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THE CORRELATION BETWEEN TEACHERS’ ENTHUSIASM AND
STUDENTS’ ENGLISH ACHIEVEMENT AT SMPN 7 PADANG
Mici Amalisa
English Departement, STKIP PGRI SUMBAR, [email protected] Dr Martin Kustati, M.Pd1 and Rika Afriyanti, M.Pd2
Abstrak
Penelitian ini bertujuan untuk melihat korelasi antara antusiasme guru dengan kemampuan bahasa Inggris siswa. Populasi dari penelitian ini adalah guru bahasa Inggris di SMPN 7 Padang. Guru bahasa Inggris di SMPN 7 Padang ini ada 5 orang guru. Dalam menentukan sampel, peneliti menggunakan teknik Sartified Sampling dengan memilih 4 guru.
Dalam penelitian ini masing-masing guru diambil satu kelas dari lokal yang pernah diajarkannya.
Semua ada 4 kelas berdasarkan uji normal dan uji homogen. Dalam mengumpulkan data, peneliti menggunakan angket untuk mengidentifikasi antusiasme guru dan nilai rapor semester akhir untuk melihat kemampuan belajar siswa. Setelah data diperoleh, peneliti menganalisanya dengan menggunakan rumus korelasi Pearson Product Moment. Peneliti menemukan t-hitung (0.99) korelasi sangat kuat dan positif. Untuk membuktikan hipotesis, peneliti mendapatkan hasil dari t- hitung lebih besar dari t-tabel (0,99>0,95) dengan level signifikansi 5%. Jadi, hipotesis pada penelitian ini diterima. Ini berarti antara antusiasme guru dengan kemampuan bahasa Inggris siswa terdapat hubungan yang signifikan. Berdasarkan penelitian ini dapat disimpulkan bahwa antusiasme guru bahasa Inggris di SMPN 7 Padang periode 2014/2015 mempengaruhi kemampuan bahasa Inggris siswa.
Key words: Teachers’enthusiasm, and Students’ English achievement
INTRODUCTION
Teaching learning process is the goal of education. In teaching learning process, the teachers, the students, curriculum, facilities in the school and environment organize to attain some predetermined goal for the learner can be achieved. Interaction between teacher and students are the main factor for the continuity of the learning process. The existence of unity between the activities of students learn and teachers teach is crucial things in the teaching and learning process.
Those activities interact to supports each other.
Furthemore, teaching and learning interactions need the communication between teacher and students. It is an important role in the success of the interactions, especially when the teacher deliver the material. The teacher must use
the good way in communicate. So, the communication will be effective. According to Tauber and Mester (2007:5), teacher enthusiasm is fundamental to effective communication. It means that teacher who enthusiastic in teaching will more effective to create the good interaction between teacher and students in teaching learning process.
Dealing with the explanation above, teacher enthusiasm is important component in teaching learning. It makes the classroom alive. When teacher communicate excitement and enthusiasm, the teacher will express facial expression, various tone of voice, appropriate meaningful hand and arm gestures in deliver materials. Teachers are enthusiatic about what they teach can be infected the students with the same enthusiasm. The enthusiasm of the teacher
2 will permeate students with a belief in
themselves. So, students will be more interested, motivated in following learning and impact the student achievement.
Based on researcher’s experience when teaching practice at junior high school seven Padang, the researcher found some of teachers with enthusiasm, but there were several teacher with less of enthusiasm.
They have monotonous voice, seldom moves arms out or streche out towards the person or object, seldom moves from one spot or movement mainly from a sitting to a standing position. The teacher just focuses on what is teaching material that want to transfer but less care with how the process to present that teaching material. This event will less catch student interest and attention.
From the problem above, It will influence to students’ attention in learning. The students do not interest in learning English besides English is foreign language for them. They do not understand what the teacher talk. So, they are only silent without participating in the class. They do not have desire to move forward, difficult to solve existing problems.
The students are lazy to learn.
The junior high school seven padang is one of good school with A accreditation. For teaching English, the teachers are suggested to use english language in teaching learning process. Next, the most important thing is the students should get the high score above of Students’ Achievement Standards in learning which also called as KKM. The standard score is 80. Dealing with the case above, teacher enthusiasm is needed to help student more interest in learning and get the good score above 80.
In this research, the problem is limited to the focus on the correlation between teachers’
enthusiasm and students’ English achievement at SMPN 7 Padang. The researcher has some purposes to do this research. The main purposes of this research is to find out whether there is significant correlation teachers’ enthusiam and students’ English achievement at SMP N 7 Padang.
This research was started from the first theories about enthusiasm. The experts say definition enthusiasm is identified as amount of vigor and power that displayed by the teacher (Wiseman and Hunt (2008:137)).
Then, the theories say that enthusiasm connotes interest, positive feeling, passion and inspiration. It also contrasted with apathy and lack of emotion and/ or interest (Nath and Cohen (2011:196)). The last theory say that teacher enthusiasm is assumed favorably influence students outcome (Fischer et al (2014: 131)). Based on the experts’ ideas above, the researcher summarizes that enthusiasm is a power displayed by the teacher that connotes positive feeling, excitement, energy, involvement, interesting, happiness, passion and inspiration. This emotion should have by teacher in teaching process, especially in deliver material. It can give energy positive effect which their students because it will infect or stimulate the students in good work, more enjoyable, not bored and help them in increase their achevement
Then, the research was started from the second theories about achievement. The experts say definition achievement refers to how well a student performs when in school (Zentner and Shiner (2012:630). Next, the theories say that the term achievement refers to the degree or the level of success attainted in some specific school tasks especially scholastic performance Zargar and Ganai (2014:9). The last theories say that achievement is defined as “(1) Accomplishment or proficiency of performance in a given skill or body of knowledge, (2) Progress in school”
(Dictionary of Education (2000) in Lewis (2014:17)). It can be concluded from the expert above, achievement is defined as knowledge gained or skills developed in the school subjects, usually is designed in the scores by test scores or teachers’ marks. It is the proficiency that students have in their learning process. This achievement is also as indicator that what students get in their learning. It is the accumulative result of learning process. In achievement, the teachers or the students themselves can see how far their learning process that they did.
In this study can be described English
3 students’ achievement can be seen in form
of students’ score that given by teacher.
RESEARCH METHOD
The design of this research was correlation research that is aimed to correlate between teachers’ enthusiasm and Students’ English achievement. According to Gay and Airasian (2000:321) who say that a correlation research describes an existing condition where it is distinctly from it correlation provide an estimate of just how relation of two variables. It collects the data in order to determine the correlation of the two variables. In this research, there was two conditions or variables. They were variables X as teachers’ enthusiasm and variable Y as students’ English achievement.
The data were teachers’ enthusiasm questionnaire and English final score from their students’ raport. There were 4 English teachers of SMPN 7 Padang with one class each teachers taught. In this research, the researcher took the data of teachers by using sartified sampling. According Gay ad Airasian (2012:133) stratified sampling is a way to guarantee desired representation of relevant subgroups within the sample where some populations can be subdivided into subgroups, known as strata (one is called a stratum ) where the goal of this technique sampling is to compare the behavior of participants from different subgroups of the population. Then, researcher got four classes that have identified with normality and homegenity as the sample.
In collecting the data for this research, the researcher did several steps, first the researcher gave the questionnaire to the teachers. Then, the researcher analized it.
Next, the researcher collected the final score of raport from the students. The researcher took one class students’ score of each teacher based on the result normality and homogenity test. After collecting the data, the researcher was analyzed it. In this research, the researcher uses formula from Riduwan (2005:89) to analyzed the instrumentation (questionnaire).
X 100%
Where:
P = Percentage of teachers’ answer in the questionnaires
F =Total of teachers’ answer in the questionnaires
N = Total of ideal score
To see the strength of questionnaire could be seen from the criterium below:
0 20% 40% 60% 80% 100%
Very weak weak moderate strong very strong After the score of questionnaire and documentation had been known, the researcher was going to analyze them by product moment correlation to know the correlation between teachers’ enthusiasm and learners’ achievement, which was described by Arikunto (2006:273) as follow:
√( )( )
Where:
: The correlation coefficient between X and Y
: The values for the X variable : The values for the Y variable
: Sum of variable X score times the sum of variable Yscore
To find out of the total of degree of correlation, it analyzed by using coefficient determinant by Riduwan, as follow:
KP = r2 x 100%
Where :
KP = Coefficient determinant r = Coefficient correlation
The researcher used the degree of coefficient correlation based on Riduwan’s idea (2010:98):
4 0.00-0.19 = Very low correlation
0.20-0.39 = Low correlation 0.40-0.59 = Moderate correlation 0.60-0.79 = High correlation 0.80-1.00 = Very high correlation In this research, there are two hypothesis as follow:
H1 : There was a correlation between teachers’ enthusiasm and learners’
English achievement at SMPN 7 Padang 2015/2016 academic year.
H0 : There was no a correlation between teachers’ enthusiasm and learners’
English achievement at SMPN 7 Padang 2015/2016 academic year.
Hypothesis testing was done by comparing the value of r-calculated with the value of r- table in order to know the hypothesis will be accepted or not. If r calculated is higher than r table, it means there is a correlation between teachers’ enthusiasm and Students’
English achievement.
FINDING AND DISCUSSION
In order to find the correlation between teachers’ enthusiasm and students’ English achievement of students at SMPN 7 Padang academic year 2014/2015, there were two kinds of the instruments that were used by the researcher. They were questionnaire and documentation. The researcher found several findings. They were as follow: first, the researcher found the highest score of teachers’ enthusiasm was 95 and the lowest score was 82. Second, the researcher found the highest score of students’ English score was 90 and the lowest score was 85. Third, the researcher found that r_calculate (0.99) and r-table was (0.9500) in the df (n-2) and the level of significance α (5%). It shown that the r-calculate is higher than r-table.
The fourth, the researcher found the coefficient determinat of teachers’
enthusiasm and students English ahievement was 98,01%. It means that the each variables are influenced each other as many 98.01%.
The last, the researcher found that r- calculate was 0.99 and r-table was 0,9500 in df = n-2 where the level of significance was (α) 0.05.
Calculation of Pearson Product Moment Correlation between teachers’ enthusiasm
and students’ English achievement
√( )( ) = √( )( )
=
√
= 0.99 ( Very High Correlation) t-table = 0.9500
Thus, the correlation between teachers’
enthusiasm and students’ English achievement is positive. The strength of its correlation resides in high correlation.
To find out the contribution variable X toward variable Y the researcher used this formula:
KP = r2 x 100% = (0.99)2 x 100% = 98, 01%
Furthermore, the result of coefficient correlation between teachers’ enthusiasm and students’ English achievement can be seen as following diagram:
Diagram 1 Scatter plot of teachers’
enthusiasm and students’ English achievement.
Based on the diagrams above, it can be concluded that the teachers’ enthusiasm was influenced by the students’ English
84 85 86 87 88 89 90 91
80 90 100
Teachers' Enthusiasm
Students' English Achievement Teachers' Enthusiasm
Linear (Teachers' Enthusiasm)
5 achievement as the line positive to the up of
that diagram
CONCLUSION AND SUGGESTION This research was started from the theories that say educator enthusiasm is correlated with students’ course achievement and their motivation to further learn (Streeter in Tauber and Mester (2007:6)). Then, the theories say that the teacher’s enthusiasm for teaching, learning, and their subject matter has been shown to be an important part of effective teaching, both in supporting positive relationships with students and in encouraging students achievement (Stronge ( 2007: 27)). The last theory say that enthusiasm influences students directly in enhancing and developing their subject interests, motivation to learn it and attention, and their learning achievement (Barker (2014:303)).
Thus, the design of this research was correlational research. The data of this research was on the quantitative form. In order to get the data, the researcher used questionnaire and documentation as instrument. The questionnaire consist of 27 items statement that were validated by the classroom management lecture and the document take in form students English score from their raport the last semester.
Furthermore, based on finding as already discussed in the previous chapter, the researcher pointed out the conclusion. First, there was positive correlation between teachers’ enthusiasm and students’ English achievement at SMPN 7 Padang at academic year 2014/2015. It was proved by the result of r-calculate (0.99) is higher than r-table (0.9500). Second, based on the comparison of the value r-calculate and r-table above the researcher found that there was significance correlation between teachers’ enthusiasm and students’ English achievement at SMPN 7 Padang academic year 2014/2015. Thus, the hypothesis of this research was accepted and the null hypothesis was rejected.
In conclusion, the correlation of this research was positive and significance correlation between teachers’ enthusiasm
and students’ English achievement. The hypothesis of this research was accepted and the null hypothesis was rejected. Thus, it can be concluded that teacher enthusiasm influence students’ English achievement. It is indicated that teacher who have high enthusiasm impact the students in high achievement and the teacher who have low enthusiasm impact the students in low achievement.
Based on the result of this research, the researcher proposed some suggestion for English teacher, students and also the reader.
Firstly, for the English teacher after read this research result, they would get information about the correlation between teachers’
enthusiasm and students’ English achievement. Then, they can increase their enthusiasm in learning. Secondly, for the students after read this research result, it could provide the information for the students to give information, and can increase their achievement in learning. Thus, the researcher suggested to the next researcher who wanted to conduct the research in this scope to can modify the indicator of enthusiasm in form other.
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