THE INFLUENCE OF TEACHER’S PROFESSIONAL

COMPETENCE ON STUDENTS’ LEARNING ENGLISH

INTEREST AT SMP NEGERI 1 PALLANGGA
Subject: Introduction to Educational Research
Lecturer: Dr. Maemuna Muhayyang, S.Pd., M.Pd.

By : Group 5
1. Ahlam Azhari (210502502029)
2. Siti Nurwahidah Kasman (210502500010)
3. Zulhijjah Bahsyar (210502500012)
4. Nurinsani (210502502038)
5. Putri Lisa (210502502042)

CLASS B
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGES AND LITERATURE
UNIVERSITAS NEGERI MAKASSAR
2022/2023
 PREFACE

To the honorable reader, we are pleased to present a proposal entitled "The

Influence of Teachers' Professional Competence on Students Learning English

Interest at SMP Negeri 1 Palangga". This proposal aims to explore and understand

the impact that occurs between a teacher's professional competence and students'

interest in learning English.

Hopefully, the results of this research can provide a deeper understanding

of how a teacher's professional competence affects students' interest in learning

English. The results of this research are expected to provide valuable insights for

educators, educational institutions, and educational practitioners in improving the

quality of English language teaching and developing students' interest in learning.

Finally, we would like to thank you for this opportunity to present this proposal.

We hope that this proposal will be accepted and that we will get the necessary

support to carry out this research.

Makassar, March 20th, 2023

Group 5

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 TABLE OF CONTENTS

PREFACE ...................................................................................................................... i
TABLE OF CONTENTS .............................................................................................. ii
CHAPTER I .................................................................................................................. 1
INTRODUCTION......................................................................................................... 1
A. Background........................................................................................................ 1
B. Problem Identification and Limitation ............................................................. 5
C. Problem of Research.......................................................................................... 5
D. Objectives........................................................................................................... 6
E. Significance of the Research .............................................................................. 6
CHAPTER II................................................................................................................. 8
DISCUSSION ................................................................................................................ 8
A. Theoretical Review ............................................................................................ 8
1. Teacher Competences .................................................................................... 8
2. Professional Competence ............................................................................. 11
3. Students Interest .......................................................................................... 14
B. Conceptual Framework ................................................................................... 17
C. Hypotheses ....................................................................................................... 19
CHAPTER III ............................................................................................................. 20
REASEARCH DESIGN.............................................................................................. 20
A. Research Method ............................................................................................. 20
B. Research Site.................................................................................................... 20
C. Population and Sample .................................................................................... 21
D. Research Variable and Operational Definitions ............................................. 22
E. Research Instrument ....................................................................................... 23
F. Procedure of Collecting Data .......................................................................... 24
G. Technique of Data Analysis ......................................................................... 25
REFERENCES............................................................................................................ 28

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 CHAPTER I

INTRODUCTION

The chapter contains research background, problem identification and

limitation, problem of research, research objectives, and research significance.

A. Background

In the world of education, improving and developing the quality of the nation's

education is largely determined by the competence of teachers, one of which is

professional competence. Professional competence is an important component of

teaching, and it is very important for teachers to have a high level of professionalism

to meet the needs of their students. The presence of professional teachers will

certainly have a positive impact on student development, both in knowledge and

skills. Thus, students will be enthusiastic about what is conveyed by the teacher

who acts as a facilitator in the process of teaching and learning activities. If this is

done well, then what is conveyed by the teacher will affect student learning, so that

students are interested in further improving their learning achievement.

Teachers who have professional competence are required to have in-depth

knowledge of the subjects they teach, have good teaching skills, have professional

ethics, have the ability to effectively manage classes, be able to analyze and assess

student progress objectively, always strive for self-improvement and development

their skills through training and professional development, etc. The responsibility

of the teacher in carrying out his duties in accordance with these professional

competency criteria plays a very important role in determining the success of

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student learning. If each teacher in Indonesia is professional, then it is certain that

we will produce a quality generation that will elevate the Indonesian nation in terms

of education.

However, in the reality of the learning conditions in the classroom, there are

still many teachers who have not carried out the professional competence that

should be maximized. Based on the discourse circulating in society, the phenomena

of teachers acting unobjectively and discriminatory on the basis of gender, religion,

ethnicity, race, and certain physical conditions, or family background, and students'

socio-economic status in the teaching and learning process do not reflect ethics

teacher professionalism in teacher professional competence. This phenomena has

a negative impact on students. The sense of differentiation experienced by students

makes students feel that the teacher is unfair, this can lead to feelings of discomfort,

frustration, or even low self-esteem in students who feel ignored or unappreciated.

If this difference in treatment continues and is not handled properly, it can result in

stigma and stereotypes that are detrimental to students. They will feel marginalized

and feel their potential is not recognized.

The lack of teacher ability to make learning quality better is also still a problem

in the world of education. Monotonous and unattractive teaching of English can

reduce students' interest in learning. Teachers need to use a creative, interactive,

and fun approach in teaching to maintain students' interest. Lack of understanding

of innovative teaching methods and lack of skills in using attractive technologies or

resources can become obstacles to achieving the expected learning goals.

Therefore, they must be able to communicate course material clearly and

2
effectively, facilitate meaningful discussion and interaction in class, and use a

variety of appropriate teaching methods to meet students' needs.

Teacher professional competence is very important for teachers to have.

Teacher professional competence includes the ability to create a positive and

inclusive learning environment. Professional teachers can build good relationships

with students, create a safe classroom atmosphere, value diversity, and encourage

active participation. In this supportive environment, students feel supported,

motivated and interested in learning. In addition, professional teachers also play an

important role as inspirational models for students. Through their professional

competence, teachers can demonstrate persistence, passion and dedication to

learning. These positive teacher attitudes and behaviors can also influence students'

interest in learning and inspire them to develop a shared interest and motivation

towards learning. Overall, the professional competence of teachers has a strong

impact on students' interest in learning.

Interest is a strong source of learning motivation and leads to student

participation and activeness in learning activities, because without an interest in

learning in students, the learning outcomes are less than optimal. Sudarsono (2003)

states that: "one of the main factors for achieving success in various fields, be it in

the form of study, work, hobbies or any activity is interest" Interest is a powerful

resource for an activity, because student learning interest depends on the ability of

a teacher in the teaching and learning process, if the teacher has the ability

according to professional teacher criteria then student learning interest will

3
increase, and if the teacher does not have the ability according to professional

teacher criteria then student learning interest will be low (Usman, 1990).

Teacher professional competence has a significant effect on student learning

interest. Students who have an interest in learning will create conditions for

effective teaching and learning so that the expected learning objectives can be

achieved. However, various phenomena that are happening have shown us the

quality and performance of teachers as a result of the weak professional competence

of teachers. Even though the professional competence of a teacher is something

that is important and absolutely owned by a teacher in order to become a

professional teacher, because the teacher plays an important role in determining

student interest in learning so that student learning success will be achieved.

Therefore, it is very important for teacher training programs to focus on developing

the professional competence of teachers, as this will ultimately benefit students and

contribute to the success of the education system as a whole.

Several previous studies have also conducted studies on this issue. Syamsi

(2014) in his research obtained the result that there was an influence between the

teacher's professional competence on the learning interest of Al-Waroqot

Pamekasan Islamic Middle School students with a perfect correlation of 1, which

means that there was a significant influence of the teacher's professional

competence on student learning interest. Then, Fahmi (2019) in his research stated

that the effect of teacher professionalism on students' interest in learning Indonesian

was 88%, while 12% was determined by other factors, such as: learning

environment factors, family factors, student intelligence factors, and several other

4
factors both from within students and from outside. In addition, Lamawi (2013) in

his research stated that the effect of teacher professional competence on students'

interest in learning mathematics would increase by 0.650 with a correlation

coefficient of 63.4% and a coefficient of determination of 40.2%, while the

remaining 59.8% was determined by another factor.

The purpose of this study will be to determine the influence of the teacher's

professional competence on students' interest in learning English at SMP Negeri 1

Pallangga.

B. Problem Identification and Limitation

Based on the background that has been stated, there are several problems.

Researchers can identify the following problems as follows:

1. Teachers’ professional competency criteria that are still lacking

2. The lack of teacher ability to make learning quality better.

3. Students' interest in learning based on teachers' professional competence in

the learning process.

Based on the identification of the problems above. In order for the researcher to

focus, this problem is limited to "The Influence of Teachers' Professionalism

Competence on Students' Learning English Interest at SMP Negeri 1 Pallangga".

C. Problem of Research

Based on the limitations of the research problem above, this research problem

can be formulated into three questions as follows:

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1. How is the professional competence of English teacher at SMP Negeri 1

Pallangga?

2. How is students’ interest in learning English at SMP Negeri 1 Pallangga?

3. Is there any influence of the teacher’s professional competence on students'

interest in learning English at SMP Negeri 1 Pallangga?

D. Objectives

Based on the problem formulation above, the objectives of this research are as

follows:

1. To find out the professional competence of English teacher at SMP Negeri 1

Pallangga.

2. To find out the students’ interest in learning English at SMP Negeri 1 Pallangga.

3. To find out the influence the teacher’s professional competence has on students’

interest in learning English at SMP Negeri 1 Pallangga.

E. Significance of the Research

The results of this research can provide theoretical and practical significance as

follows:

1. Theoretical significance

The findings of this research are expected to contribute some support to the

teachers’ professionalism competence. In other words, the finding of the present

study is expected to add and complement the previous studies related to the teacher's

6
professionalism competence. The findings are further expected to be used as a

reference for other researchers, who are going to do similar research.

2. Practical significance

There are three practical significance of this research as follows:

a. Teachers

The results of this study can be used as a reference or guideline to improve the

professional competence of teachers in teaching.

b. Students

The results of this study can be used as a development of their interest in

learning to acquire knowledge and skills.

c. Further Researcher

The results of this study can be used as reference material for further

researchers.

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 CHAPTER II

DISCUSSION

This chapter contains theoretical review of teacher professional competence and

students interest, conceptual framework, and research hypotheses.

A. Theoretical Review

Theoretical review contains theories about Teacher Competences, Teacher

Professional Competence, and Students Interest.

1. Teacher Competences

a. Definition of Teacher Competence

Teachers are required to have competencies before becoming a teacher.

Teacher competence is a set of mastery of abilities that must exist in order to realize

their performance appropriately and effectively, teacher competence includes

intellectual, physical, personal and social competencies.

Broke and Stone in Mulyasa (2009: 25) states that teacher competence is a

qualitative description of the nature of meaningful teacher behavior. Finch &

Crunkilton (1992: 220), Competencies are those tasks, skills, attitudes, values, and

appreciation that are deemed critical to successful employment.

According to the Law of the Republic of Indonesia Number 14 of 2005

concerning Teachers and Lecturers, that competence is a set of knowledge, skills,

and behaviors that must be owned, lived, and mastered by teachers or lecturers in

carrying out professional duties.

8
 Based on the definitions above, it could be concluded that competence is an

ability, skill, knowledge, obligation that must be possessed and mastered by a

teacher as a teacher's professional duties.

Based on the Regulation of the Minister of National Education of the Republic

of Indonesia Number 16 of 2007 concerning Academic Qualification Standards and

Teacher Competencies, that these teacher competency standards are developed as a

whole from four main competencies, namely pedagogical, personality, social and

professional competencies. The four competencies are integrated in teacher

performance.

b. Kinds of Teacher Competences

In accordance with the Regulation of the Minister of National Education of the

Republic of Indonesia Number 16 of 2007 concerning Academic Qualification

Standards and Teacher Competencies, that these teacher competency standards are

developed as a whole from four main competencies, as follows:

a) Pedagogy Competence

Mulyasa (2013), pedagogical competence is the teacher's ability to manage

students during learning. Susilo (2011) states that pedagogical competence is the

teacher's ability to manage student learning, including: preparing learning tools,

implementing learning, and evaluating learning. In Law Number 14 of 2005

concerning Teachers and Lecturers, pedagogical competence is the ability to

manage student learning.

b) Personality Competence

9
 Roqib and Nurfuadi (2009), argued that personality competence is a

competence related to the teacher's own personal behavior which in the future must

have noble values so that it radiates in daily behavior. Mulyana (2010: 104),

personality competence is reflecting abilities steady personality, stable, mature,

wise, authoritative, a role model for students, and have a noble character. In the

Law on teachers and lecturers, personality competence as referred to in paragraph

2 at least referred to in paragraph 2 at least includes a personality that: faithful and

devout, noble, wise and prudent, democratic, steady, authoritative, stable, mature,

honest, sportive, being a role model for students and society, objectively evaluating

one's own performance, and developing oneself independently and continuously.

c) Social Competence

Gullota (1990), suggests that social competence is the ability, skills or skills of

individuals in interacting effectively with the environment and influencing others

in order to achieve goals in certain social contexts that are adapted to the culture,

environment, situation faced and values embraced by individuals. and the values

embraced by the individual. In Law Number 14 of 2005 concerning Teachers and

Lecturers, social competence is the ability of teachers to communicate and interact

effectively and efficiently with students, fellow teachers, parents/guardians of

students, and the surrounding community.

d) Professional Competence

Adi (2007), the definition of professional competence is the ability or

competence related to the adjustment of teacher tasks. This competency is a very

important competency and is directly related to the performance displayed. In the

10
Teacher and Lecturer Law no. 14 of 2005, Professional Competence is a job or

activity carried out by a person and becomes a source of life income that requires

expertise, proficiency, or skills that meet certain quality standards or norms and

requires professional education.

From the descriptions above, it could be concluded that the kinds of teacher

competences are pedagogical, personality, social and professional competencies.

2. Professional Competence

a. Definition of Professional Competence

Arikunto (1993: 239) explained that professional competence means "Teachers

must have a broad and deep knowledge of the subject matter (field of study) to be

taught, as well as mastery of the knowledge of the subject matter (field of study) to

be taught, as well as mastery of methodology in the sense of having knowledge of

theoretical concepts, being able to choose the best methodology in the sense of

having knowledge of theoretical concepts, being able to choose the right methods,

and being able to use them in the learning process appropriate methods, and able to

use them in the teaching and learning process".

Musfah (2011), professional competence is the ability to master learning

material broadly and in depth which includes: Scientific/technological/art concepts,

structures, and methods that overshadow/coherent with teaching materials;

Teaching materials in the school curriculum; Conceptual relationships between

related subjects; Application of scientific concepts in everyday life; and

11
Professional competition in a global context while preserving national values and

culture.

Uno (2011), professional competence of teachers is a set of abilities that must

be possessed by the teacher so that he can carry out his teaching duties and carry

out the task of teaching. The professional teaching competencies that must be

possessed by a teacher, which includes the ability to plan, implement, and evaluate

the learning system, as well as the ability to in developing the learning system.

From the entire definitions above, it could be concluded that professional

competence is a job or skill that requires intellectual competence, attitudes and

certain skills obtained through an academic educational process.

b. Characteristics of Professional Competence

Cooper (1984), there are 4 components of professional competence, namely: (a)

have knowledge about learning and human behavior, (b) have knowledge and

mastering the field of study he teaches; (c) have the right attitude about himself,

school, peers and the field of study he teaches; (d) have skills in teaching

techniques.

Rofa'ah (2016), the professional competencies that must be owned by a teacher

are as follows: 1) Capable of mastering learning materials, structures, concepts and

scientific mindsets that support the subjects being taught 2) Mastery of basic

competency standards taught lessons. 3) Capable of developing learning materials

creatively and innovatively 4) Carrying out continuous reflective activities aimed

at developing professionalism 5) Able to utilize information and communication

technology in self-development.

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 Suprihatiningrum (2016), There are five dimensions of a professional teacher.

First, have a commitment to students and the learning process. Second, in-depth

mastery of teaching materials and how to work on them. Third, is responsible for

monitoring student learning abilities through various evaluation techniques.

Fourth, being able to think systematically in carrying out tasks and fifth, should be

part of the learning community in their professional environment. The

characteristics of a professional teacher, among others:

1) Teachers have a commitment to students and the learning process. This

means that the teacher's highest commitment is his students.

2) The teacher masters deeply the material/subjects he teaches and how to

teach it to students. For teachers, these are two things that cannot be

separated.

3) The teacher is responsible for monitoring student learning outcomes through

evaluation techniques. Starting from the way of observing student behavior

to learning achievement tests.

4) Able to think systematically about what he does, and learn from his

experiences. That is, there must always be time for the teacher to reflect

and correct what he has done.

5) Teachers should be part of the learning community within their professional

environment, for example in Indonesia, PGRI and other organizations.

Kunandar (2010), indicators of teacher professional competence in

mastering the subject matter are as follows: 1) Understand the teaching materials in

the school curriculum. 2) Understand the structure, concepts, and scientific

13
methods that cover it or are coherent with teaching materials. 3) Apply scientific

concepts in everyday life. 4) Understand the concept relationship between related

subjects. 5) Mastering the steps of research and critical studies to deepen

knowledge or material in the field of study. According to Trianto and Tutik (2007),

the competencies that exist in the professional competence of teachers are: 1)

Mastering the substance of the field of study and scientific methodology, 2)

Mastering the structure and curriculum materials in the field of study, 3) Mastering

and utilizing information and communication technology in learning.

From the descriptions above, it could be concluded that the characteristics

of professional competence are involve the skills, knowledge and attitudes required

to be an effective educator. The following are some important characteristics of

teacher professional competence: Subject Knowledge, Teaching Skills, Classroom

Management Skills, Professional Development, Respect for Diversity, Professional

Ethics, Creativity and Innovation, etc. These characteristics are essential

components in developing the professional competence of qualified teachers.

3. Students Interest

a. Definition of Students Interest

Slameto (2003: 57) explained, "Interest is a tendency that remains to pay

attention and remember some activities. Activities that interest students, paid

attention to continuously accompanied by pleasure and obtained a sense of

satisfaction satisfaction”.

14
 Tampubolon in Iskandarwassid (2016: 113), "Interest is a combination of desire

and willingness that can develop if there is a desire to develop a combination of

desire and willingness that can develop if there is motivation". Likewise,

Iskandarwassid and Sunendar (2016: 114), "Interest is the basis for forming a

habit."

b. Types of Interest

Suhartini (2001), based on the nature of interests can be classified into three

types, namely as follows: (a) Personal interests, (b) Situational interests, and (c)

Psychological interests. Personal interest is a permanent and relatively stable

interest that leads to certain things that are of special interest. Personal interest is a

form of pleasure and displeasure. This interest usually grows by itself without the

influence of major outside stimuli. Then, situational interest is an interest that is

not permanent and relatively changing, depending on external stimuli. These

stimuli can be in the form of teacher teaching methods, use of learning resources

and media of interest, class atmosphere and encouragement from the family.

Therefore, psychological interest is an interest that is closely related to the

interaction between personal interests and situational interests that are continuous

and continuous. If students have sufficient knowledge about a subject, and have

the opportunity to engage in structured activities in the classroom or privately

(outside the classroom) and have a high assessment of the subject, then it can be

said that adolescents have a psychological interest.

Djaali (2013: 1 22) interest is a feeling of curiosity, learning, admiring or

owning something. A student who wants to have an interest that arises from within

15
himself to learn. Then, Lee, et al., (2011: 142) interest in learning is a personal

preference related to learning, which means that individuals prioritize one thing

over other things. Slameto (2010: 180) states that interest in learning is an interest

possessed by students which can be expressed as a statement indicating that

students prefer something over other things, manifested through participation in an

activity.

Milton in Junaedi (2018), interest is divided into two, namely: subjective

interest, namely the feeling that states that certain experiences are fun and objective

interest, namely the reaction that stimulates activities in their environment.

Samsudin (1961: 8) in Junaedi (2018), interest when viewed in terms of emergence

consists of two kinds, namely: a) Spontaneous interest: interest that arises by itself

directly. b) Deliberate interest: interest that is owned because it is aroused or

generated.

Interest arises when there is attention, in other words, interest is the cause

and effect of attention. Wetherrington (1983: 136) in Nurfaisah (2018), interest is

someone who has attention to something to be learned, so he has a positive attitude

and feels happy about it, otherwise feeling unhappy will hinder him. Interest arises

because of internal and external factors that determine one's interest.

From the entire description above, it could be concluded that interest is an

individual's tendency or desire to do or be attracted to something. Interest is usually

related to things that are fun or interesting for someone, and can motivate someone

to learn or participate in certain activities.

16
B. Conceptual Framework

17
 English Course

Teacher Students

Teaching English Learning English

Teacher Competences Students Interest

Professional Competence

Knowledge Mastering the Skills in

about learning The right
field of study teaching
and human attitude
he teaches techniques
behavior

The influence of the

English teachers’ teachers’
Students’ interest in professional
professional
learning English. competence on
competence.
students' interest in
learning English.

-Conceptual Framework-

18
 English teachers teach 7th grade junior high school students. this study aims to

determine whether the teacher's professional competence has an impact on students'

interest in learning in the classroom. as for the indicators on professional

competence include, Knowledge about learning and human behavior, Mastering the

field of study he teaches, The right attitude, and Skills in teaching techniques. then,

researchers will find out how the professional competence of English teachers in

the classroom, how interest in learning English in the classroom, and whether

professional competence has an impact on students' interest in learning English in

the classroom. this study uses a questionnaire distributed to students, to find out

whether the teacher's professional competence has an impact on students' interest

in learning English in the classroom.

C. Hypotheses

Arikunto (2010: 110), said, "hypothesis is a temporary answer to research

problems, until proven through collected data". Adhering to Arikunto's opinion, the

hypothesis in this study is are:

1. Ha: "There is an influence of teachers' professional competence on students'

interest in learning".

2. H0:" There is no effect of teacher professional competence on student learning

interest Students".

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 CHAPTER III

REASEARCH DESIGN

This chapter is compiled as the research methods to the research. This

chapter presents the research methods, research site, population and sample,

operational definitions, technique of data collection, instruments of the research,

and data analysis.

A. Research Method

This research used descriptive quantitative research method. The intentions of

the two studies are:

1. Quantitative methods are research methods based on the philosophy of

positivism (Sugiyono 2009: 14). Quantitative research is a research approach

that uses a lot of numbers, starting from collecting data, interpreting the data

obtained, and presenting the results (Arikunto 2006: 12). This method is suitable

for proof or confirmation.

2. Quantitative descriptive research method is a method that aims to make a picture

or descriptive of a situation objectively using numbers, starting from data

collection, interpretation of the data and the appearance and results (Arikunto,

2006).

B. Research Site

In this section is a description of the place and time this research will be carried

out.

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1. Time of research

This research activity was carried out in the even semester of the 2022/2023

academic year from February to June 2023. During the research, the researcher

divided the research time into three stages. The first stage begins with submitting a

research permit to make observations to the intended school location, then

collecting data for research materials. The second stage is the advanced stage,

Researchers process the data that has been collected and conduct research. The third

stage is the final stage, researchers compile a research report.

2. Place of research

This research was conducted at SMP Negeri 1 Pallangga in the 2022-2023

academic year which is located on Jl. Pembangunan, Tetebatu, Pallangga District,

Gowa Regency, South Sulawesi, 92161.

C. Population and Sample

In this section is a description of population and sample of the research will be

carried out.

1. Population

Sugiyono (1997: 57), Population is an object that has characteristics to be

studied and conclusions drawn. Nawawi (1983), population is a research object

which includes people, animals, objects, events, and symptoms that have certain

characteristics in the research being conducted. then, Darmadi (2011: 46)

Population is all subjects in the research area that are used as research subjects.

Based on the definitions of population in the study, the population of this research

21
is the year 7 students of SMP Negeri 1 Pallangga. The total number of populations

is ±400 students, which is divided into elevent classes of year seventh grade and it

consists of 35-40 students in each class.

2. Sample

Sugiyono (2016: 80), the sample is part of the number and characteristics

possessed by a population. Sample measurements are made through statistics.

Sudjana and Ibrahim (2004: 85), the sample is part of the population that can be

reached and has the same characteristics as the population from which the sample

is taken. Nawawi (2012: 153) The sample is part of the population to represent the

entire population. The researchers will determine class VII9 which consists of 40

students to be sampled in this study.

D. Research Variable and Operational Definitions

This research has two variables which are independent and dependent. The

independent variable is teacher’s professional competence and the dependent

variable is the influence of teacher’s professional competence to students’ learning

English interest. Professional competencies are the skills, knowledge and attributes

specifically valued by professional associations, organizations and bodies related to

your future career. Teachers' professional competence directly influences students'

interest in learning. Student learning interest refers to student interest that arises in

students as a result of teacher professional competence. student learning interest

that may arise, such as persevering in doing learning activities even for a long time,

22
happy and engrossed in learning, not knowing boredom in learning, active in doing

learning tasks, etc.

E. Research Instrument

This research used a questioner and Observation as the instruments. In

collecting data to support this research, the researchers used the following data

collection techniques:

a. Questionnaire

Sugiyono (2017: 142) questionnaire is a data collection technique that is done

by giving a set of questions or written statements to respondents to answer. The

types of questions in the questionnaire are divided into two, namely: open and

closed. This research will use a closed questionnaire. A closed questionnaire means

that the researcher has provided a choice of answers and the respondent just has to

choose the one that suits the conditions experienced. In this study the researchers

took research data through class VII-9 students of SMP Negeri 1 Pallangga.

b. Observation

Arikunto (2010), Observation is the process of direct observation of an object

in the environment, either ongoing or still in stages, using sensing. Observation is

done intentionally or consciously, according to a specified sequence. Observation

was carried out during the research process, which was used to find out the English

learning process carried out by students at SMP Negeri 1 Pallangga. Observation is

defined as the process of observing and recording. In conducting the research

process, the researcher came directly to the research site, namely at SMP Negeri 1

23
Pallangga. Researchers observed things related to the Influence of English Teacher

Professionalism on Student Learning Interest. Data obtained in observation is used

for additional data and does not determine the results of the study.

F. Procedure of Collecting Data

There are three data collection instruments in this study, namely through

interviews with English teachers, distributing questionnaires to students, and

observing the learning process in class. The form of data in this study is in the form

of questionnaire results and observation reports. In collecting data to support this

research, the procedures to be carried out are as follows:

a. Preparing the question for a questionnaire and interview.

b. The researchers make a questionnaire in Google Form.

c. The researchers will ask the schools’ Headmaster and English teacher,

permission to conduct the research.

d. The researchers will be invited to students’ group class in Whatsapp by the

teacher.

e. Before the researchers send the Google Forms’ links to students, researchers

explained the purpose of the research and how to fill it.

f. The students were given 20 minutes to read and fill the questionnaire.

g. The researchers will be observing the learning process in class.

h. After collected the data, the researchers calculated it.

24
G. Technique of Data Analysis

In this research, data collection was carried out by distributing questionnaires

filled out by students based on the questions that had been provided. The

questionnaire that will be given to respondents in this study is a statement whose

answer variations have been determined in advance so that respondents do not have

the freedom to choose except the predetermined answers. The questionnaire that

will be given refers to the theory of the requirements and characteristics of teacher

professional competence, as well as the theory of student interest in learning by

adjusting to the needs of the research according to the needs of the research.

This questionnaire uses a Likert scale. Sugiyono (2018: 152) Likert scale is a

scale used to measure the attitudes, opinions, and perceptions of a person or group

of people about social phenomena. With a Likert scale, the variables to be measured

are translated into variable indicators. Likert scale preparation needs to pay

attention to items that aim to determine the relationship and attitudes that are being

studied can still be included in the scale. included in the scale. Items on the Liker

scale can be expressed in several alternative, then the respondents will give a

checklist mark in the answer column of the questionnaire that has been distributed.

that has been distributed. Each student has his/her score as shown in the table below.

Statement Score

Strongly agree 5

Agree 4

Sometimes 3

25
 Disagree 2

Strongly disagree 1

After the author obtains data from questionnaires and interviews, the data

will be analyzed using descriptive statistical data analysis. The data will be analyzed

using descriptive statistical data analysis, with the aim of making a description or

description systematically, actual and accurate regarding the facts and properties

under study. The calculation technique from the questionnaire will use a formula in

the form of percentage or relative frequency. The percentage of questionnaire was

calculated by using formula from Sudjono (2001:43). The formula shown below.

a. Relative Frequency Formula.

N
𝑃 = F × 100%

Explanation:

P = Percentage

F = Frequency of Students Correct Answer

N = Total number of students

b. The percentage of students’ mean score was calculated by using formula from

Sugiyono (2005:88). The formula shown below.

Strongly Agree : n1 x 5 = 5n

Agree : n2 x 4 = 4n

Neutral : n3 x 3 = 3n

26
 Disagree : n4 x 2 = 2n

1n
Strongly Disagree : n5 x 1 = ∑ 𝑥𝑥𝑥

Highest score is 5 X N = 5N

Lowest score is 1 X N = 1N

Where N = (n1+n2+n3+n4+n5)

Formula = ∑ 𝑥𝑥𝑥 5𝑁 X

100%

Explanation:

n = number of students who choose the option

N = total number of students

c. Students’ scores were classified into the following categories

Classifications Range(%)

Very high 85 – 100

High 65 – 84

Moderate 55 – 64

Low 35 – 54

Very low 0 – 34

27
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