The Correlation between English Teachers' Teaching Styles and Students' Grammar Mastery at SMA Pertiwi 1 Padang

Rizka Oktavia Damanik; Aryuliva Adnan

doi:10.24036/jelt.v12i4.125921

The Correlation between English Teachers' Teaching Styles and Students' Grammar Mastery at SMA Pertiwi 1 Padang

Rizka Oktavia Damanik⁽¹⁾, Aryuliva Adnan⁽²⁾,
(1) Universitas Negeri Padang

Indonesia
(2) Universitas Negeri Padang

Indonesia

Corresponding Author
Copyright (c) 2023 Rizka Oktavia Damanik

DOI : https://doi.org/10.24036/jelt.v12i4.125921

Full Text:

Language : en

Abstract

Grammar is one of the basics of a language and must be mastered by English students to master English language skills. One of the causes that influence students' grammar mastery is the teacher's teaching style. This research intends to determine the significant relationship between the teaching style of English teachers and students' grammar mastery at SMA Pertiwi 1 Padang. This research used quantitative research with a correlational design. This research involved 80 students of grade 11 and grade 12 of SMA Pertiwi 1 Padang. The instrument of this research was a grammar test and a questionnaire. Based on the questionnaire result, the English teachers used a formal authority style with mean scores of 17.18 and 17.38. Based on the data analysis for the grammar test, it was found that the mean score of students from 11^th grade was 34.1, while the mean score of students from 12^th grade was 48.1. The researcher found a very high correlation between English teachers' teaching styles and students' grammar mastery. It is proven by rxy (0.995) greater than rtable (0.220). In conclusion, there is a correlation exists between English teachers' teaching styles and students' grammar mastery.

References

Aikhenvald, A. Y. (2015). The Art of Grammar: A Practical Guide. Oxford : Oxford University Press.

Chetty , R., Friedman, J. N., Hilger, N., Saez, E., Schanzenbach, D. W., & Yagan, D. (2011). How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project Star. Quarterly Journal of Economics, 1593 - 1660. https://doi.org/10.1093/qje/qjr041

Dorgu, T. E. (2015). Different Teaching Methods: A Panacea for Effective Curriculum Implementation in the Classroom. International Journal of Secondary Education, 77-87. https://doi.org/10.11648/j.ijsedu.s.2015030601.13

Fromkin, V., Rodman, R., & Hyams, N. (2011). An Introduction to Language. Wadsworth: Cengage Learning.

Hackathorn, J., Garczynski, A. M., Blankmeyer, K., Tennial, R. D., & Solomon, E. D. (2011). All Kidding Aside: Humor Increases Learning at Knowledge and Comprehension Levels. Journal of the Scholarship of Teaching and Learning , 116 - 123.

Lavy, V. (2016). What Makes an Effective Teacher? Quasi-Experimental Evidence . CESifo Economic Studies , 88 - 125. https://doi.org/10.1093/cesifo/ifv001

Mart, Ç. T. (2013). Teaching Grammar in Context: Why and How? Academy Publisher, 124-129. https://doi.org/10.4304/tpls.3.1.124-129

Quoc, T., & Thi, N. (2019, 4 25). Teaching English Grammar Communicatively: A Critical Look at the Roles of English Grammar in the EFL Context. Autonomy and Motivation for Language Learning in the Interconnected World.

Rossiter, A. (2021). The Importance of Grammar. U.S: ERIC.

Samuels, P. (2014, 4). Pearson Correlation. Retrieved 3 2023, from Research Gate: https://www.researchgate.net/publication/274635640_Pearson_Correlation

Subasini, M., & Kokilavani, B. (2013). Significance of Grammar in Technical English . International Journal of English Literature and Culture, 56-58.