Ramli, S.S, S.Pd, M.Pd as Head of the Master's Program in English Education and her advisor Prof. extraordinary experiences during the last years until the completion of this thesis. She gratefully thanks the director of SMA Plus Budi Utomo Makassar, Dede Nurohim, S.Pd for allowing her to conduct the research there, even for the English.
Ardhi, S.PdI, M.Pd for his endless and eternal love and support for always accompanying her in all situations. The purpose of this study was to determine the extent to which teachers' interpersonal behavior towards students influenced student achievement and students' perceptions of teachers' interpersonal behavior in SMA Plus Budi Utomo (Boarding School).
INTRODUCTION
- Problem Statement of The Research
- Objective of The Research
- Significance of The Research
- Scope of the Research
Interactions and observations in the classroom played a dominant role in the teaching and learning process in school (Bashir et al. Therefore, according to Cetin et al, authoritative teachers are needed to control students' behavior and guide students' activities in the classroom. Some previous researches have found that focus on the relationship between student motivation and EFL teacher behavior, the relationship between teacher behavior and student outcomes in secondary vocational and primary schools, but research on the impact of teachers' interpersonal behavior on EFL students' affective and cognitive learning achievements in Islamic.
Theoretically, the result of this research was intended to provide the fact about the effect of teachers' interpersonal behavior on students' performance in EFL. This research dealt with the extent to which teachers' interpersonal behavior influenced students' achievements and the perceptions of students about teachers.
REVIEW LITERATURE AND CONCEPTUAL FRAMEWORK
Some Previous Research Finding
Trianingsih found that the interpersonal relationship between teacher and student has no significant correlation with the learning performance of Class XII students in Building Image Engineering Expertise at Yogyakarta State Vocational High School. Aldhafiri found that teachers who could maintain good relationships with their students had a direct impact and could improve students' learning performance. In line with the above research, Van Uden et al. found that the important variable of learning was student involvement.
Panayiotou, et al. found that the eight teacher factors were common factors that statistically significantly influenced student achievement gains in all participating countries. Wei et al found that there was no relationship between all other teachers' interpersonal behavior and student achievement.
Conceptual Framework
Interpersonal relationships between teacher and student were one of the factors that were supposed to influence student achievement. A good interpersonal relationship between teachers and students was important in teaching and learning in the classroom. Part of the interaction between the teacher and the student was the interpersonal relationship that could shape the attitude of the students and consequently motivate the students to learn.
Students' perceptions of teacher-student interpersonal relationships had an important role in the teaching and learning process in the classroom. The result was in the form of attitudes and in turn motivated students to learn better, in order to influence student achievement.
Hypothesis
RESEARCH METHOD
- Research Location
- Population and Sample
- Research Instrument
- Research Variables
- Kinds and Sources of Data
- Technique of Data Collection
- Technique of Data Analysis
- Operational Definition
- Instrument Validity and Reliability
In this research, the researcher used the achievement test to find out the learning result of the students. In this study, the quantitative data were the QTI score and students' English scores. According to the table above, the result showed that in the tendency to perceive teachers' leadership behavior, out of 124 students, 105 students (84.5%) were in the very high category and 19 students (15.5%) were in the high category. .
According to the table above, the result showed that in the tendency of students' perception of teachers' helpful/friendly behavior, there were no students in the very high category, 41 students (33%) in the high category, 79 students (63.7%). in a fairly high category and 4 students (3.2% in a low category. According to the table above, the result showed that in the tendency to perceive teachers' understanding behavior, 1 student is in a very high category, 38 students (31.4%) in a high category , 81 students (65.3%) in the fairly high category and 3 students (2.4%) in the lower category. Based on the above table, the result showed that in the tendency of the students' perception of the teacher's responsibility of the students / free behavior there was no student in very high and high categories, 85 students (68.5%) in the fairly high category and 39 students (31.5%) in the low category.
Based on the above table, the result showed that in the trend of students' perception of teachers' insecure behavior, there was one student (0.8%) in the low category, 17 students (13.7%) in the fairly high category, and 66 students (53.3%). %) in the high category and 40 students (29.3%) in the very high category. Based on the above table, the result showed that, in the trend of students' perception of teachers' admonishing behavior, there were two students (1.6%) in the low category, 47 students (37.8%) in the moderately high category, 37 students (29.8%). %) in the high category and 38 students (27.7%) in the very high category. The study came up with the finding that there was a significant and positive effect of teachers' interpersonal behavior on students' performance.
The result of this research was clear based on the percentage of data obtained; the interpersonal behavior of three of the eight teachers contributed positively to student achievement. It meant that the higher the interpersonal behavior of teachers on the dimensions of guiding, understanding and reminding at the same time, the lower the students' interest in learning. In short, teachers' interpersonal behavior was teachers' behavior as perceived by students. In terms of students' perceptions.
RESEARCH RESULT AND DISCUSSION
Prerequisite Testing Analysis
Normality testing for the data in this study used the help of computer software SPSS 20.0 for windows. The purpose of doing a normality test was to assess the distribution of data in a group of data or variables, whether the data distribution is normally distributed or not. The rule used in the normality test was if p > 0.05 the distribution was declared normal and conversely if p < 0.05 the distribution was declared abnormal.
Based on table 6, the teachers' interpersonal behavior variable was known for the calculated probability count (p) = 1.246>0.05, it meant that data was normally distributed, while for the student performance variable calculated value probability count (p) = 1.836> 0.05 meant that the data were normally distributed. The basic rule for making decision in linearity test could be done in two ways if p > 0.05 on deviation from linearity, the relationship between the two variables was linear or the cost of Fcount < Ftable. But if p < 0.05 then the relationship between the two variables was not linear or Fcount > Ftable, the relationship between the two variables was not linear.
From the table above, we could see that the price of Fcount was 1.751 and Ftable was 3.51.
Hypothesis Testing Result
Data obtained from questionnaires distributed to 124 respondents revealed students' perceptions of teachers' leadership behavior. high category. Data obtained from questionnaires distributed to 124 respondents revealed students' perception of teachers' helpful/friendly behavior. Mean 9.84 was in the category interval score class 6.5 =<12 (fairly high), so it could be concluded that teachers' leadership behavior is in the fairly high category. Data obtained from questionnaires distributed to 124 respondents revealed students' perceptions of teachers' understanding attitudes. Average 10.86, located in the interval score class 6.5 =<12 (fairly high). So it could be concluded that teachers' comprehension behavior is in the quite high category.
The data obtained from the questionnaires distributed to 124 respondents showed that the students' perceptions of the teacher's student responsibility/attitudes about freedom were obtained on average 6.94 placed in the class category of the interval 6.5 =<12 (enough of high), so it can be concluded that the responsibility of students of teachers / Liberty was in the quite high category. The data obtained from the questionnaires distributed to 124 respondents showed that the students' perceptions of the teacher's unsafe behavior were obtained on average 8.27 placed in the class category of the interval 6.5 =<12 (fairly high), so that it could be concluded that the unsafe behavior of teachers was in a rather high category. The data obtained from the questionnaires distributed to 124 respondents showed that the students' perceptions of the unsatisfactory behavior of the teachers were obtained on average 8.38 placed in the class category of the interval 6.5 =<12 (quite high), so that it could be concluded that the disgruntled behavior of the teachers was fairly high category.
The data obtained from the questionnaires distributed to 124 respondents showed that the students' perception of teachers' admonition was obtained with a mean value of 9.36, which was located in the interval score category of 6.5 =<12 (fairly high), so that it was possible to conclude that the teacher's admonition was in a fairly high category. The data obtained from the questionnaires distributed to 124 respondents showed that the students perceived the behavior of the teacher to be admonished with a mean value of 8.04, located in the interval score category 6.5 =<12 (fairly high) , so it could be concluded that the teacher's behavior was quite strict. high category.
Discussion of Research Findings
CONCLUSION AND SUGGESTION
Suggestion
For future researchers, the researcher expects that the future researcher can investigate whether there is a significant and positive effect of teachers' interpersonal behavior not only on students' cognitive and affective achievement, but also on psychomotor achievement/skills, so that it can be complete. and a linear finding to the assessment carried out by each educational unit containing the three aspects of intelligence, namely cognitive, affective and psychomotor. Module Pengayaan Bahasa Inggris Kelas XI. 2018), Students' Perceptions of the Characteristics of Effective English Teachers at Mataram Lombok National Institute of Islamic Studies.
Model for Interpersonal Teacher Behavior
Conceptual Framework
Percentage Chart of Teachers’ Interpersonal Behavior
Data tabulation of Research Result
Expert Judgment for Instrument Validation
Reliability Testing Result
Descriptive Analysis of Leadership Behavior
Descriptive Analysis of Helping/Friendly Behavior
Descriptive Analysis of Understanding Behavior
Descriptive Analysis of Student Responsibility Behavior
Descriptive Analysis of Uncertain Behavior
Descriptive Analysis of Dissatisfied Behavior
Descriptive Analysis of Admonishing Behavior
Descriptive Analysis of Strict Behavior
Descriptive Analysis of Students’ Achievement
Normality Testing
Linearity Testing
Students’ English Score
Research License
Certificate of Having Conducted Research
Certificate of Similarity Testing
Pictures Taken during Research
She enrolled in PGRI 2 Vocational School Blitar in 2005, but moved to SMAS Sanur Moncongloe in 2007 and graduated in 2008. In her last semester, she was hired as an English teacher at Easy Speak English Course Makassar. In 2014, she tried to enrich her experience by working as an English teacher at SMA Plus Budi Utomo Makassar.