THE CORRELATION BETWEEN ENGLISH TEACHERS’ TEACHING STYLE AND STUDENTS’ LEARNING ACHIEVEMENT AT PUBLIC JUNIOR HIGH SCHOOLS IN TEMBILAHAN
DOI:
https://doi.org/10.36563/dm8q1a82Keywords:
Correlational Study, Teaching Style, Learning AchievementAbstract
This study investigates the correlation between English teachers’ teaching styles and students’ learning achievement at Public Junior High Schools in Tembilahan. The research employed a quantitative correlational design involving 150 eighth-grade students and 5 English teachers selected through purposive sampling. Data were collected using a teaching style questionnaire based on the Grasha-Richmann model and a multiple-choice achievement test. The results revealed that the most dominant teaching style among teachers was the Facilitator style (40%), indicating a student-centered approach emphasizing guidance and active participation. The correlation analysis using Pearson Product Moment showed a moderate positive correlation (r = 0.401) between teachers’ teaching styles and students’ learning achievement; however, the relationship was not statistically significant (Sig = 0.503 > 0.05).
Downloads
References
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (8th ed). Routledge.
Creswell, J. . (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (4thed). Pearson Education, Inc.
Creswell, J. W. (2009). Research Design Qualitative, Quantitative, and Mixed Methods Approaches. In SAGE Publications. http://apps.who.int/bookorders.
Fischer, B., & Fischer, L. (1979). Styles in teaching & learning. Educational Leadership.
Grasha, A. F. (1994). The Matter as of Expert , Style : Formal and Authority , Delegator Teacher Personal Model , Facilitator ,. College Teaching, 42(4), 142–149.
Grasha, A. F. (1996). Teaching With Style: A Practical Guide to Enhance Learning by Understanding Teaching and Learning Style. Alliance Publisher.
Irna, S. (2020). The effect of smartphone usage on student discipline, motivation and learning achievement. Journal of Physics: Conference Series, 1521(3). https://doi.org/10.1088/1742-6596/1521/3/032105
Mustakim, I. (2019). Reslaj : Religion Education Social Laa Roiba Jornal Reslaj : Religion Education Social Laa Roiba Jornal Pengaruh Kompetensi Dosen, Kurikulum Dan Motivasi Terhadap Prestasi Belajar Mahasiswa. Reslaj: Religion Education Social Laa Roiba Jornal, 3(1), 14–22.
Te Winkel, W., Rikers, R., Loyens, S., & Schmidt, H. (2006). Influence of learning resources on study time and achievement scores in a problem-based curriculum. Advances in Health Sciences Education : Theory and Practice, 11(4), 381–389. https://doi.org/10.1007/s10459-006-9016-4
Vaughn, L., & Baker, R. (2001). Teaching in the medical setting: balancing teaching styles, learning styles and teaching methods. Medical Teacher, 23(6), 610–612. https://doi.org/10.1080/01421590120091000
Wang, L. (2007). Variation in learning styles in a group of Chinese English as a foreign language learners. International Education Journal, 8(2), 408–417.
Wang, Y., Stein, D., & Shen, S. (2021). Students’ and Teachers’ Perceived Teaching Presence in Online Courses. Distance Education., 42. https://doi.org/10.1080/01587919.2021.1956304
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
