CORRELATION BETWEEN TEACHERS SKILL IN TEACHING WITH STUDENTS 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 Hasnah Arfa Megawati Miza Riana (TE. 070 196) (TE. 070 201) (TE. 070 232) (TE. 070236)

Class : B.Inggris (VI) A Subject : Bimbingan Skripsi

The State Institute of Islamic Studies Sulthan Thaha Saifuddin of English Department Jambi 2010

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 2

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 teachers 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.

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 teachers skill in teaching with students 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 teachers skill in teaching?

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

3. How is high the correlation between teachers skill in teaching with

students interest in learning English?

B. Limitation of Problem In this research the problem will be limited about teachers skill in teaching especially teaching English, and its 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 teachers skill in teaching with students 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 teachers skill in teaching.

b.
c.

To know how high skill that must include in teaching. To know high the correlation between teachers skill in teaching with students 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 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 students interest. Teachers ability in developing students interest 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. Its truly said that Children are like a pot of flower. If well give them proper attention, itll grow up, but if well give them either lack of attention or extra attention, itll be ruined. Remember that every student trust us very much. They have lots of expectation from us. Being a teacher, its 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 dont know the answer of few questions. At that moment, just try to be loyal and tell your students that youll search it and will tell them tomorrow or day after. In this way youll 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).

b. Emphasis on Teaching What is Good Teaching? 7

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. 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 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 8

in this issue, and in the future discuss specific techniques that can be used to improve your classroom environment. 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. 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 it means (because it is one thing to understand how nuclear bombs work, but quite another to understand what nuclear bombs mean).

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?

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 10

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. E. Hypothesis Ha : There is significant positive Correlation between teachers skill in teaching with students interest. Ho : There is no significant positive Correlation between teachers skill in teaching with students interest. 11

F. The Scope of the Research This research will be correlated between teachers skill in teaching with students 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 teachers skill in teaching with students 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. 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

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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.

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

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used to know and get the data about teachers skill in teaching with students 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 teachers skill in teaching with students 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 : 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 = x2 N

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d. To find out standard deviation of variable Y (variable II), formulated : SDx = y2 N 2. To know the relationship of about teachers skill in teaching with students interest in learning English, so used formula of product moment correlation is : a. rxy = xy SDx . SDy . N As note : N xy SDx SDy rxy : Subject number : Multiplication from X score and Y score : Deviation standard of variable X : Deviation standard of variable Y : Index correlation (Sudijono, 2007 : 206)

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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