TEACHERS’ TEACHING STYLE AND THE IMPACT ON THE STUDENTS ENGLISH ACHIEVEMENT (A STUDY AT TENTH GRADE OF SENIOR HIGH
SCHOOL 1 RANAH BATAHAN PASAMAN BARAT IN 2016/2017 ACADEMIC YEAR)
, ,
1Mahasiswa Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
2Dosen Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat [email protected]
ABSTRAK
Penelitian ini bertujuan untuk mengetahui manakah gaya mengajar guru yang lebih memberikan pengaruh yang efektif terhadap prestasi siswa di SMAN 1 Ranah Batahan, Pasaman Barat. Penelitian ini menggunakan comparative research.
Partisipan dari penelitian ini adalah Guru bahasa Inggris di SMAN 1 Ranah Batahan. Peneliti menemukan tiga gaya mengajar yang di aplikasikan oleh Guru Bahasa Inggris di SMAN 1 Ranah Batahan, Pasaman Barat, yaitu Visual, Audithory dan Kinesthetic. Dalam mengumpulkan data peneliti menggunakan dokumen berupa Nilai MID Semester genap siswa di SMA N 1 Ranah Batahan. Peneliti menemukan tingkat prestasi yang diperoleh siswa berbeda dari tiap teaching style yang diaplikasikan oleh Guru Bahasa Inggris di SMAN 1 Ranah Batahan. Guru dengan visual style memperoleh skor yang tertinggi, kemudian guru dengan audithory style memperoleh skor yang terendah dan Guru dengan kinesthetic style memperoleh skor menengah. Setelah data diperoleh Peneliti menggunakan rumus ANOVA untuk menganalisis data, peneliti menemukan nilai dari F-hitung adalah - 0,69 dengan level signifikan 0,05, sedangkan hasil F-tabel adalah 3,11 dengan level signifikan 0,05. hasil penelitian ini menunjukkan bahwa F-hitung lebih rendah dari F-table maka tidak ada perbedaan yang signifikan antara ketiga gaya mengajar yang digunakan oleh guru ( Visual, audithory, kinesthetic) terhadap prestasi belajar siswa di SMA N 1 Ranah Batahan, Pasaman Barat. Maksudnya gaya mengajar antara visual, audithory, kinesthetic style tingkat keefektifan gaya mengajar yang digunakan guru tersebut sama terhadap prestasi belajar siswa di SMA N 1 Ranah Batahan, Pasaman Barat.
Kata Kunci: Gaya Pengajaran Guru, Prestasi Siswa
INTRODUCTION
Teaching learning process is the act to achieve the goal of learning. The goal of learning is make the students mastering the lesson and get a good achievement.
In this process, teacher plays an important role in education. A
teacher is a pilot that hold the keys of success the learning process.
Teacher has a responsibility to increase the quality of the students.
Student with high quality is students mastering the lesson. In this case, teacher as an educatoris very needed. Education needs a
teacher which has competence and knowledge which can be transfered their students in teaching learning process. In learning, teacher and students are two aspects that can not be separated, they have relationship each other. In other word, good interaction between teacher and students will make teaching and learning process become easier to do. Teacher should be able to do the role to create enjoyable situation and create the optimal motivation in learning. Student motivation can be built by giving succeed in student academic achievement.
Dealing with the importance of teaching style in teaching and learning process, the researcher also found some teachers style during the practice teaching at SMAN 1 Ranah Batahan. For example, one of teachers just read some texts in book while teaching, and then gives students some questions based on text. Others, teachers explain the lesson and practice it in the class by using media to support the material.
They also give time to the students to take note. Meanwhile, the other one gives information process through moving, doing and touching or the teacher uses
nonverbal communication or body language to express something.
From each style, the respon that given by the students are different, such as some students listen to the teachers’ explanation and participate in answering all question from the teacher. On the other word, they are busy with their own activity and do not pay attention to the teachers’
explanation.
Teaching style
Teachers’ teaching style is the way that teacher do in front of the class that can be their characteristic in teaching.
According to Nunan (2006, 70), who stated that teaching style are pattern of needs, beliefts, and behaviours that teacher displayed in their classroom. It is supported by Petrina (2006, 70), who stated that teaching style are pattern of needs, beliefts, and behaviours that teacher displayed in their classroom. In this research There are three teaching style, they are Visual Style, according to De porter (2002:275) visual style is the teacher like art than music. They like colours and using a map as a direction, using colour paper than whiteboard when
explaining the materials, giving key phrase lesson quide line and give time to take note, giving colour code in teaching as instrument and motivates the students to arrange their lesson colorfull, motivating the students to describe information by using map, diagram, pictures or other illustration as media in explain the material. Auditory Style, De porter (2006:85) explains that auditory style is teacher which teach by using vocal variation in explaning the materials, it means that a teacher must manage their voice such as volume and speed, giving oral explanation most of time. Kinesthetic style is the teacher that using body movement, giving information process through moving, doing and touching.
second, using the gesture in explain the material, telling their personal experience to motivate the students to do something, using real life example to explain something, guiding students by sitting beside them. It is supporetd by Haggart in Saswandi (2014:39) explains that the teachers’ teaching style may be classified as visual, auditory, and kinesthetic. First, the visual style which is the teacher presents the lesson through the pictures,
sketches, diagrams, graphs or other related illustrations. It means that the teacher who has this type like to use media in transfering information to students or something that can be seen.
Second, auditory style which is the teacher gives oral explanations most of the time.
RESEARCH METHOD
The research design that was used by researcher was non experimental research. In non experimental, one of types was comparative research. The researcher expected to compare the level of visual style, auditory style and kinesthetic style. In this research there are three teachers’
teaching style they are are visual, audithory and kinesthetic style..
When identifying relationship between independent and dependent variable after an event has already occurred, it was appropriate to use a comparative research design (Gay and Airassian, 2009). Therefore, a comparative research design is selected to determine whether the non- manipulative independent variables (teaching style) has an effect on the dependent variable (students’
English achievement) (Creswell,
2009. In getting the data for this research, the researcher needed a contribution from sources of data.
The researcher conducted the research in SMAN 1 Ranah Batahan. The participants were the English teacher at Senior High School 1 Ranah Batahan. There were three English teachers who are teaching at first grade. First, the teacher which teaches at the first grade of class X1 and third grade uses visual style in teaching. Then, the second is teaching at the first grade of class X6 uses auditory style in teaching. The last teacher which teaches at the first gradeof class X4 uses kinesthetic style.
Every teacher has a different style in teaching learning process. The data of this research were from the scores of students mid term in second semester of the Tenth Grade at Senior High School 1 Ranah Batahan in 2016/2017 academic year.
Instrument like a tool that can researcher use to collect the data in their research. It is added by Gay and Airasian (2000:145) explain that instrument is tool or something that used by the researcher to collect the data that need in this research. To find of the students
achievement of this research we need the data. The total number of data are 93 data. They are 31 of class X1 which the teacher use Visual style, 31 of class X4 which teacher use kinesthetic style and 31 of class X6 which the teacher use auditory style. After conducting the instrumentation, the researcher will know about the comparative between of teachers’ teaching style and students’ achievement in learning English at Senior high school 1 Ranah Batahan.
FINDING AND DISCUSSION
The researcher arranged the research by comparing the teachers’
teaching style between visual, auditory and kinesthetic style. To see the effectiveness of teaching style on students achievement, the researcher calculated the data. The data of this research were taken from students scores of mid term in second semester. To know the hypothesis of this research, the researcher find out of the homogenity of data. Based on data in appendix 5 (page 50), the students get 373,06 score, which is the teacher uses visual style in teaching. It is the high varian and the students get 225,56 score with
the teacher uses audithory style. It is the low varian. The students get 356,25 score, which is the teacher uses Kinesthetic style in teaching. It is the middle varian.
Then, the score of compared with , 1,84 (level significant 5%) and 2,39 (level significant 1%). In fact the score was 1,65 so the result was if was lower than of level significant 5%
and 1% so the data that analyzed is Homogeny. After knowing the data is homogen, the researcher use the ANOVA to compare the teachers’
teaching style, in fact the score of
= -0,69 and the score of
( level significant 5%, 1%) = 3,11, so compare with
, If was lower than
of level significant 5% and 1% ( -0,69 < 3,11). So, was accepted meanwhile , , was rejected. The researcher found the findings there was no significant different of teaching style between visual, audithory and kinesthetic on students achievement. It is proven by the score of = -0,69 and
( level significant 5%,1%) = 3,11, so was lower than
of level significant 5% and
1% ( -0,69 < 3,11). It means that was accepted meanwhile , , was rejected.
Based on the explanation above, it can be concluded that there was no significant different of teaching style between visual, audithory, kinesthetic on students achievement, it means that the visual style is as effective as audithory and kinesthetic on students achievement at SMA N 1 Ranah Batahan Pasaman Barat in 2016/2017 academic year.
CONCLUSION
In this part the researcher was give the conclusion of this research. She saw the teachers’
teaching style in teaching learning process. The purpose of this research is to find out which teachers’ teaching style are more effective on students English achievement at SMA N 1 Ranah Batahan Pasaman Barat. In order to get the purpose of this research, the researcher have used data collection that have been explained in chapter III. This research is categorized into comparative study and the researcher did the research at SMA N I Ranah Batahan
Pasaman Barat. The participants of this research are English Teacher at SMA N I Ranah Batahan Pasaman Barat that using the visual, auditory and kinesthetic style in teaching learning process. The researcer did documentation as the major instrument and for supporting information the research used observation cheklist. The data are colected to find out the answere of hypothesis in chapter I. The researcher could take conclusion that there is no significant different of teaching style between visual, audithory and kinesthetic on students achievement, It is proven by the Fcounted = -0,69. then compared with m-1 (3-1=2) and N-m (93-3=90), based on dk we can see the score of = -0,69 and ( level significant 5%,1%) = 3,11, so was lower than of level significant 5% and 1% ( -0,69 <
3,11). It means that was accepted meanwhile , , was rejected. It means that the visual style is as effective as audithory and kinesthetic on students achievement at SMA N 1
Ranah Batahan Pasaman Barat in 2016/2017 academic year.
REFERENCES
Arikunto, Suharsimi. (2010).
Prosedure Penelitian: Suatu Pendekatan Praktik Jakarta:
Rineka Cipta
Creswell, J. W. (2012). Educational Research: Planning , conducting, and evaluating quantitative and qualitative research.Educational Research. (Vol 4 )
De porter, Bob. 2009. Quantum Learning: Membiasakan Belajar Nyaman Dan Menyenangkan.
Bandung: Mizan Media Utama Gay, L. R, Airasian, Peter. 2000.
Educational Research, Competence for Analysis and Aplication, New Yersey, Prentice Hall: United State Of America Riduwan. 2012. Pengantar
Statistika Sosial. Bandung:
Alfabeta
Saswandi. T. (2014). Teaching Style and students’ Interest in learning English. Thesis Jambi:
STKIP Muhammadiyah
Sugiyono. 2014. Metode Penelitian Kuantitatif dan Kualitatif dan R&D. Bandung: Alfabeta
Petrina, Stephen. 2007. Advanced Teaching Methods for Te Technology Classroom. Canada:
The University of British Coloumbia
