STUDENTS’ PERCEPTION OF ENGLISH TEACHERS’ PERSONALITY AT SMP PGRI 4 PADANG

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English Education Study Program – STKIP PGRI West Sumatera 2017

STUDENTS’ PERCEPTION OF ENGLISH TEACHERS’ PERSONALITY AT SMP PGRI 4 PADANG

Nelza Fitri

¹⁾

, Syayid Sandi Sukandi, M.A

²⁾

, Melvina, M.Ed

³⁾

1)English Education Department Student, Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) PGRI Sumatera Barat

E-mail: [email protected]

2) English Education Department Lectures, Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) PGRI Sumatera Barat

3) English Education Department Lectures, Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) PGRI Sumatera Barat

ABSTRACT

The research aims to know Students’ Perception of English Teachers’ Personality at SMP PGRI 4 Padang. Dimensions of Personality consist of Extroversion-Introversion, Conscientiousness, Agreeableness, Emotional Stability and Opennes to Experience. The kind of research that used is descriptive research. Population of the research are all the students of VII grade, VIII grade dan IX grade at SMP PGRI 4 Padang. Sample of research are 35 students of VII grade at SMP PGRI 4 Padang with purposive sampling technique. Object of the research is Teachers’ Personality at SMP PGRI 4 Padang. The researcher uses 70 questionnaires to collect the data from respondent. The data analysis uses the formulation of percentage. The result of the study shows that the majority of students with the highest percentage 83% state that teacher “A” always in and out of the classroom in prescribed time and the majority of students with the highest percentage 91% state that teacher “B”

never less comply with the rules in the school. It could be summarized that the personality of teacher

“A” got the highest percentage from the majority of the students in term “Punctual” which was one of indicators of Conscientiousness and the personality of teacher “B” got the highest percentage from the majority of the students in term “Compliant” which is one of indicators of Agreeableness.

Penelitian ini bertujuan untuk mengetahui kepribadian guru bahasa Inggris di SMP PGRI 4 Padang. Dimensi kepribadian terdiri dari Extroversion-Introversion, Conscientiousness, Agreeableness, Emotional Stability dan Opennes to Experience. Jenis penelitian yang digunakan adalah penelitian deskriptif. Populasi penelitian adalah semua siswa kelas VII, VIII dan IX di SMP PGRI 4 Padang. Sampel penelitian dipilih 35 siswa kelas VII di SMP PGRI 4 Padang dengan teknik purposive sampling. Objek penelitian adalah kepribadian guru bahasa Inggris di SMP PGRI 4 Padang.

Peneliti menggunakan 70 angket dalam mengumpulkan data dari responden. Analisis data dengan menggunakan rumus persentase. Hasil penelitian menunjukkan bahwa mayoritas siswa dengan persentase tertinggi sebesar 83% menyatakan bahwa “Guru “A” selalu masuk dan keluar kelas sesuai waktu yang telah ditetapkan” dan mayoritas siswa dengan persentase tertinggi sebesar 91%

menyatakan bahwa “Guru “B” tidak pernah kurang mematuhi peraturan di sekolah”. Dapat disimpulkan bahwa kepribadian guru “A” mendapatkan persentase tertinggi dari mayoritas siswa dalam hal “Tepat Waktu” yang merupakan salah satu indikator dari dimensi Conscientiousness dan kepribadian guru “B” mendapatkan persentase tertinggi dari mayoritas siswa dalam hal “Patuh terhadap Aturan” yang merupakan salah satu indikator dari dimensi Agreeableness.

Kata Kunci : persepsi, kepribadian

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INTRODUCTION

Education has important role and great responsibility to build and develop the quality of human resource that conducted systematically. Influence of education can be seen from development of society life, group life and individual life. Education world needs a quality, productive and professional teacher for increase quality of education. One of all education that has to learn by human is language learning.

In addition, teachers are key factor in language teaching. Teachers in teaching learning process have important role to help students in learning language. Teachers not only transfer knowledge but also have to understand students’ need. Good teachers are required to improve students’ achievement in learning language.

English teachers occupy a significance role in teaching learning process because they facilitate the students to achieve the required proficiency in the target language, motivates the students and polish the overall personality of their students by acting as a role model for them. Technical knowledge, pedagogical skills, interpersonal skills and personality that must be increased by teachers.

Based on the researchers’ pre observation at SMP PGRI 4 Padang, some of students seemed feel happy and comfortable in a classroom and the other students seemed feel lazy in learning and they are busy with their activity such as talking with other students and disturb other students in the classroom.

Outside the classroom, there was a teacher who loved and greeted by students and a teacher who was feared and not addressed by the students. Researcher also still hear such impressive words from students talking about their teachers saying that they like teacher 'x' and dislike teacher 'y'.

This research is conducted because the researcher noticed that the students’ have difference of opinion about their teachers. In this case, finding out students' expectations can be of great help to teachers so that teachers get to know their own places and therefore what they need in order to fulfill students' expectations.

RESEARCH METHOD

The design of this research is descriptive research. According to Kothari (2004:2),”descriptive research includes surveys and fact-finding enquiries of different kinds. The major purpose of descriptive research is description of the state of affairs as it exists at present”. Researcher uses descriptive research because this research aims to find out and describe about students’

perception of teachers’ personality.

All the students at SMP PGRI 4 Padang formed the population of the research. This research used purposive sampling as a technique for selecting the sample. The sample of the research selected 36 students of the VII grade at SMP PGRI 4 Padang that consist of two session of VII¹ grade and VII² grade. The object of the research was the students’ perception of English teachers’

personality. There were two English teachers at SMP PGRI 4 Padang.

According to Creswell (2012:382),”a questionnaire is a form used in a survey design that participants in a study complete and return to the researcher. The participant choosed answers to questions and supplied basic personal or demographic information”.

Questionnaire included some questions and response possibilities. The researcher used questionnaire to get information and gather the data. The questionnaire consisted of some questions and answer choice. The researcher make questionnaire as a simple as possible, so the students could answer it easily.

Collecting data means identifying and selecting individuals for a study, obtaining their permission to study them and gathering information by asking people questions or observing their behaviors (Cresswell. 2012:9).

In gathering the data from respondents, researcher did some steps. First, researcher prepared questionnaire. Second, researcher distributed the questionnaire for each students.

Furthermore, researcher used Indonesian Language to explain the questionnaire and avoid misunderstanding in answering questionnaire. Then, researcher completed the result of the questionnaire. Finally, researcher analyzed questionnaire by applying technique of data analysis.

After collecting the data, researcher analyzed the data based on the instrumentations. According to Gay

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(2012:467) states that there are several interrelated steps used in the process of analyzing the data. They are:

1. Reading / Memoing

Researcher reads the data in the several times and become familiar with the data. It is a process to obtain general information and reflect on its overall meaning. Its important for researcher writes memos that helps in this initial process of exploring the database and have a record of initial thoughts and sense of the data. These memos are short phrases, ideas, or key concepts that occur to the researcher.

2. Describing

After reading all of the data, researcher describe the data result of questionnaire. Describing involves developing thorough and comprehensive descriptions of the participants, the setting, and the phenomenon studied to convey the rich complexity of the research. The aim of this step is to provide a narrative picture of the setting and events that take place in it so researcher will have an understanding of the context in which the study is taking place. Researcher provides detailed descriptions as generally about the personality of teacher.

3. Classifying

Then, researcher classifies and analyzes the data by referring to the result of questionnaire. The data will be collect and determine into smaller units or categories and provide an interpretation in light of views of perspectives.

FINDINGS AND DISCUSSION

In this research, the researcher has a research question “How are the English teachers’ personality at SMP PGRI 4 Padang”.

The result shows that most of the students say that the teacher “A” always teach enthusiastically and cheerfully and more than half of the students say that the teacher “B”

sometimes teach enthusiastically and cheerfully. The majority of the students state that the teacher “A” and teacher “B”

sometimes share her/his experience to the students. More than half of the students define that the teacher “A” and teacher “B” always do question and answer in teaching learning

process. A lot of the students suggest that the teacher “A” and teacher “B” sometimes keep silent after explaining the materials of learning.

Most of the students point out that the teacher “A” always can organize the class properly and comfortably and there are 37%

students consider that the teacher “B” often and sometimes can organize the class properly and comfortably. The majority of students state that the teacher “A” and teacher “B”

always in and out of the classroom in the prescribed time. More than half of the students say that the teacher “A” always give spirit and motivate the students in order to get achievement in learning and 34% students have same opinion that the teacher “B” always and sometimes give spirit and motivate the students in order to get achievement in learning. The majority of the students state that the teacher “A” often answer each question from the students properly and clearly and 40% students have same opinion that the teacher “B” always and often answer each question from the students properly and clearly.

The majority of the students define that the teacher “A” and teacher “B” always know and call the students with their name. Many of the students say that the teacher “A” often help the students who have a problem in learning and the teacher “B” sometimes help the students who have a problem in learning.

The majority of the students state that the teacher “A” and teacher “B” never less comply with the rules in the school. Most of the students find that the teacher “A”

sometimes less listen to the students’ opinion and more than half of the students state that the teacher “B” never less listen to the students’ opinion in teaching learning process.

Most of the students describe that the teacher “A” and teacher “B” sometimes face the problems that happen in learning patiently.

Many of the students say that the teacher “A”

often teach relaxively and calmly and the teacher “B” sometimes teach relaxively and calmly. The majority of the students say that the teacher “A” and teacher “B” sometimes tend to worry about little things that happen in the classroom. Many of the students say that the teacher “A” always be angry if the students make mistakes and the teacher “B”

often be angry if the students make mistakes.

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Most of the students define that the teacher “A” and teacher “B” always teach creatively and interesting. A lot of the students state that the teacher “A” and teacher “B”

always has broad mindedness and knowledge.

Many of the students say that the teacher “A”

always open to new ideas and the teacher “B”

sometimes open to new ideas of the students in teaching learning process. Most of the students suggest that the teacher “A” always teach in same way and the teacher “B”

sometimes teach in same way in learning.

CONCLUSION

The result of the study shows that the majority of students with the highest percentage 83% state that teacher “A” always in and out of the classroom in prescribed time and the majority of students with the highest percentage 91% state that teacher “B” never less comply with the rules in the school. It could summarizes that the personality of teacher “A” get the highest percentage from the majority of the students in term “Punctual”

which is one of indicators of Conscientiousness and the personality of teacher “B” get the highest percentage from the majority of the students in term

“Compliant” which is one of indicators of Agreeableness.

ACKNOWLEDGEMENT

Alhamdulillah, the researcher would like to express gratitude to Allah SWT who has given the writer knowledge, spirit and health to finish the thesis entitled : Teachers’

Personality at SMP PGRI 4 Padang. This thesis is at fulfilling one of the requirements to get S-1 degree at English Department of STKIP PGRI Sumatera Barat Padang.

The researcher would like to express appreciation to her advisors, Syayid Sandi Sukandi, M.A and Melvina, M.Ed who have patiently given meaningful suggestion, comments, corrections, great willingness and time to support her in completing this thesis.

Then,the researcher also expresses special gratitude to Armilia Riza, M.Pd, the head of English Department and Mayuasti, M.Pd as secretary of English Deparment and also all of the lectures who have share their precious knowledge and experience.

REFERENCES

Creswell, John W. (2012). Educational Research 4th Edition: Planning, Conducting and Evaluating Quantitative and Qualitative Research.

USA: Pearson Education, Inc.

Gay, L. R. et al. (2012). Educational Research 10th Edition: Competencies for analysis and applications. USA:

Pearson Education, Inc.

Kothari, C. R. (2004). Research Methodology:

Methods and Techniques 2nd Revised Edition. New Delhi: New Age International (P) Ltd, Publisher.