The Influence of Teachers Personality on Students Motivation in Learning English in West Papua: Based on University Students Perspective

Authors

  • Suardi Sahid Papua University, Indonesia

DOI:

https://doi.org/10.24256/ideas.v12i1.4846

Abstract

The purpose of this study is to determine how the personality of the teacher affects students' motivation to learn English. This research apllied quantitative research with the total sample was 74 students The research instrument was in the form of questionnaire data which were divided into 2 parts, the first was the respondent's perception of motivation in learning which consists of 15 items. The second was the respondents' perceptions of teachers' personality which consists of 25 items. The data is collected and analyz the data obtained therefore it can be used to answer the problems that have been raised. The verified data was then score using Likert Scale in Microsoft excel. This research are based on a 5-point Likert-type scale including (always), (often), (sometimes), (seldom), and (Never). The information is gathered and analyzed so that it may be utilized to address the issues that have been brought up. In June 2023, data collecting was completed. The findings demonstrated the impact of the teacher's personality on the motivation of the pupils to learn English. This study's key finding is that students are more motivated to learn English when their teachers have positive personalities. The findings of this study provide evidence that teachers should develop their character since it has an impact on student motivation, which improves student accomplishment. Additionally, the personality of the teacher may be used to predict students' willingness to learn English.

References

Alrishan, A. M. H., Alwaely, S. A., Alshammari, A. K., Alshammari, R. K., & Khasawneh, M. A. S. (2023). The Impact of the Teacher’s Personality on the Motivation of Learning the English Language. Information Sciences Letters, 12(3), 1223–1230.Journal of Educational & Developmental Psychology,/1vol. 14, no. 1, pp. 159-166.

Bilanti, E., Susilawati, E., Suhartono, L., Salam, U., & Rezeki, Y. (2022). Developing a Minecraft Adventure Map to Support Eleventh Grade Senior High School Students’ Vocabulary Learning. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(2), 1379 - 1393. doi:https://doi.org/10.24256/ideas.v10i2.3000

Jahangiri, M. (2016). Teacher’ personality and students’ learning motivation. Academic Journal of Psychological Studies, 5(3), 208-214.

Kheruniah, A. E. (2013). A Teacher Personality Competence Contribution To A Student Study Motivation And Discipline To Fiqh Lesson. International Journal Of Scientific & Technology Research, 2(2).

Lukman, Marsigit, Istiyono, E., Kartowagiran, B., Retnawati, H., Kistoro, H. C. A., & Putranta,H. (2021). Effective teachers’ personality in strengthening character education. International Journal of Evaluation and Research in Education, 10(2), 512–521.

Mastoor, A. K. (2013). Second Language Motivation; The Role of Teachers in Learners’ Motivation. In Journal of Academic and Applied Studies (Vol. 3, Issue 4).

Muinuddin Dyah, M. M. (2022). The Correlation between Teachers’ Personality and Students’ Motivation in Learning English. 4(2), 20–30.

Masruddin, M., & Nasriandi, N. (2022). Lexical and Syntactical Errors Performed by Junior High School Student in Writing Descriptive Text. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 1094-1100. doi:https://doi.org/10.24256/ideas.v10i1.3024

Munthali, N., Leeuwis, C., Paassen, A. V., Lie, R., Asare, R., Lammeren, R. V., Schut, M. (2018). Innovation intermediation in a digital age: Comparing public and private new-ICT platforms for agricultural extension in Ghana. NJAS-Wageningen Journal of Life Sciences, vol. 86, no. 1, pp. 64-76.

Sayani, A. H. (2015). My philosophy of teaching and learning. Open Access Library Journal, vol. 2, no. 12, pp. 1-9.

Shima, A., Asadollahfam, H., & Zoghi, M. (2020). Effects of teacher’s personality traits on EFL learners’ foreign language enjoyment. System, 95.

Sari, E., & Agustina, M. (2022). Thematic Development in Students’ Argumentative Essay. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 166-174. doi:https://doi.org/10.24256/ideas.v10i1.2563

Tyas, N. (2022). Students' Perception on Self-Directed Learning (SDL) in Learning English by Using Youtube Video. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(2), 1307- 1314. doi:https://doi.org/10.24256/ideas.v10i2.3208

Van der Kleij, F. M. (2019). Comparison of teacher and student perceptions of formative assessment feedback practices and association with individual student characteristics. Teaching and Teacher Education, vol. 85, no. 1, pp. 175-189.

Zarabian, F., Farajollahi, M., Yousefpour, Z., & Sajadiseresht, A. (2015). The relationship between teachers’ personality types and female high school third graders’ achievement motivation in Mashhad. International Research Journal of Applied and Basic Sciences, 9 (6), 815-823.

Downloads

Published

2024-02-21

Citation Check