams, 2002). Here, classroom management explained more precisely.
According McCuin (2006) classroom management is defined as actions which teachers apply to create a supportive environment for the academic and social-emotional learning of students. Believe that teachers should be able to apply appropriate creativity to contribute students with behavior problems. McCuin (2006) express that effective classroom management improves student behavior.
Mostly English teachers‟ are can manage and control their classes.
Their management strategies are different. They must know how arrange class that how students are placed in suitable place. In addition, they must be aware how to communicate with students and how deliver the lessons and also they must be able to recognize students' weaknesses and strengths. To have the abilities, creativity can be an effective factor. A creative teacher can generate something beneficial and new and perform his/her ideas appropriately in classroom. They can apply some helpful tools such as; videos, mobiles, cameras, educational software, music, games to improve learners' language proficiency. Therefore, classroom management is a significant factor in English teaching and learning.
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Some classroom management strategies recommended by Cooper (2004) which presenting here. He offered English teachers to have a successful class through holding and communicating high behavioral expectations. Clear principles and procedures must be established, and a powerful teacher must be able to clarify to students the results of misbehavior. He points the view that when a teacher perform some principles, he/she must implement classroom principles swiftly, steadily, and equitably from the very first day of school. Hence Cooper (2004) in his book points out to key strategies which here are presented briefly.
Work to instilled a meaning of self-discipline in students; dedicate time to teaching self monitoring skills. Maintain a brisk instructional pace and create smooth transitions between activities. Monitor classroom activities; hand over students feedback and reinforcement regard their behavior. Create opportunity for students (particularly those with behavioral problems) to experienced success in their learning and social behavior. Identified students who seem to meaning of personal efficacy and work to support them achieve an internal locus of control. Make use of cooperative learning groups, as appropriate. create use of humor, when suitably, to stimulate student interest or reduce classroom tensions. So if teachers apply the strategies, not only they can manage classrooms successfully but also they will control their classes creatively.
Fisher (2013), worked on creativity in education and found that creativity can be increased in an environment in which team work, self- motivation, independence, sociocultural diversity, and risk-taking culture
that tolerates and even encourages failure are encouraged. In make this type of environment, Torrance and Myers recommended that "teachers approve and encourage creative thinking, tolerate dissent, encourage students to trust their own judgments, underline that everyone is capable of this creativity and attent to a stimulus for creative thinking through brainstorming and modeling. Creativity for an educator is very much needed, because one way that can make students interested in learning and receiving material is how the teacher's creativity affects them.
As a whole, creativity in education environment depends on several factors such as; evaluation, culture, curriculum, personal abilities, teaching and learning format, national policies, teachers, technology, and tools Mirzaee & Rahimi ( 2017) As it was mentioned, different researchers conclude that creativity has a key role and main core in teaching and learning. Most scientists applied creativity in different environments to develop their goals. To my own experience, as a teacher, I have gotten experience of the importance and profits of creativity in my classroom.
Classroom management consult to how things are standard carried out in the classroom, whereas classroom discipline is the specific management of student behavior. Garrett (2020) explains, “Classroom management distribute with how things are done; discipline distribute with how people behave. Classroom management also have to be implemented with procedures, routines, and structure; discipline is about impulse management and self-control. Classroom management is the teacher‟s responsible discipline is the student‟s responsibility” Garrett (2020),
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Classroom management really help teachers to increase students' interest in learning, when the teacher manages the class very well before doing the teaching and learning process, students will feel comfortable even the teacher will be comfortable in delivering the material
c. The Role of Teacher in Managing class
The success of learning in the classroom is largely determined by the teacher. Teacher activities in the classroom include two main things, namely teaching and class dancing. Teaching activities directly motivate students to achieve goals. Government class activities create and maintain a classroom atmosphere so that teaching activities can run effectively and efficiently. Rewarding immediately, developing good relationships between teacher and students, developing rules of the game in group activities are examples of classroom activities. This is in according Devi (2019) class management is a conscious effort to plan, organize, actualize, and carry out supervision of programs and activities in class so that the teaching and learning process can take place systematically, effectively and efficiently, so that all the potential of students can be optimized.
Classroom management needs to create a happy or pleasant atmosphere in the school environment through classroom management, by establishing a familiarity between students, the teacher can more easily direct students to encourage and motivate student enthusiasm for learning.
Fun learning is learning where the interaction between teacher and students, the physical environment, and the atmosphere provides
opportunities for the creation of conditions that are conducive to learning.
A pleasant learning atmosphere for students will not make students feel bored and will not feel afraid to involve themselves in the learning process. In the learning process the teacher must create a conducive atmosphere and students are required to be active in developing creative ideas in asking questions, questioning problems that arise in learning, and expressing their ideas. Thus in teacher learning does not dominate teaching and learning activities, but students do more learning activities. This means that every time you meet face to face, the teacher must use a variety of methods and models.
d. Characteristics of Teacher Creativity
Rahmahati (2015) stated that there are several condition to be creative teacher. Professional, means well grounded in teaching, mastering various technique and learning models, thoughtful, have the ability to manage individual and groups learning activities, mastering various techniques and research models. Have personalities, mean accept to new things, understand children development, attentive, have tolerance, high creativity and being curious. Social relationships, means lovely with talented children, can adapt, sociable, and be able to understand others behaviour quickly.
Teacher‟s creativity in teaching process include how is the teacher implementing learning process. Creative teacher prioritized methods and techniques that support the creativity development. In this terms, questioning skill play an important role. Creative teacher will emphasize
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divergent question and this question will bring students in an active learning environment.
e. Creativity
creativity has a lot of definitions. The definition of creativity also depends on the theoretical basis on which the experts refer. Wahyuni (2018) defines creativity as the ability to create something new to make students active more until they are understand what teacher meaning.
Webster (2002) further stated two ways of thinking, namely convergent and divergent ways of thinking. Convergent thinking is a private way of brooding about something with the view that there's just one correct answer. While cerebration is that the ability of people who seek alternative answers to problems. In regard to creativity, Webster stressed that creative people have more divergent ways of thinking than convergents. Most definitions of creativity specialise in one in every of these four P's or their combinations. The four P's are interrelated: artist who engages within the creative process, and with the support and encouragement (press) of the environment, produces creative products.
Otherwise, according Agustina Putri (2018) the creativity can be divided into two, namely: cognitive characteristic (aptitude) and non cognitive characteristics (non-aptitude). Cognitive characteristics (aptitude) consist of originally, flexibility, fluency and elaborative.
So Creativity are correlate with a varies of behaviors and mental characteristics, including associations between ideas and distant contexts, the applying of assorted perspectives, and curiosity, likewise as flexibly in
idea and action, rapid generation of qualitatively different solutions and answers to problems and questions, and determine tolerance for ambiguity and uncertainty, and also the use of surprising objects. so a teacher doesn't feel the name of profound confusion within the lesson. with the creativity of a tutor can make students have a small increase within the learning process There are some characteristic of creativity
In creativity of teacher when teach, teacher must be able make changing for students. For example when studying, students must active more than teacher and their must be understand what they studied. All individuals with healthy brains have some level of creative potential, but individuals differ in how much newness they produce. creative that has creativity measures such as psychometrics based on hypotheses can be stated that the ability to make general in all areas of activity (art, business, music, technology, etc.) can lead to something useful and stable over time.
This view imply that someone whose creativity is above generally in one domain can also be expected above generally in another domain as well and has a positive impact on others.
a) Creativity as Process
Creativity as a process is how students can understand about the subject and their can give be better to teacher, in order that teacher to know about students skill. The fact that the human mind can produce new concepts and ideas requires a proof, as an example by being curious, people will definitely know until they get what they're searching for or need. Cognitive psychologists aim to deduce relevant
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mental processes from observations about how individuals solve problems that need creativity. The minds of creative people spontaneously produce an oversized number of combinations of random ideas, producing several ideas which will make the generation go and a few selected combinations expressed in behavior. Alternative hypothesis is that an original person is can override the constrain influence of past experiences and hence consider a large range of actions and possibilities
b) Creativity and Education
Talking about creativity and education its very important for students, because without it‟s not balance. Because in teaching learning process there are creativity and education. it is not know to what lead an individual's ability to create can be enhance. Most training programs assume that creativity is a general ability or process.
Creative individuals are individuals who are able to provide change as the next generation even though they often get negative reactions from others without violating social norms and expectations. In the school environment, attention must be given to creative students from students so as not to cause disruption due to emotional or social problems.
Creative students who have difficulty in this case tend to be involved in individual projects, the solution that can be given is students need a motivation so that when he is working on a project it can be a reference for him. In short, high creativity suits social and individualistic lifestyles; one result is healthy and beneficial.
Based on the definitions explained by the psychology figures above, the creative definition is the ability to produce ideas with various alternatives and some creative processes supported by the surrounding environment.
f. Procedure of Teaching
A creative teacher according to oxford advanced learners dictionary, strategy is a plan that is intended to achieve a particular purpose, the method of designing something or putting plan into operated in an exceedingly skill way, and also the skill of designing the movement of during a battle or war , an example of doing this.
Strategy may be a guidance to realize the determined goals. If this term associated with the teaching and learning, strategy can means describing the teacher and therefore the students activity in teaching and learning to attain determined goal. In education, strategy sense an idea, method or series activities designed to effect a selected educational goal.
Teacher has big role to make their students success in learning.
Therefore, more strategies in teaching process are needed. There are some strategy in teaching English that can be used to teach young learner.
1) Cooperative Learning
Cooperative learning may be a teaching strategy involved child participation in small group learning activities that promote positive interaction. The function of cooperative learning is to assist the
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youngsters in helping one another once they face some problems in learning English. In cooperative learning terms, low-achieving students can make a contribution to a bunch and knowledge success, and every one students can increase their understanding of ideas by explaining them to others.
2) Communicative learning
Language learning is understand as learning to speak through communication. Communicative teaching is commonly organized within the three phase framework. Pre-activity, while activity and post activity. Pre-activity is organize to arouse interesting within the learner towards within the main task, motivate performance, to active in learners their prior knowledge and prepare them for the language that may be necessary to perform the most task. While-activity is organized as oral or written language and is predicated on engaging the learners within the communicative tasks. Post-activity is reflection on the ideas and language that was produced during the most activity.
3) Activity Learning
Many studies show that learning sense improved when students actively involved in learning process. So, activity in learning is environment that provide students to tell and listen, read, write, and reflect as they approach course content through problem solving exercises, informal small groups, simulations, case studies, role playing and other activities. In active learning the children also direc
to learn by their self and make their own concept base on their experience.
2. Concept of Students Interest a. Definition of Student Interest
The definition of interest is a sense of preference, a sense of interest Widyawati & Usman (2020) Interest has a positive influence towards academic learning, domains of knowledge and specific fields of study for individuals (Hidi, Berndoff, and Ainley, 2002). Hidi and Renninger believe that interest affects three important aspects in one's knowledge that attention, purpose and learning levels .
Interest in learning is defined when someone is interested towards a lesson then he will have a sense of interest within the lesson the. He will study diligently and still understand all the sciences associated with him therein field, he will follow the teachings enthusiastically and with none burden in him
. Attention is the concentration or activity of one's soul towards observation, understanding or others with the exclusion of other things than that. So students will have attention in learning, if their souls and thoughts are focused with what he learned. Motivation is an effort or a driving force carried out consciously to carry out learning actions and manifest behavior directed for the achievement of the expected goals in a learning interaction situation. Knowledge means that if someone is interested in a lesson then will have extensive knowledge about these lessons and how the benefits of learning in everyday life.
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b. Interest
Some of interest explanations presented by many experts and with different viewpoints. Interest is the attitude of the person‟s life, including the three functions of the soul (cognition, desire, emotions), which focused on something, and in that connection elements strong feelings. According to psychology dictionary, interest meant by paying attention and important, or an impulse behaviours that lead to one goal.
Whereas, interest within etymology meaning seen as a boost of person‟s behaviour that leads to a goal. So that the interest of learners can be interpreted as a boost in self-learners study a subject matter.
Interest is a kind of consciousness accompany and stimulat, attention, a feeling pleasant or painful directing attention. So that, interest is the desire or willingness that accompanied by deliberate attention and liveliness that eventually gave fun behaviour changing, all in the form of knowledge, attitudes and skills. Besides, interesting in learning is a feeling of wanting to learn more about something or to be involved in something that feel fun and enjoy. In order to perform the act of learning, teacher is required to be able to stimulate interest in learning through a variety of ways. Interest is a feeling that attracts your attention and makes you want to learn more about something without someone ordered.
There are some indicators that showing the someone is interested in something, such
1) Having concentration, they pay attention intensely about something or doing something.
2) Having sympathy with object, they support and approval to the object.
3) Having desires, they have strong wish to do something.
4) Having enthusiasm in participation, they are enthusiast in doing something.
5) Having curiosity, they are eager to know or learn about something.
3. Concept of Effect in English Learning
a. Effect of Teacher And Student in English Learning
According to Suwandhini& Usman (2019) factors that influence Learning success can be divided into two major parts namely internal factors and external factors.
1) Factors from within students, which include abilities possessed, motivation to learn, interest and attention, attitude and study habits, perseverance, social economy, physical factors and psychic.
2) Factors that come from outside students or environmental factors, especially the quality of teaching.
While other factors that influence the process and learning outcomes according to Darmaji (2018) as follows:
1) Environmental factor
The environment is part of the students. All this time students' lives cannot avoid themselves from the environment
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natural and socio-cultural environment. Therefore the second this environment will be discussed one by one in the description following:
a) Natural environment
The environment is the environment where children live educate, live and try in it. Pollution the environment is disastrous for children who are live in it. Polluted air is a pollution can interfere with breathing.
b) Socio-cultural environment
As members of the community, students cannot break away from social ties. Social system which is formed binding the behavior of students to submit to social norms, ethics, and laws that apply within Public. Likewise, at school students must obey and comply with the rules and regulations which is made by the school, of course, violates the students it will get sanki.
2) Instrumental factors
Every school has goals that are achieved. That purpose of course at the institutional level. In order to smooth out that direction requires a set of scarcity in variety shape and type. Everything is obtained empowered according to the function of each school equipment.
Curriculum can used by teachers in planning teaching programs.
School programs can be used as a reference to improve quality of teaching and learning. Facilities available should be best utilized to
be efficient and successful in order for the progress of students in school.
3) physiological conditions
Physiological conditions in general are very influential to one's learning abilities. Deep person fresh physical state will be different learning from people who is in a state of exhaustion. Children who are deficient nutritional learning abilities under children who do not who are not malnourished. Physiological review is definite policies cannot be ignored in determining large small, high and low chairs and tables as a device seating students in receiving lessons from the teacher 16 in the classroom. This seat device affects the comfort and convenience of students when they are receive lessons in class.
4) Psychological conditions Learning is essentially a psychological process. By therefore, all psychological states and functions are of course affect one's learning. Therefore interest, intelligence, talent, motivation, and abilities cognitive is the main psychological factor influencing student learning processes and outcomes.
Based on above discussion it can be concluded that which is influencing student learning outcomes is the ability of students in get the learning experience, there are learning outcomes decreases if the learning outcomes increase, and that influenced by students themselves and from outside students. If they have abilities, talents, extensive knowledge, then the learning outcomes continue to increase and vice versa if the ability is
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Teacher creativity of students interest
Classroom management
low, the results can be ascertained his learning continues to decline it is caused by various things not support it. Learning outcomes are largely influenced by the students themselves, because they relate to their ability to learn or gain experience study it.
C. Conceptual Framework
Figure 2.1 Conceptual Framework
The conceptual framework above described the research that conducted by the researcher. First the researcher observed the teacher creativity of students interest in learning English. Second about classroom management, the researcher gave interview and questionnaire about classroom management with students about how teachers‟ are creative in teaching. Third, about the effect, whether the teachers‟ creativity in managing the class can helped increase students' interest in learning English. Finally the researcher got the about effect of teacher‟ creativity on students interest in learning English language by students.
The effect of teachers‟
creativity
27 CHAPTER III RESEARCH METHOD
A. Research Design
The design of the research was descriptive qualitative research method. The researcher used this qualitative research because it can helped the researcher to understand the situation in the field deeply. In addition, qualitative research is an inquiry process aimed to understanding human behaviour by complex building occurs. Thus this research aimed to analyse and described the teaching process, to identify the teachers‟ creativity in teaching English and how students‟ interest in learning English.
B. Subject of Research
The research subject in this research took one classes, 25 students who involved in the social situation in the from of existing areas in school SMP Negeri 2 Tinambung which includes teachers, students, and all of its activities. The research participants that the researcher choose are the class VIII students of SMP Negeri 2 Tinambung.
C. Research Instruments
In obtaining data, the researcher uses two types of instrument, namely interview and questioner.
1. Questionnaire
Questionnaire was information gather technique that allows analysts to learn attitudes, beliefs, behavior, and characteristics of some key people in the organization who can be affected by the proposed
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system or by an existing system. Questionnaires are also known as questionnaires. The questionnaire was a list of questions that must be filled or answered by respondents or people to be measured. What is obtained through the questionnaire was that we can find out the situation or personal data of someone, experience, knowledge, etc. that we got from respondents.
2. Interview
Interview was one of the studies that are used to collected data about opinions, beliefs, and feelings about debate in their own words.
Interview conducted to answer the research problem. That's about students' interest learning and teachers‟ creativity.
D. Data Collection Procedure
Data collection in this study used several technique, this was intend to obtain complete data, as follow:
1. Questionnaire
The researcher gave a questionnaire in the form of a statement to students and then the researcher gave instructions to students about how to do the questionnaire. After students finish working on the questionnaire, the researcher check the results of what students do. So that researchers can focused on analyzing data about student interest in learning.
2. Interview
The researcher interview several students to observed how the teacher's creativity and increase interest in learning English in
students. and it helped researchers to analyze data. After conducting interviews, the researchers then distributed questionnaires to students.
E. Data Analysis Technique
After collecting data, researcher analyze the data used several steps, namely:
1. Data from questionnaire a. Scoring
The process of data analysis in this research was used qualitative (questionnaire). The result was gave score for each students. The data that obtained from this research used the analysis by Liker scale procedure that indicate whether 5 for Strongly Agree (SA), 4 for Agree (A), 3 for Undecided (U), 2 for Disagree (D) and 1 for Strongly Disagree (SD) for each statement.
2. .The Likert Scale and Scoring Table 3.1 Likert Scale
Scale Score
Strongly Agree 5
Agree 4
Undecided 3
Disagree 2
Strongly Disagree 1
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(Sugiyono,2008:135) The researcher analyzes the data by used the percentage technique, the researcher is use the following formula:
x 100% Explanation:
P = Percentage
F = The Frequency of Items N = Total Respondent (Gay et al,2012)
3. After the researcher administrating the fulfilled questionnaire, the researcher count the total answer for each answer category which existed in each aspect.
4. Then, the data obtain from the questionnaire analyze by used the percentage technique.
5. In addition, after the researcher had finished calculating the percentage distributions. The researcher made descriptions on each statement based on the data.
To analyze the data from interview, the researcher applied the procedures as follow:
1. Transcribing
Transcribing was the process of converting data from recording onto the sentence form. So, the researcher listened the result of the interview and wrote down what the students said.
2. Classifying
The information from interview collected correctly. When the data was collected, the researcher classified the data between the data needed and the data that is not need.
3. Concluding
Furthermore, the researcher also made a summary from the result of the interview and questionnaire to know the effect of teachers‟ creativity on Students Interest in Learning English in the second grade SMP Negeri 2 Tinambung.
32 CHAPTER IV
FINDINGS AND DISCUSSION A. Findings
In this chapter, the researcher described the result of the data analysis based on the problem statement mentioned in chapter 1. The findings of this research deals with scoring classification of students‟ interview and questionnaire. The aimed of this study to know The Effect of Teachers‟
Creativity On Students Interest In Learning English In The Second Grade SMP Negeri 2 Tinambung. After the data is collected, the researcher analyzed.
The data from questionnaire and interview used the formula in this chapter three to know percentages of the students, and the aimed was to know the students perception in the effect of teachers‟ creativity on student interest in learning English. There were 20 question of students‟, the result data from the interview and questionnaire that obtained by the researcher:
1. Questionnaire
The questionnaire was a sheet containing a question about personal opinion. One example was to gave a teacher a score in teaching. In the answered options, whether you strongly agree, agree, disagree, undicided, or strongly disagree. The researcher presentage the effect of teachers‟
creativity on student interest in learning English through several students.
Then the researcher used a Likert scale to be able to found the result of the student's answered
Table 5.1 I feel interested if the teacher uses media in the classroom so that I can learn English (Saya merasa tertarik jika guru menggunakan media
dalam kelas sehingga saya bisa belajar bahasa inggris)
No Opinion Frequency Percentage (%)
1 Strongly Agree 20 80
2 Agree 5 20
3 Undecided - -
4 Disagree - -
5 Strongly Disagree - -
Total 25 100
The table show that there were 25 students, the result show that 20 students or 80% choose strongly agree with the statement, 5 or 20% of the students who answer agree, Meanwhile no one of the students answered undecided, disagree and strongly disagree with the statement
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Table 5.2 I feel interested in learning English when the teacher explains clearly and kindly (Saya merasa tertarik belajar bahasa inggris
saat guru menjelaskan dengan jelas dan ramah)
No Opinion Frequency Percentage (%)
1 Strongly Agree 21 84
2 Agree 4 16
3 Undecided - -
4 Disagree - -
5 Strongly Disagree - -
Total 25 100
The table show that there were 25 students, the result show that 21 students or 84% choose strongly agree with the statement, 4 or 16% of the students who answer agree. Meanwhile, no one of the students answered undecided, disagree, and strongly disagree with the statement.
Table 5.3 I feel interested in learning English when the teacher divides the group well (Saya merasa tertarik belajar bahasa inggris ketika guru
membagi kelompok dengan baik)
No Opinion Frequency Percentage (%)
1 Strongly Agree 15 60
2 Agree 6 24
3 Undecided 4 16
4 Disagree - -
5 Strongly Disagree - -
Total 25 100
The table show that there were 25 students, the result show that 15 students or 60% choose strongly agree with the statement, 6 or 24% of the students who answer agree, and there were 4 student or 16%
answer undecided. Meanwhile no one of the students answered disagree and strongly disagree with the statement
Based on the statement above, the researcher can conclude that the answered from students can help researcher in solving problem statement number 2 that students choose to strongly agree more than agree, disagree, undicided, and strongly disagree. The researcher can concluded that student answered have a very positive effect on teacher creativity in used media when teaching process.
2. Interview
The Effect of Teachers‟ Creativity On Students Interest In Learning English
Based on the result of students‟ interviewed, the researcher found that there were effects of teachers‟ creativity on students interest in learning
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English in the second grade SMP Negeri 2 Tinambung. The following interview result of students.
a. Do you like it when the teacher use learning media when teaching English?
Explain!
(Apakah kamu senang ketika guru menggunakan media pembelajaran saat mengajar bahasa inggris? Jelaskan!)
The first question was asked by the researcher related to the teacher used learning media when teaching english. .The student A answered:
The student B answered:
The student C answered:
S:
I am happy, because of the existence of good and effective learning media so that students can also more easily understand the lesson)
S:
I am happy and agree, Sist to learn English, especially if not explain too much about the teacher and have a lot of practice, in order that our pronouncation is also trained)
That answer was very represented the student‟s feeling in the classroom that sometimes students were bored and need some interesting thing to attract the students‟ attention and the learning media used by the teacher was very success in making the students to feel happy and can increase students interest in learning English.
b: In your opinion, what kind of English material do you like?
(Menurutmu , materi bahasa inggris seperti apa yang kamu suka?)
The researcher asked about opinion students what kind of English material their like. Several answers from the students showed :
The other student answered :
The other student‟s answer also supported the others‟ answer :
S : menurut saya semua materi saya suka, apalagi tentang kata sifat. Saya sangat senang saat guru memberikan tugas untuk membuatkan ke dalam kalimat.( in my opinion all of the material I like it, especially about adjective. I‟m very like when the teacher give task to make it sentence.) .
S: materi yang paling kusuka itu seperti buat dialog karena kita bisa saling membantu sama teman kemudian bisa menambah juga kosa kata, salah satu pelajaran yang bisa membuat kelas lebih aktif. (The material I like the most is like making dialogue because we can help each other with friends and then we can also add vocabulary, a lesson that can make the class more active)
S: materi bahasa inggris yang saya suka adalah saat guru memberikan soal yang berbahasa inggris kemudian kami mengartikannya ke dalam bahasa Indonesia, sekaligus menjawab soal tersebut. (English material that I like is when the teacher give a question in English then we translate it into Indonesian, as well as answer the question)
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All students answered were almost the same that they were very happy to learn English about making sentences and even making dialogues. So that when they learn about the material, their vocabulary can increase even it can made one of the class more actived.
c: What do you think about teacher creativity in teaching using learning media?
(Bagaimana pendapatmu tentang kreativitas guru dalam mengajar menggunakan media pembelajaran)
The next question from the researcher was related about teacher when teaching English in the class and about students perception about teachers‟
creativity in teaching used learning media.
Some students answered the question from the researcher as followed :
The other student answered :
The next student said :
S: sangat bagus, karena cukup penting untuk memudahkan proses pembelajaran dan karena kita lebih mudah untuk memahami pelajaran tersebut. (very good, because it is important to facilitate the learning process and because it is easier for us to understand the lesson.)
S: sangat bagus dan sangat membantu para siswa dalam proses belajar mengajar dan dapat memahami pelajaran yang disampaikan oleh guru. (very good and very helpful for students in the teaching and learning process and can understand the lessons delivered by the teacher)
S: pendapat saya, kreativitas guru dalam mengajar menggunakan media pembeljaran sangat bagus karena hal itu dapat lebih menarik untuk siswa yang masih bingung dengan penjeasan guru. (In my opinion, the creativity of teachers in teaching using learning media is very good because it can be more attractive to students who are still confused about the teacher's explanation.
The researcher found that almost all students have the same perception of teacher creativity in teaching English. This made them more enthusiastic about learning English, then they have positive energy that encourages students' enthusiasm and enjoyed in the learning process.
d: What is the attitude of the teacher when students give their opinion?
(Bagaimanakah sikap guru saat siswa memberikan pendapat
?)
The next question was about attitude of the teacher when student gave opinion. how the teacher can made students actived in giving opinions
Some students answered the question from the researcher as followed :
The other student answered :
One of them said that :
S: sikap guru sangat baik, karena guru mampu menghargai jawaban dari kami sebagai siswa. (the teacher's attitude is very good, because the teacher is able to appreciate the answers from us as student)
S: guru selalu bersikap baik, ramah dan menghargai setiap pendapat kami sebagai siswa. (teachers are always kind, friendly and respect our every opinion as students).
S: sikap guru ketika kami memberikan pendapat itu Alhamdulillah sangat baik, ramah, dan selalu menasehti kami agar tetap rajin belajar, banyak memnbca buku, merespon pendapat kami dengan sangat baik dan tutur bahasanya yang lembut yang kadang membuat kami rindu ketika guru kami tidak masuk mengajar. (The attitude of the teacher when we gave that opinion, Alhamdulillah, was very kind, friendly, and always advised us to stay diligent in studying, read lots of books, respond to our opinions very well and speak softly in language which sometimes makes us miss when our teacher does not enter teaching.)
