POST-PANDEMIC TEACHER-STUDENT RELATIONSHIP AND EFL LEARNING ACHIEVEMENT: A CORRELATIONAL STUDY OF 11TH GRADERS AT SMA NEGERI 1 PENEBEL

Abstract

This study aims to explore the correlation between teacher-student relationship and English as a Foreign Language (EFL) learning achievement after a pandemic among the 11th graders of SMA Negeri 1 Penebel in the academic year 2022-2023. The sample for this study was 87 students. The English learning achievement in this study refers to the students final English learning score. Based on the aim of the research, the researcher formulated a correlational study. The teacher-student relationship score was obtained from a questionnaire administered in the class. The questionnaire consisted of 24 items that measured student conflict, closeness, and dependence on the teacher. This questionnaire was adopted from Pianta’s professional manual about the Student-Teacher Relationship Scale (STRS). For the students’ English learning score, the researcher got it through documentation from the English teacher. This English learning score was obtained from the students’ daily tasks, midterm test, and final test. In analyzing the data, the researcher used Pearson Product Moment in the program SPSS 27. The result of the calculation showed that the value of rxy is -0.443. The researcher then compared it with rtabel at the significant degree of 5% (0.208). The correlation between teacher-student relationships and EFL learners’ achievement is negatively significant. As a result, the alternative hypothesis, which stated that there is a correlation between X and Y variables, is accepted.