CORRELATION BETWEEN TEACHER’S SKILL IN TEACHING

WITH STUDENT’S INTEREST IN LEARING ENGLISH

IN ISLAMIC JUNIOR HIGH SCHOOL

AT IX CLASS IN (MTs) LABORATORIUM JAMBI

Lecturer : Mrs. Dewi Hasanah, M.Pd.I

By :

Fitriani (TE. 070 196)Hasnah Arfa (TE. 070 201)Megawati (TE. 070 232)Miza Riana (TE. 070236)

Class : B.Inggris (VI) A

Subject : Bimbingan Skripsi

The State Institute of Islamic Studies

Sulthan Thaha Saifuddin

of English Department

Jambi

2010

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A. Background

English is a compulsory subject in Indonesia which had been taught

formally to Indonesian students since they were in Junior High School. The

English subject consists of four skills such as listening, speaking, reading, and

writing. Speaking skill has become the first priority to be taught between the

four skills since communicative approach implementation has been influential

in foreign language learning. It is based on instruction goal of curriculum

2006 of KTSP (Disdiknas 2006).

English teachers should create active learning condition and develop

their technique to help learners communicate more effectively by considering

suitable activities for each group of learners. Brown and Yule (1983:103) say

that one of the main aims of most English teachers is to make their students

able to communicate and convey information effectively in spoken English.

Besides, the teachers should create active learning condition and develop their

techniques. They should attend factor of sex differences of their students.

Sometime teacher who has an high intelligence of academic did not

has a good skill in teaching English, it caused some factors include in this

phenomena. One of these factors is lack of practice in giving some materials

or in psychology side of the teacher, and sometime a teaching who did not

has an high intelligence of academic has good skill in teaching English, it

caused that she/he could make their students feel interesting in their lesson.

Because that teacher always practice her/his ability (skill) in teaching.

Problem that often happened in learning process is from teacher’s skill in

explaining the learning materials.

Main of contents form education and the purpose is to develop the

potentials had the pupils to transform and cultivate the totality of human who

had quality, stand alone, and discipline.

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The case of existence English teachers has many influences. The

English teachers as the educator in teaching learning process as the

component of human has participate in effort to formation of human resource

who has potential, because of the English teachers as one of element in

education area.

Skill in teaching English is very important to discuss, because it would

determine a good or bad for learning process. A teacher will feel success, if

her/his student can be more active in learning process. So teacher as a

educator must think about the ways that would make their students active in

the class.

For this reason the teacher must create a good skill in their teaching, to

make their students could enjoy, and love in that lesson.

Based on the background above the researcher interest to conduct a

research by the title “Correlation between teacher’s skill in teaching with

student’s interest in learning English in Islamic Junior School at IX

Class (MTs) Laboratorium Jambi”.

A. The Formulation of Problem

Based on the background elaborated above the writer has identified

some problems, namely :

1. How is high score of the teacher’s skill in teaching?

2. How is high skill that must include in teaching?

3. How is high the correlation between teacher’s skill in teaching with

student’s interest in learning English?

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B. Limitation of Problem

In this research the problem will be limited about teacher’s skill in

teaching especially teaching English, and it’s around the method, strategy,

which is can make the students feel enjoy, relax, and enthusiasm in learning

process. Thus writer would like to research how big the teacher’s skill in

teaching with student’s interest in learning English In Islamic Junior High

School (MTs) IX Class Laboratorium Jambi.

C. Objectives and Significant of the Research

1. Objective of Research

The aim of the research are :

a. To know many high score of the teacher’s skill in teaching.

b. To know how high skill that must include in teaching.

c. To know high the correlation between teacher’s skill in teaching with

student’s interest in learning English In Islamic Junior High School

(MTs) IX Class Laboratorium Jambi.

2. The significant of Research

a. As the input substance for teachers to develop their teaching skill

ability.

b. As the input substance for students interest in learning English.

c. As a partial fulfillment of completing my studies for Undergraduate

Degree (S1) in English of The State Institute for Islamic Studies

Sulthan Thaha Saifuddin Jambi of English Department.

d. The researcher hope the research can be given function for human.

D. Frame of Theory

The meaning of frame of theory is some of theory base or basic

determines which involved the problem to be reference to discover or analyze

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the problem which researched both theory and practice. And the propose some

of basic theory was relevant with problem will be researched.

1. INTEREST

a. Definition of Interest

According to Hurlock (1993) “Interest is a source of

motivation that support some people to do whatever they want to do

when they are free in choosing. When someone rate about useful

something, so it would be interesting for them, then it would create the

satisfied. When satisfaction is low then for interest will be low also. So

that interest is not a permanent thing. But interest is temporary thing

or could be changed”.

According to Crow & Crow (1984) “Interest could show an

ability to pay attention of someone. A thing or activity or something

that can give some affects for a experience that has stimuli of that

activity. Interest could be caused of some activities and produce of

that own activities. Then Crow & Crow mentioned that Interest has a

tight correlations with support, motives, and emotional respond”.

According to Chauhan (1978) “Interest for adult determined

an important thing in personal development and behavior. Interest is

the main point to understand the individual and bring some activities

for the future.

Some of definition above the writer can take the summarize

that the skill of teaching English is very important and correlate with

student’s interest. Teacher’s ability in developing student’s interest

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could be a motivation for them to learn English deeply and they will

feel enjoy to study English.

2. TEACHING SKILL

a. Tips in Teaching Skill

There are some tips for all dedicated teachers, who want to

enhance their skills in teaching. It’s truly said that “Children are

like a pot of flower. If we’ll give them proper attention, it’ll grow

up, but if we’ll give them either lack of attention or extra attention,

it’ll be ruined”.

Remember that every student trust us very much. They have

lots of expectation from us. Being a teacher, it’s wise to be loyal

and dedicated towards our profession. Love them, care them, listen

to them and treat them like you own child.

Always remember that children are very sensitive, So treat them

with gentle love. They notice each and every thing in us; From our

dress to our gestures, So always be prepared for every thing.

Children usually ask us many questions and some times we don’t

know the answer of few questions. At that moment, just try to be

loyal and tell your students that you’ll search it and will tell them

tomorrow or day after. In this way you’ll not only gain trust and

confidence from your students side, but there will be a strong bond

of relation on both the sides too. Always try to interact with

students and never stop them to share their views and ideas. Their

ideas might be more resourceful and wrathful for us. (Marshall

Brain : 2007).

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b. Emphasis on Teaching

What is Good Teaching?

All students have had hundreds of teachers in their lifetimes.

A very few of these teachers they remember as being exceptionally

good. What are the qualities that combine to create an excellent,

memorable teacher? Why do some teachers inspire students to work

three times harder than they normally would, while others inspire

students to skip class? Why do students learn more from some

teachers than others?

If we are trying to become a better teacher, these are

important questions. This issue of "Emphasis on Teaching" focuses on

the four essential qualities that distinguish exceptional teachers:

knowledge, communication skills, interest, and respect for students.

1) An Experiment

Here's an experiment I have done in a number of my

classes. The results may surprise you. Go into one of the classes

you are teaching and have your students take out a sheet of paper.

Ask them to list for you the qualities they feel are important in a

good teacher. Ask them to identify the qualities they admire in the

best teachers they have had. Then give the students enough time to

think about it and write something down. Five minutes is good, but

ten might be better. Let them answer the questions anonymously if

they desire.

What you will get if you combine all of the responses is a

fascinating collage of ideas. I have found that most of the responses

fall into two specific categories: 1) a set of "core qualities" that

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students recognize in good teachers, and 2) a set of specific skills

that are developed by good teachers.

"Core qualities" are the essential characteristics needed to

be a good teacher. I would like to concentrate on the core qualities

in this issue, and in the future discuss specific techniques that can

be used to improve your classroom environment.

2) Knowledge

In every survey that Marshal Brain had given, students

consistently and clearly target as the number one quality of a good

teacher exactly what you would expect: knowledge of the subject.

You must be an expert in your field if you are going to be a good

teacher at a university. This is a prerequisite.

3) Communication

The second core quality that good teachers possess is the

ability to communicate their knowledge and expertise to their

students. You may be the greatest expert ever in your field, but

what would happen if you lectured in Latin? How much would

your students learn?

It is a common misconception at the university level that

knowledge of a subject is all that's required to be a good teacher;

that the students should be willing and able to extract the meat from

what you say regardless of how it is delivered (even if it is

delivered in Latin). This might be true at the upper graduate level,

but elsewhere it is definitely untrue. It is especially untrue at the

undergraduate level. The teacher's job is to take advanced

knowledge and make it accessible to the students. A good teacher

allows students to understand the material, and to understand what

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it means (because it is one thing to understand how nuclear bombs

work, but quite another to understand what nuclear bombs mean).

4) Interest

A good teacher starts with a firm knowledge of the

subject, and builds on that with a clarity and understanding

designed to help students master the material. The best teachers

then go one step further. Because good teachers are interested in

the material being taught, they make the class interesting and

relevant to the students. Knowledge is worthless unless it is

delivered to the students in a form they can understand. But the

effort expended making the material understandable is wasted if the

students are asleep when it is delivered, or if the students can see

no point in learning the material.

Good teachers recognize this, and work hard to make their

material relevant. They show students how the material will apply

to their lives and their careers. Bad teachers make material

"relevant" by threatening students with failure on a test. Good

teachers go far beyond this: they make students want to learn the

material by making it interesting.

This is one of the things that makes research so important

and vital to a university: research makes the ideas discussed in

class exciting and important to the teacher, as well as to the

students. If the teacher isn't interested in what's being taught, then

why should the students be?

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5) Respect

Good teachers always possess these three core qualities:

knowledge, the ability to convey to students an understanding of

that knowledge, and the ability to make the material interesting and

relevant to students. Complementing these three is a fourth quality:

good teachers have a deep-seated concern and respect for the

students in the classroom. Why else would a teacher put in the time

and effort needed to create a high quality class?

The creation of a good class requires an immense amount

of work. You don't simply come up with clear explanations and

examples and experiments for class off the top of your head. You

don't create fair, consistent, high quality tests and homework

assignments (read "learning experiences") five minutes before you

hand them out. You don't figure out ways to integrate new

materials and research into a class in an understandable way on the

drive in one morning. You work at this sort of quality all the time.

You spend time with your students so you can learn about holes in

their understanding. You read and write and create to build an

exciting and interesting class every day. The only thing that would

drive you to do that is a concern and respect for the adults in your

classroom.

Based on the explanation above the writer can take the conclusion

for this, they are ; if we want to become a good teacher and to create a

good class, the four core qualities are essential: knowledge, the skills to

convey that knowledge, the ability to make the material you are teaching

interesting and relevant, and a deep-seated respect for the student. Without

these four qualities, good teaching will not exist.

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E. Hypothesis

Ha : There is significant positive Correlation between teacher’s skill in

teaching with student’s interest.

Ho : There is no significant positive Correlation between teacher’s skill in

teaching with student’s interest.

F. The Scope of the Research

This research will be correlated between teacher’s skill in teaching with

student’s interest. The location will be taken place at XI Class in Islamic

Junior High School Laboratorium Jambi.

G. Kinds and Data Source

1. Kinds of Data

a. Primary of Data

Primary data is the data obtained from respondent directly

without mediator (Hadi, 1998 : 125), which relation with the problem

about correlated between teacher’s skill in teaching with student’s

interest.

b. Secondary data

Secondary data is the data have been collected by not only the writer

(somebody else ) for example, statistic, magazine, newspaper,etc.

( Mukhtar,2007:91)secondary data this research are:

a) History and geography of Islamic junior high school at IX class

in Laboratorium Jambi.

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b) Structure of organization at Islamic junior high school at IX

class in Laboratorium Jambi.

c) Condition of English teachers and students Islamic junior high

school at IX class in Laboratorium Jambi.

d) Facilities and pre facilities of school at Islamic junior high

school at IX class in Laboratorium Jambi.

2. Source of data

The source of data is subject where is the data can get into this

research (Arikunto,2006:129). The source of data this research is

headmaster and English teachers at Islamic junior high school at IX class

in Laboratorium Jambi and also documentation and literatures which are

related to this research.

H. Population and Sample

1. Population

Population is all of research subject ( Arikunto,2006:130). The

populations, which will be objective in this research, are all of English

teachers in Islamic junior high school at IX class in Laboratorium Jambi

and the object of this research is the headmaster of Islamic junior high

school at IX class in Laboratorium Jambi.

2. Sample

Sample is part of representative of population that will be

researched ( Arikunto,2006:131). In this research, the writer will take the

sample of the students and all of the English teachers at Islamic Junior

high school at IX class in Laboratorium Jambi.

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I. The method of collecting data

1. Questionnaire

Questionnaire is one of instrument is gathering data to get more

information that related to opinions, motivation, aspiration, desire, habit,

etc. (Arikunto, 2002 : 128). The writer using this method for English

teachers as respondent in form of scale like : (1) yes, (2) no. the method

used to know and get the data about teacher’s skill in teaching with

student’s interest in learning English.

2. Documentation

Documentation is a method use to look for the data regarding

something or variables, such as notes, transcript, book, newspaper.

(Arikunto, 2006 : 158). this method is used to get information of

geographical condition, English teachers and student condition, and

facilities of school.

J. Data Analysis

This research has quantitative characteristic. In this research uses

correlation technique analysis. To determine about teacher’s skill in

teaching with student’s interest in learning English. So the formula should

be used to analyze the data was below :

1. This steps as follow

a. To find out mean of variable X (variable I), formulated :

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Mx = ( ∑ fx ) N

b. To find out mean of variable Y (variable II), formulated : My = ( ∑ fx )

N

c. To find out standard deviation of variable X (variable I),

formulated :

SDx = √ ∑ x 2

N

d. To find out standard deviation of variable Y (variable II),

formulated :

SDx = √ ∑ y 2 N

2. To know the relationship of about teacher’s skill in teaching with

student’s interest in learning English, so used formula of product

moment correlation is :

a. rxy = ∑xy

SDx . SDy . N

As note :

N : Subject number

∑xy : Multiplication from X score and Y score

SDx : Deviation standard of variable X

SDy : Deviation standard of variable Y

rxy : Index correlation (Sudijono, 2007 : 206)

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K. Research Schedule

To do this research, the researcher make the list of research below :

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REFERENCES

Anas Sudijono, Pengantar Statistic Pendidikan, Jakarta : PT Raja Grafindo

Persada, 2008

Article Marshall Brain, 2007 taken from http://www.bygpub.com/eot/eot1.htm

Mukhtar, Bimbingan Skripsi, Tesis, dan Artikel Ilmiah, Jambi : Sulthan Thaha

Press IAIN STS Jambi, 2007

Nana Sudjana, Dasar-dasar Proses Belajar Mengajar, Bandung : Sinar Baru,

2005

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, Jakarta :

Rineka Cipta, 2006

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