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THE RELATIONSHIP BETWEEN ENGLISH TEACHERS PERSONALITY AND

STUDENTS ACHIEVEMENT AT THE FIRST GRADE OF MAN KOTA BLITAR


CHAPTER I
INTRODUCTION
This introduction is divided into seven parts. They respectively deal with the
background of the study, research problem, the objectives of the study, hypothesis, scope of
the study, the significance of the study, and the definition of key terms.
A. The Background of The Study
In order to gain optimal output, the teachers should good competences. As the
teachers, the competences, according to Westera, (in Kumar, 2013: 13) from an
operational point of view, competence seems to cover a broad range of higher order
skills and behaviors that represent the ability to deal with complex, unpredictable
situations. This operational definition includes knowledge, skills, attitudes, metacognition
and strategic thinking, and presupposes conscious and intentional decision-making. 1
Attitude as the form of competence represents teachers personality.
Personality is defined as a unique expression of individual differences in behavior
and experience, which must, out of necessity, be reflected in personal attributes 2
(Khodadady and Mirjalili, 2012). According to Callahan (in Arif, 2012) personality is
defined as a dynamic and organized set of characteristics possessed by a person
influencing cognitions, motivations and behaviors in various situations. 3 Personality
influences the behavior of the teacher in various ways, such as interface with students,
methods selected, and learning experiences chosen. Therefore, the teachers personality is
important in teaching-learning process.
The previous studies on 1260 EFL learners and 118 EFL teachers in Iran by
Khodadady and Mirjalili (2012) have revealed that there is relationship between teachers
personality and the students achievement regardless the manner in which the
1

Kumar, Vijay, 2013, The Influence of Teachers Professional Competence on Students Achievement, IOSR
Journal of Engineering (IOSRJEN) 3 (11) page 13
2
Khodadady, Ebrahim and Parisa Mirjalili, 2012, Exploring The Relationship Between English Teachers
Effectiveness and Their Personality, Continental J. Education Research 5 (1) page 2
3
Arif, Muhammad Irfan et al. 2012, Personality and Teaching: An Investigation into Prospective Teachers
Personality, International Journal of Humanities and Social Science (Vol. 2 No. 17) page 161

achievement is measured. It is also the same finding of Adewale (2013) that conducted
the research on the teachers secondary school in Ogun State, Nigeria through
questionnaires, structured interviews and document reviews. He showed that there is
necessity for teachers in personality in order to improve the quality of secondary school
outcomes.
In this case, the researcher concludes that the teachers personality is very
important as the way of the teachers behaves the students during teaching-learning
process. Although it is considered important due to one of the basic competences of
teacher, but it has been ignored by most of teachers because the knowledgeable teachers
is their major focus of becoming teachers.
The major objective of this research is to verify whether teachers personality of
MAN Kota Blitar affects the students in their achievement on the first grade. The
researcher found that the teachers less caring, fair, participating in social interactions with
students etc on the first grade been observed. Whereas, according to Hashim et al. (2014:
112) there was a direct and significant positive relationship between teachers personality
and students communication proficiency in English. It shows, teachers personality is
central to English learning. Also, it supports to create good classroom climate mostly
influenced by teacher, because the classroom climate has a major impact on pupils
motivation and attitude towards learning and it will be not enough for teachers without
this competence (Acikgoz, 2005).
Based on the phenomena, the researcher is interested to verify whether there is
significant relationship between English teachers personality and the students
achievement.
B. Research Problem
Referring to the background of the study, there is a problem that should be taken
into consideration:
Is there any significant relationship between English teachers personality and
students achievement at the first grade of MAN Kota Blitar?

C. The Objective of The Study


From the statement of the problem above, the researcher set up the objective of
the study:
There is a significant relationship between English teachers personality and
students achievement at the first grade of MAN Kota Blitar.
D. The Hypothesis
Based on the research above the hypothesis is formulated as follow:
1. The Null hypothesis (H0) = There is no a significant relationship between English
teachers personality and students achievement at the first grade of MAN Kota Blitar.
2. The alternative Hypothesis (Ha) = There is significant relationship between English
teachers personality and students achievement at the first grade of MAN Kota Blitar.
E. Scope of the Study
This study is focused on the relationship between English teachers personality
and students achievement. By doing this research, the writer hopes to be able to collect
the information about students perception on their teachers personality to compare with
their achievement at the first grade of MAN Kota Blitar.
F. Significance of the Study
The researcher expects that this study will make teachers more be aware of their
personality as it is also one of competences that must meet.
G. The Definition of Key Term
Giving the definition of key terms in this research is intended to avoid
misunderstanding between the researcher and the reader related to everything about this
research.
1. Personality is defined as a unique expression of individual differences in
behavior and experience
2. Teachers personality refers to inner-qualities of a teacher, observed from the
teachers expression of values, beliefs, behavior, and attitude
3. Students achievement means grades average obtained from the English course in
the first year of their study.
CHAPTER II

RELATED LITERATURE
A. Personality
Generally, personality means a coherent picture of a person/human nature
pertaining to similarities and differences in other person. Therefore, personality is
defined as a dynamic and organized set of characteristics possessed by a person
influencing cognitions, motivations and behaviors in various situations. Personality is
usually arrived by the amount of measurable traits/characteristics a person exhibits
during exposure to events. When personality is implied to teaching profession/teacher,
it is the use as teaching personality or teacher personality. 4 According to Pervin and
John (in Khodadady, 2012) personality is defined as a unique expression of individual
differences in behavior and experience.5
Cruickshank et al. (2003) stated that personality is the totality of character and
behavioral traits peculiar to an individual. No two persons are alike in this respect, not
even identical twins.6 It is also supported by Callahan (in Arif, 2012) stated that
personality may be viewed as the dynamic organization of those traits and
characteristic patterns of behavior that are unique to the individual.
B. Teachers Personality
Teachers personality refers to inner-qualities of a teacher, observed from the
teachers expression of values, beliefs, behavior, and attitude (Sronge, Tucker &
Hindman, 2004). There are several key indicators associated with virtuous teacher
personality. Effective personal qualities include being caring, fair and respectful,
having positive attitude towards the teaching profession, participating in social
interactions with students, being sincere, and practicing reflective teaching. Building
awareness regarding the importance of such values is the first step in teaching.
Effective teachers demonstrate respect to students in a variety of ways, from
their personalized treatments to how they work with students families. Respectful
teachers know their students by name, value each individuals ability, and are aware

Orenaiya, Solomon Adewale, Teaching Personality as a Necessary Construct for the Effectiveness of Teaching
and Learning in Schools: An Implication for Teacher Development in the Era of Globalisation, Journal of
Education and Human Development, Vol. 2 No. 2, December 2013. Page. 17
5
Khodadady, Ebrahim and Parisa Mirjalili, 2012, Exploring The Relationship Between English Teachers
Effectiveness and Their Personality, Continental J. Education Research 5 (1) page 2
6
Cruicckshank et at. The Act of Teaching 3rd Edition. Mc Graw Hill, 2003 p. 5

of students frame of mind 7. All these inner-qualities of a teacher portray a delightful


personality that encourages students engagement and intellectual relationships.
C. Students Achievement
Students achievement, due to it deals with academic world can also refer to
academic achievement. Academic achievement has been variously defined: as level of
proficiency attained in academic work or as formally acquired knowledge in school
subjects which is often represented by percentage of marks obtained by students in
examinations (Kohli, 1975). It also has a significant effect on self evaluation of
learners.
Achievement has been defined in Spence (1983) as a task oriented behavior
that allows the individuals performance to be evaluated according to some internally
or externally imposed criterion, which involves the individual in competing with
others, or that otherwise, involves some standard of excellence. Academic
achievement is measured in different ways, e.g. with the help of achievement test,
teachers ratings, and grade point averages.8
So, students achievement can be defined as the accomplish of the students
during the learning which has been determined by teachers with some criteria.

CHAPTER III
RESEARCH METHOD
A. Research Design
The purpose of this study is to verify whether the English teachers personality
has any relationship with the students achievement. This study employs a quantitative
research design to gain a better understanding of teachers personality that deals with
students achievement. According to Oxford (in Hashim et al., 2014 ), apart from
enabling variable relationships to be assessed, a quantitative method is appropriate for
7

Nik Mohd Hazrul Nik Hashim et al., 2014, Relationship between Teachers Personality, Monitoring, Learning
Environment, and Students EFL Performance, Gema Online Journal of Language Studies (Vol. 14 No. 1) page
106
8
Spence, J. T. 1983. Achievement and Achievement motives: Psychological and Sociological Approaches. San
Francisco: W.H. Freeman and Company. P.569

language learning research as the use of survey questionnaire is nonthreatening to the


respondents (ensures confidentiality) and free of social desirability response bias
(responding in a way that the researcher wants students to answer).9
B. Subject of Study
The subjects of the study are English teachers and students of MAN Kota
Blitar. There are three classes of the first grade in each field of study (i.e. Natural
Science (IPA), Social Science (IPS), Islamic Theology (Agama)). English teachers are
all teachers teaching first grade at the school that are three teachers.
C. Research Instruments
The researcher utilizes documentation and the instrument of Big Five
Inventory (BFI) to measure teachers personality traits. This inventory was originally
developed by John (1999) and it was distributed among the selected prospective
teachers with little modification. The BFI has been used frequently in research
settings.10
The "Big Five" factors of personality are five broad domains or dimensions of
personality which are used to describe human personality. These Big five personality
traits are Extraversion, Agreeableness, Conscientiousness, Neuroticism and Openness.
These five factors provide a rich conceptual framework for integrating all the research
findings and theory in personality psychology. The response categories to each of
questions were in descending order of weighting: Strongly Agree (5 points), Agree (4
points), Neutral (3 points), Disagree (2 points), and Strongly Disagree (1 points) on
Likert Scale.
D. Data Collection
Respondents were asked to indicate their level of agreement on each statement
of the inventory after the questionnaires were addressed. The respondents fill in the
questionnaires regarding their English teachers personality in teaching learning
process. For the documentation, the researcher takes the students English score from
the teachers.
9

Nik Mohd Hazrul Nik Hashim et al., 2014, Relationship between Teachers Personality, Monitoring, Learning
Environment, and Students EFL Performance, Gema Online Journal of Language Studies (Vol. 14 No. 1) page
108
10
Muhammad Irfan Arif et al., 2012, Personality and Teaching: An Investigation into Prospective Teachers
Personality, International Journal of Humanities and Social Science (Vol. 2 No. 17) page 161

E. Data Analysis
Data collected through the above-mentioned research instruments were
tabulated analyzed and interpreted in the light of the objectives of the study. The
descriptive as well as inferential statistics of The BFI were calculated by utilizing the
SPSS to examine the functioning of the questionnaires. The Cronbach Alpha internal
consistency estimates of both questionnaires along with Pearson Product moment
correlation coefficient were obtained to explore their reliability and validity.

REFERENCES
Adewale, Orenaiya, Solomon. 2013. Teaching Personality as a Necessary Construct for the
Effectiveness of Teaching and Learning in Schools: An Implication for Teacher
Development in the Era of Globalisation. Journal of Education and Human
Development (Vol. 2 No. 2).
Arif, Muhammad Irfan et al. 2012. Personality and Teaching: An Investigation into
Prospective Teachers Personality. International Journal of Humanities and Social
Science (Vol. 2 No. 17).
Cruicckshank et al. 2003. The Act of Teaching 3rd Edition. Mc Graw Hill,
Hashim, Nik Mohd Hazrul Nik et al. 2014. Relationship between Teachers Personality,
Monitoring, Learning Environment, and Students EFL Performance. Gema Online
Journal of Language Studies (Vol. 14 No. 1).
Khodadady, Ebrahim and Parisa Mirjalili. 2012. Exploring The Relationship Between English
Teachers Effectiveness and Their Personality. Continental J. Education Research
(Vol. 5 No. 1).

Kumar, Vijay. 2013. The Influence of Teachers Professional Competence on Students


Achievement. IOSR Journal of Engineering (IOSRJEN). (Vol. 3 No. 11).
Spence, J. T. 1983. Achievement and Achievement motives: Psychological and Sociological
Approaches. San Francisco: W.H. Freeman and Company.

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