Judul Skripsi : The Effect of Teacher Expertise on Students' English Learning Outcomes in SMAN 11 Bone (Descriptive Research on Eleventh Grade Students of SMAN 11 Bone). The Effect of Teacher Professionalism on Students' English Learning Outcomes at SMAN 11 Bone (Descriptive Study on Eleventh Grade Students of SMA Negeri 11 Bone.) Department of English Thesis. This research sought to determine the impact of teacher expertise on student English learning outcomes at SMAN 11 Bone in the academic year 2018/2019.
The second was a questionnaire tool to obtain data on the influence of teachers' professionalism on students' results in learning English. Appendix C: Score of questionnaire study The influence of teachers' professionalism on students' results in learning English.
INTRODUCTION
- Problem Statements
- Research Objectives
- Significance of The Research
- Scope of The Research
Based on the above description, the researcher attracts the research "Effect of Teacher Professionalism on Students' English Learning Outcomes at SMAN 11 Kabupaten Bone". Based on the background, the researcher formulates a problem statement as follows: What is the impact of teacher expertise on students' English learning outcomes at SMAN 11 Bone. In relation to the above stated problems, the objectives of the research are: to determine the impact of teacher expertise on students' results in learning English at SMAN 11 Bone.
The purpose of this research is limited to the impact of teacher professionalism on student outcomes in English learning. Teacher professionalism: teacher competence (pedagogical competence, personality competence, professional competence and social competence).
REVIEW OF RELATED LITERATURE
Some Partinent Ideas
- Professionalism of Teacher
- Competence of Teacher
- Students Outcome
Conceptual Framework
RESEARCH METHOD
Research Variables
Teacher professionalism refers to four categories that will be observed: The first was the teacher's low teaching and learning process (Lesson Plan). The second was the teacher's ability to master the teaching program based on the teaching and learning process (Lesson Plan). The second variable in this research was student achievement, which refers to students' scores obtained in their report book.
Population and Sample
So we can conclude that most students in the eleventh grade (IPS 3) of SMA Negeri 11 Bone very much agreed that they like it when the teacher explains about difficult terms that they did not understand while learning English not. So, we can conclude that most students in the eleventh grade (IPS 3) of SMA Negeri 11 Bone strongly agreed that if they do not understand the lesson, the teacher provides the opportunity to ask questions and ' will give an explanation. So, we can conclude that most students in the eleventh grade (IPS 3) of SMA Negeri 11 Bone were undecided that they like it when the teacher uses learning media when explaining lessons that require media.
Thus, we can conclude that most students in the eleventh grade (IPS 3) of SMA Negeri 11 Bone agreed that they enjoy learning English when the teacher creates a fun learning atmosphere with interesting teaching methods. So we can conclude that most students in the eleventh grade (IPS 3) of SMA Negeri 11 Bone strongly disagreed while studying, they don't understand if the teacher doesn't explain the material well. I don't understand when the teacher explains the lesson (Saya tidak paham saat guru menjelaskan pelajaran).
Thus, we can conclude that most students in the eleventh grade (IPS 3) of SMA Negeri 11 Bone strongly agreed that if they are noisy, the teacher will reprimand and punish them. Thus, we can conclude that most students in the eleventh grade (IPS 3) of SMA Negeri 11 Bone strongly agreed if she still pays attention to the teacher's explanations, even though the atmosphere in the classroom is often noisy . Thus, we can conclude that most students of the eleventh grade (IPS 3) of SMA Negeri 11 Bone strongly agreed that they liked it when the teacher asked questions during the test based on the material being taught.
So, we can conclude that most students in the eleventh grade (IPS 3) of SMA Negeri 11 Bone strongly agreed if they like it when the teacher gave the opportunity to improve their low scores. So, we can conclude that most students in the eleventh grade (IPS 3) of SMA Negeri 11 Bone agree that they understand when the teacher gives the test in oral and written form, they can understand well. So, we can conclude that most students in the eleventh grade (IPS 3) of SMA Negeri 11 Bone agreed that they became active in speaking English when the teacher gave a chance to speak at the class .
At the time when the lesson ends, the teacher did not collect the students' work. After the end of teaching and learning, the teacher greets the students and leaves the class.
Instrument of Research
Data Collection Method
Before submitting the questionnaire, the researcher was given an explanation about the purpose of the questionnaire and the method of implementation.
Technique of Data Analysis
The following table shows the result of data from 25 questionnaire items given to the students' and The researcher found that the student reports were consistent with the KKM in the teacher's lesson plan. I understand while the teacher explains the main points of the discussion in learning according to the order in the book. I like it when the teacher explains about difficult expressions that I didn't understand while learning English.
I like to learn English when the teacher creates a fun learning atmosphere with interesting teaching methods (Saya suka belajar bahasa Inggris saat guru membuat ambasan belajar membangan dengan metode ajar yang menarik). I still pay attention to the teacher's explanation, even though the classroom atmosphere is usually noisy. I like it when the teacher asks questions based on the learned material in the test.
I like it when the teacher gets a chance to improve my low scores. saya senang jika guru mikanan samsahaan untuk mengiri nilai yang rendah). I understand when the teacher gives an oral and written exam. I understand well. When my teacher gave me a chance to speak in class, I started to speak English.
However, the teacher was not aware of the area in the classroom and immediately went in and explained the teaching material. At the time when the lesson ends, the teacher did not give the students an assignment. After the end of teaching and learning, the teacher reviewed the next material for the next week.
This is already appropriate between the observations made by the researcher to the teacher teaching the class. The observation checklist was made by the researcher to see and observe the learning situation in the classroom by the teacher.
FINDINGS AND DISCUSSION
Discussion
In this part, the researcher explains the results of the research The impact of the professionalism of teachers on the results of students in learning English at SMAN 11 Bone in the academic year 2018/2019. The aim of this research is to determine the "Effect of Teacher Professionalism on Students' English Learning Outcomes" through an observation checklist and questionnaire items. The results of the influence of teachers' expertise were the same as the results obtained by the researcher.
The researcher found that almost all the students have a positive influence on teacher professionalism in teaching English at the classroom. These findings are similar to study by Munawwarah (2012) who conducted a research on the influence of teacher professionalism on students' outcome in Madrasah Tsanawiyah Negeri Pangkajene. Based on the research, it appeared that it had a positive value between teacher professionalism towards students' outcome.
The professionalism of the teacher in this study is the professionalism of the teacher in the English study in class XI IPS 3. Based on the result of the observation checklist and questionnaire items, the majority of students had a positive influence on the teacher's professionalism. In addition, understanding the influence of teachers' professionalism on student outcomes in English learning was based on the value students place on student reports.
This chapter presents some conclusions and suggestions according to the findings and the discussion of the findings. Based on the findings and discussions, the researcher concludes that almost all the students have positive value between teacher professionalism towards students' outcome in English learning. Based on the results of research that was done, it was proven by the result of questionnaire that shows that the influence of teacher professionalism on students' outcome was categorized as positive.
CONCLUSION AND SUGGESTION
Suggestion
For the next researcher, use this thesis as an add-on reference or further research with other discussion. This research can be used as a reference for the professionalism of teachers at SMAN 11 Bone in further research. For the students, this research can be useful to provide more motivated for them in English learning.
For the teacher it is good before class, the teacher makes a pleasant class atmosphere to create a fun learning process and not boring. Landasan Pendidikan, persika dari dimensi makropedagogis. http://firdaussuaib.blogspot.com/2016/06/profesionalisme-pendidikan.html in Gibson). Competence pedagogy guru, http://spasi- ismira.blogspot.com/2012/05/kompetensi-pedagogik-guru-oleh-ismira.html (Accessed 9 September 2018).
Pengaruh profesionalisme guru terhadap prestasi belajar siswa di MI Ribath Darut Tauhid Nambangan Perak Surabaya. Pengaruh profesionalisme guru terhadap hasil belajar siswa di Madrasah Tsanawiyah Negeri Pangkajene Kabupaten Sidenreng Rappang. Pengaruh profesionalisme guru terhadap prestasi belajar siswa pada mata pelajaran matematika di Sekolah Menengah Pertama (SMP) Mamba'us Solihin Blitar Tahun Pelajaran 2014-2015.
Ranah kognitif, afektif dan psikomotorik, (http://cwan2.blogspot.com/2015/04/pengertian-kognitifaffective-dan.html) diakses pada tanggal 20 September 2018. Saya suka ketika guru menjelaskan tentang ungkapan-ungkapan yang tidak saya ketahui. tahu 'tidak mengerti ketika belajar bahasa Inggris. Saya suka belajar bahasa Inggris ketika guru membuat lingkungan belajar menjadi menyenangkan dengan metode pengajaran yang menarik.
