WAHYUNI, SRI (2018) THE INFLUENCE OF A TEACHER’S TEACHING STYLES TOWARDS STUDENTS’ ENGLISH LEARNING MOTIVATION AND ACHIEVEMENT BASED ON A TEACHER’S AND STUDENTS’ PERCEPTION (A Descriptive Study on the Eleventh Grade Students of SMK Negeri 1 Demak in the Academic Year of 2018/2019). Undergraduate thesis, Fakultas Bahasa dan Ilmu Komunikasi.
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Abstract
The aims of the study were to find out the students’ and a teacher’s perception on the influence of a teacher’s teaching styles towards students’ English learning motivation and achievement and to describe the effect of a teacher’s teaching styles towards students’ learning motivation and achievement. This research used descriptive study as the research design. The research design that used in this study was a mixed method which mixes both quantitative and qualitative method. The subject of the study was the eleventh grade students and the English teachers of SMK Negeri 1 Demak in the academic year of 2018/2019. The data collection techniques used in this research were mixture of closed-ended and open-ended questionnaires. There were two points which concluded in this research based on the findings. First, the students and teachers had a good perception on the influence of teachers’ teaching styles towards students’ English learning motivation and achievement as indicated in closed-ended questionnaire results that teaching styles become the leading factors which assure the success of teaching learning process. The questionnaire results were also supported by the calculation from path analysis used to determine the influence of three variables in this study. The results were taken from ANOVA, it obtained value of F count is 16.980 meanwhile F table equal to 3.0718. It showed that F count was higher than F table or it can be interpreted that teaching styles variable simultaneously influence towards motivation and achievement variable. Further, the results of path analysis showed that the total of direct effect between teaching styles variable towards English achievement variable was higher rather than the total of indirect effect through motivation variable or it can be concluded that the actual of a causal relathionship was more tended to the direct effect rather than indirect effect. Second, the results of open-ended questionnaire indicated as the part of descriptive qualitative method. The results revealed that every students expected their English teacher to have more than one teaching styles that can be used to meet all of individual’s learning differences.
Keywords : Teaching Styles, Learning Motivation, Achievement
| Dosen Pembimbing: | UNSPECIFIED | UNSPECIFIED |
|---|---|
| Item Type: | Thesis (Undergraduate) |
| Subjects: | P Language and Literature > PE English |
| Divisions: | Fakultas Bahasa dan Ilmu Komunikasi Fakultas Bahasa dan Ilmu Komunikasi > Pendidikan Bahasa Inggris |
| Depositing User: | Pustakawan 1 UNISSULA |
| Date Deposited: | 30 Apr 2019 01:51 |
| Last Modified: | 30 Apr 2019 01:51 |
| URI: | https://repository.unissula.ac.id/id/eprint/12427 |
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