The Correlation of The Teaching Style of PPL Teacher To Students’ Learning Motivation In XI IPS I Students In SMA UII Yogyakarta
Insani, Ria Devi
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This research concludes that students’ in XI IPS I in SMA UII Yogyakarta are motivated by teaching style of pre-service teacher from Department of English Language Education from Islamic University of Indonesia. This is no surprise as they are students of Senior High School who often feel bored when taught by English teacher at that school with the teaching styles and monotonous methods and material. With certain strategy, students may feel happy and comfortable to follow the lessons they are intrinsically motivated by the material that given by teacher, and the teaching style of teacher. Based on the variables of the SMTSL questionnaire, it can be seen the lowest score was 1.75 on the question of "when the activity in the classroom is difficult, I give up or only do the easy parts" indicates that there is a desire to not give up and tried to work and complete activities that given by pre-service teacher. In addition, finding of the research show that Hα is accepted and Ho is rejected, which means that there is correlation between pre-service teacher teaching style and students learning motivation. There is different coefficient correlation between SMTSL questionnaire and Grasha's Teaching Style Questionnaire, coefficient correlation between SMTSL (3,26) lower than Grasha's Teaching Style (3,75). Data indicate that a lower level of students' motivation would be related to the low of pre-service teacher teaching style. With these findings, the pre-service teacher have to be able to determine the style of teaching that will be used in teaching XI IPS I, because teaching style is used also related to the motivation of students to attend classes in the class. Based on identification the problem there are several factor that correlated between teacher's teaching styles to the students' learning motivation. The school teacher used monotonous method (giving material, listen, and giving task) then the teacher leave the student without any score and feedback. The effects from these phenomenon are that students tend to be lazy to pay attention to the materials, feel sleepy, make conversation to each other in the classroom, so the class cannot control.