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THE INFLUENCE OF TEACHER’S PERSONALITY COMPETENCE TO STUDENTS’
MOTIVATION IN LEARNING ENGLISH AT MTsN PANCUNG SOAL
Endang Sriwati*), Yulmiati, S.S., M.Pd**), Yola Merina, S.S., M.Hum***)
*)Program Studi Pendidikan Bahasa Inggris, STKIP PGRI Sumatera Barat [email protected]
**)Staf Pengajar Program Studi pendidikan Bahasa Inggris, STKIP PGRI Sumatera Barat [email protected]
***) Staf Pengajar Program Studi pendidikan Bahasa Inggris, STKIP PGRI Sumatera Barat [email protected]
ABSTRACT
The purpose of this research to know how the influence of teacher’s personality competence to students’ motivation in learning English at MTsN Pancung Soal Pesisir Selatan. Source of data in this research is students and English teachers at VIII grade totally 2 teachers and 30 students.
The design of this research is descriptive research with quantitative approach. Then, instrument of this research is questionnaire and interview. The questionnaire that researcher used was influence of the traits of teacher’s personality competence to students’ motivation and the purpose of interview is to valid the result from questionnaire. Based on data from questionnaire and interview, generally data show the result that 17 students (57, 00%) in fairly influenced categorized, and then seen from every indicator. Emotional stability show the result that 15 students (50, 00%) in fairly influenced categorized, and extraversion show the result that 16 students (53, 00%) in fairly influenced categorized, next, be seen from openness to experience show that 16 students (53, 00%) in influenced, then, agreeableness show that 19 students (63, 00%) in influenced categorized, moreover conscientiousness show that 10 students (33, 00%) in very influenced categorized. it can be concluded the influence of teacher’s personality competence to students’ motivation in learning English is fairly influenced categorized at VIII grade 2015/2016 years in MTsN Pancung Soal
Penelitian ini bertujuan untuk melihat bagaimana pengaruh kepribadian guru bahasa Inggris terhadap motivasi siswa dalam belajar bahasa Inggris di MTsN pancung Soal Pesisir Selatan.
Sumber data penelitian ini adalah siswa dan guru bahasa Inggris di kelas VIII jumlahnya 2 orang guru dan 30 siswa. Desain dari penelitian ini adalah penelitian deskriptif dengan pendekatan quantitative. kemudian Instrument dari penilitian ini adalah angket dan wawancara. Angket yang digunakan peneliti adalah pengaruh sifat-sifat dari kepribadian guru terhadap motivasi siswa dan tujuan wawancara untuk mempertegas hasil dari angket. Berdasarkan data yang di dapat melalui angket dan wawancara guru, data secara umum menunjukkan hasil bahwa 17 siswa (57,00%) di tingkat cukup pengaruh. Kemudian dilihat berdasarkan perindikator, emotional stability menunjukkan hasil bahwa 15 siswa (50,00%) di tingkat cukup pengaruh, dan extraversion menunjukkan hasil bahwa 16 siswa (53,00%) ditingkat cukup pengaruh, selanjut nya dilihat dari openness to experience menunjukkan hasil bahwa 16 siswa (53,00%) di tingkat pengaruh, kemudian agreableness menunjukkan hasil bahwa 19 siswa (63,00%) di tingkat pengaruh, ditambah lagi conscientiousness menunjukkan hasil bahwa 10 siswa (33,00%) di tingkat sangat pengaruh. itu berarti bahwa pengaruh kepribadian guru terhadap motivasi siswa dalam belajar bahasa Inggris adalah cukup pengaruh pada kelas VIII tahun ajaran 2015/2016 di MTsN Pancung Soal Pesisir Selatan.
Keywords: Teacher’s Personality Competence, Students’ Motivation.
INTRODUCTION
To be a teacher there are some competences that is needed. Stated in
government regulations no 14 of 2005 and no 19 of 2005 explained clearly about 4 of teacher competencies: (a) pedagogy
2 competence, (b) professional competence, (c) personal competence and (d) social competence. One of the teacher competences is personality competence that should be mastered by teacher as educator because this reason as a teacher should have good personality. The personality of the teacher can be seen by the competence that they have. It is the important thing in teaching.
Competence is the application of the skill, knowledge and behavior of the teacher in teaching. Teacher personality competence is the basis of competence, if the teacher has good personality so they can give good effect toward students. For example, the teacher who has good personality will be idol for students and they will be happy when they see the teacher in front of class, and also they will be motivated to learn their study because they feel comfort, happy, and respect to the teacher.
Moreover, motivation is the important thing that needed by people to make them to be motivated to do something. Motivation is useful to increase the interesting people to do something. In addition, motivation is stimulus that comes from our self so that individual can be motivated to do something and also motivation is a tool that causes people to begin activity. Furthermore, motivation strength is stimulus to students to do something especially to learn their lesson in learning process so that they can achieve the purpose of learning.
Motivation has two types intrinsic and extrinsic. According to Wentzel (2014:4), intrinsic motivation depicts people as pursuing their own agendas – doing what they do because they want to. People who have intrinsic motivation will change their self to make something better, for example, love for study, Indeed, extrinsic motivation is early behavioral views of motivation depict humans as responsive to basic drives or needs but otherwise as relatively passive.
In other word, intrinsic motivation is strengthens that comes from our self.
Besides that, extrinsic motivation is strength that comes from outside, extrinsic motivation that people have source from the influence by people among them. For example, influence of teacher’s personality competence toward student’s motivation to study.
Based on pre-observation in MTsN pancung Soal found students’ problem in class, student feel afraid to teacher in learning process because they think their teacher so angry. Student can be motivated to learn English subject because the influence of teacher personality, problem such as motivation and achievement source from a teacher’s personality, for example the teacher who has good personality so student feel happy, comfortable, enthusiasm, and active to learn and then they will get high motivation to learn English and also get good mark.
In the other hand, the teacher who has bad personality so student be lazy and uncomfortable to learn, at the end they will not have get point of explanation by the teacher in teaching learning process, finally students got bad mark because they do not have learning motivation to learn English subject, especially English subject hard to learn. Based on the reason above to learn English needs high motivation. Indeed, based on the researcher pre observation, motivation is very important things that should be had by students to do everything run well.
Moreover, to solve this problem, the researcher can know from “how does the influence of teacher’s personality competence to students’ motivation in learning Engish at VIII grade 2015/2016 years in MTsN Pancung Soal?” The purpose of this research was to know the influence of teacher’s personality competence to students’ motivation in learning English at VIII grade 2015/2016 years in MTsN Pancung Soal.
Dealing with the problem of this research, there was a study that has been concluded by previous researchers. Some researchers did the similarity topic about personality. First, Othman (2009) with the title “ a study on personality that influences teaching effectiveness”. Second, Kheruniah (2013) with the titke “a teacher personality competence contribution to student study motivation and discipline to fiqh lesson”
Third, Priye (2013) with the title “teacher’s personality and classroom management of Tertiary Institutions in Negria: teh issues and perspectives”.
3 RESEARCH METHOD
Research design of this research was descriptive with quantitative approach.
According to Gay, and Airasian (2000:275), descriptive research determines and describes the way things are. It means that descriptive research only focuses on describing the phenomenon without giving treatment to the students. So, this research used descriptive because to know the influence of teacher’s personality competence to students’ motivation in learning English at MTsN Pancung Soal.
Participant is all subject or object investigated to get the information. In this research, there were two teachers and students as the participant. According to Gay and Airisian (2000:121), participants are group of individual that participates in research project. The total sampling and simple random sampling used to choose participants in this research. Sugyono (2009:62) explains that total sampling is technique of taking sample by choosing all of the populations as the respondent, sample, and participant.
Then, simple random sampling was used to take students to be participants in this research. According to Gay and Airasian (2000:123), simple random sampling is process of selecting a sample in such a way that all individuals in the defined population have an equal and independent chance of being selected for the sample. In other word, simple random sampling is the technique to collect data with selecting there are objects of population.
In addition, by Ary et al (2010:481) states that, when the potential sample is too large (when resources are limited), the credibility of the study can be enhanced by randomly selecting the participants or sites from the large group. In this research used simple random sampling as the sample technique. According to Gay and Airasian (2000:134), descriptive research common used sample 10% - 20% from the participants. The researcher was taken 20%
from total of the students’ amount. So, the total of participants is 30 students as sample of the number of population that is students.
Instrumentation can be said as tool in doing a research for collecting the data. In this research, questionnaire and interview are needed. According to Gay and Airasian
(2000:145) instrument is tool or something that is used in collecting the data. In other words, instrument is something that used by the researcher to collect the data that need in the research. After conducting the instrumentation, it knows about the influence of teacher’s personality competence to students’s motivation at MTsN Pancung Soal.
Furthermore, the process of data analysis in this research, first, reading/
memoing, it was a process that the researcher read the data from questionnaire.
Then, description, in this case, the researcher described the data based on the reading and memoing on questionnaire data collected.
After that classifying, it was the process that the researcher classified and analyzed the data referring to the questionnaire. Next, Interpreting, In this step, the researcher interpreted the data about students’ need on English learning material which collected from questionnaire.
FINDING AND DISCUSSION
The researcher explained the findings of the research about the influence of teachers’ personality competence to students’ motivation in learning English at VIII grade of MTsN Pancung Soal.
Based on the result of questionnaire that had given to the students, the researcher can described the influence of teacher’s personality competence to students’
motivation in learning English at VIII grade in MTsN Pancung Soal is 13 students ( 43.00%) in influenced categorized. Then, 17 students (57.00%) in fairly influenced categorized. Based the result in data analysis showed that the highest frequency of the influence of teachers’ personality competence to students’ motivation is fairly influenced 17 students (57. 00%)
Moreover, interview only to know teachers’ personality competence to support the result of questionnaire. Based on the result of interview sheet have been distributed by English teachers at MTsN Pancung Soal. The researcher is getting information from two teachers about teachers’ personality in there.
Based on the data analysis above there were two teachers have not bad personality in learning English because their answer in interview describe that their personality in
4 teaching learning balanced with standard teacher’s personality competence itself.
Based on result the data analysis above, the researcher interprets about the influence of teachers’ personality competence to students’ motivation in learning English.
During the research, the researcher finds that the influence of teachers’ personality competence to students’ motivation in learning at VIII grade 2015/2016 years in MTsN Pancung Soal have influenced to students’ motivation in learning English. It was found in the result of questionnaire and interview sheet which is described that were 17 students (57. 00%) in fairly categorized.
The researcher’ assumption that teachers’
personality competence have influence to students’ motivation when teaching learning English and teachers’ personality has contribution to motivate students. The researcher described based on sequence of indicator of teachers’ personality to students’ motivation. It consists of Emotional stability, extraversion, openness to experience, and agreeableness, and also conscientiousness. Emotional stability have influenced to students’ motivation based the result in data analysis showed that the highest frequency of the influence of emotional stability to students’ motivation is fairly influenced 15 students (50, 00%). It means that emotional stability very important to students in teaching learning English. For example; teacher cares to the students in learning English
Then, extraversion have influence to students’ motivation based the result in data analysis showed that the highest frequency of the influence of extraversion to students’
motivation is influenced 16 students (53, 00%). It means that extraversion to motivate students in learning English. Openness to experience have influence to students’
motivation based on the result in data analysis shows that the highest frequency of the influence of opennes to experience to students’ motivation is influenced 16 students (53, 00%) in fairly categorized. It means that openness to experience can make students have motivated to study. For example; teachers prepare creative teaching material to make students’ interest in learning English.
Agreeableness have influence to students’ motivation based on the result in
data analysis showed that the highest frequency is influenced categorized. Based the result in data analysis shows that the highest frequency of the influence of agreeableness to students’ motivation is influenced 16 students (53, 00%). It means that agreeableness also give effect to students’ motivation. Conscientiousness has influence to students’ motivation based on the result of data analysis show that the highest frequency is very influenced 10 students (33%). It means that it is also give effect to students’ motivation in learning.
The point, for the teacher at MTsN Pancung Soal should more attention about their personality competence in teaching learning English because teacher’s personality competence have influenced to students’
motivation in learning English.
CONCLUSION
This research is to find how the influence of teachers’ personality competence to students’ motivation in learning English at VIII grade in MTsN Pancung Soal. Based on the research findings, the researcher formulated the conclusion into: the result of both questionnaire and interview showed that were the influence of teachers’ personality competence to students’ motivation in learning English at VIII grade 2015/2016 years in MTsN Pancung Soal was fairly influenced. It shows that average of the percentage of questionnaire is 57, 00% or fairly influenced. Next the interview, 2 participants have been good personality.
Then, researcher has some suggestions related with this research, first, to the English teacher should be more pay attention on their personality competence had been influenced to students’ motivation. Next, for the next researcher they should do deeper to analyze about teaher’s personality competence to students’ motivation in learning English and continue this research.
ACKNOWLEDGEMENTS
The researcher expresses my sincere gratitude to my first advisor Yulmiati, S.S., M.Pd. who have guided the researcher to complete this thesis and gave valuable knowledge, suggestion, and support for her.
The researcher’s sincere thanks also go to the co-advisor Yola Merina, S.S., M. Hum.
For the continuous support of her research,
5 for her guidance, advice, suggestion and support in finishing this thesis.
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