The Impact of Teachers' Classroom Management Skills on Students' Interest in Learning The English Subject
English
DOI:
https://doi.org/10.25217/jed.v3i01.4574Keywords:
class management, learning interest, teacher's abilityAbstract
Teachers are expected to possess a diverse range of skills and qualities, including personal, scientific, technical, social, and spiritual proficiencies, all crucial for their profession. This encompasses expertise in their subject matter, understanding of students' needs, fostering educational growth, and continuous self-development alongside professional advancement. This study aims to evaluate how teachers' ability to manage their classrooms impacts students' enthusiasm for learning, using a quantitative method, specifically a correlational approach. Data was gathered through questionnaires and documentation, utilizing a Likert scale to assess teacher competencies, classroom management, and student interest in learning. The research focused on fourth-grade students at MI NU Sumber Agung, employing cluster sampling to select participants. Statistical analysis indicated a significant influence, with F. count > F. table (15.886 > 3.30). These results confirm that both teacher competence and effective classroom management play vital roles in shaping the learning enthusiasm of fourth-grade students at MI NU Sumber Agung.
References
Erwina, Erwina Dewi Safitri, Tyas Alhim Mubarok, and Istina Atul Makrifah. 2024. “Developing English Module for Seventh-Grade Students at MTs Al Hidayah Sukonolo: English.” Journal of English Development 4(01): 81–93.
Evans, Steven W, Julie Sarno Owens, and Nora Bunford. 2014. “Evidence-Based Psychosocial Treatments for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder.” Journal of Clinical Child & Adolescent Psychology 43(4): 527–51.
Mukhtar, Afiah, and M D Luqman. 2020. “Pengaruh Kompetensi Guru Terhadap Kinerja Guru Dan Prestasi Belajar Siswa Di Kota Makassar.” Idaarah 4(1): 1–15.
Noor, Juliansyah. 2011. “Metodelogi Penelitian.” Jakarta: Kencana Prenada Media Group.
Ramdhani, Yuli Rakhmawati, and Heru Susetyo. 2021. “Legal and Human Rights Protection to Non Permanent Teachers at the Private School in Accordance with the Indonesian Law on Teacher and Lecture Law 2005.” Al-Itqan: Journal Of Islamic Sciences And Comparative Studies 5(3): 25–36.
Ramsay, James D, and Irmak Renda-Tanali. 2018. “Development of Competency-Based Education Standards for Homeland Security Academic Programs.” Journal of homeland security and emergency management 15(3): 20180016.
Triguswinri, Krisnaldo, Hartuti Purnaweni, and Budi Puspo Priyadi. 2023. “Civil Society, Public Sphere And The Regulation Of Ministry Of Education And Culture Number 30 OF 2021.” Journal of Syntax Literate 8(6).
Vesey, Winona Burt, Jermaine T Vesey, Antionette D Stroter, and Kyndra V Middleton. 2011. “Multiple Linear Regression: A Return to Basics in Educational Research.” Multiple Linear Regression Viewpoints 37(2): 14–22.
Wyse, Dominic, Helen Bradford, Russell Jones, and Mary Anne Wolpert. 2018. Teaching English, Language and Literacy. Routledge.
Yeleussiz, Aigul. 2024. “Exploring EFL Teachers’ Perceptions of Media Literacy in Kazakhstan.” Journal of Social Studies Education Research 15(1): 282–316.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Imam Sagita, Mudiyono
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
