JRSSEM 2022, Vol. 01, No. 6, 603– 609

E-ISSN: 2807 - 6311, P-ISSN: 2807 - 6494

DOI : 10.36418/jrssem.v1i6.82

EFFECT OF INTERPERSONAL COMMUNICATION SKILLS

OF TEACHERS IN TEACHING TEACHER MOTIVATION

DURING THE PANDEMIC COVID-19

Nurul Hasanah

Muhazir

Sari Wardani Simarmata

Azizah Batubara

Risma Dina

1,2,3,4,5

STKIP Cultivation Binjai, Indonesia

e-mail: nurul.psikologi07@gmail.com

, dedekmuhazir2@gmail.com

, sari.sarwa24@gmail.com

zizahbatubara89@gmail.com

, bkrimadina54@gmail.co

*Correspondence: nurul.psikologi07@gmail.com

Submitted: 29 December 2021, Revised: 10 January 2022, Accepted: 12 January 2022

Abstract. This study aims to determine the effect of interpersonal communication skills on

teacher teaching motivation during the COVID-19 pandemic. This research was conducted at

the Tunas Pelita Binjai Private Vocational School, TP 2021/2022. This research method uses a

non-test technique in the form of a questionnaire (questionnaire). The sample of this study

amounted to 50 teachers at the Tunas Pelita Binjai Private Vocational School. The sampling

technique was done randomly. The results showed that from the simple regression test results

obtained P-0.565 < 0.05, meaning that there was an influence between interpersonal

communication on teacher teaching motivation during the COVID-19 pandemic at the Tunas

Pelita Binjai Private Vocational School for the 2021/2022 Academic Year.

Keywords: interpersonal communication; motivation teaching; pandemic.

Nurul Hasanah, Muhazir, Sari Wardani Simarmata, Azizah Batubara, Risma Dina | 604

DOI : 10.36418/jrssem.v1i6.82

INTRODUCTION

The COVID-19 pandemic has had an

impact on various aspects of life, one of

which is education. All levels of education

must be able to adapt by doing learning

from home through online media (online).

This of course is not easy, because there

are many preparations that need to be

done and in addition to the lack of

uniformity in the learning process, both the

standards and the quality of the desired

learning outcomes.

Kuntarto (Pitriani, Yanti, & Afni, 2017)

argues that online learning is also known

as computer-based learning.

According to (Sitepu et al., 2019),

education is one of the most important

factors in improving human resources. The

Indonesian government has also urged the

public to stay at home and self-isolate.

Research conducted by Basar (2021) on

the problems of distance learning during

the COVID-19 pandemic showed that

distance learning (PJJ) during the COVID-

19 pandemic caused various responses

and changes to the learning system that

could affect the learning process and the

level of development of participants.

students in responding to the material

presented.

Research conducted (Putria, Maula, &

Uswatun, 2020) showed that online

learning was deemed less effective for

teachers, because learning was carried out

online, so teachers also did not feel optimal

in providing learning material so that the

material was incomplete and the use of

learning media in online learning is also not

optimal. The above causes the motivation

to teach teachers to be reduced.

Professional teachers should have high

teaching motivation, because teaching

motivation is very important in carrying out

the teaching and learning process. With

high motivation, professional teachers will

be able to carry out their duties optimally

and can increase their work productivity

and can improve the quality of education.

With high work motivation, professional

teachers will have perseverance,

enthusiasm, discipline and responsibility at

work.

(Hasibuan, 2016) suggests that

motivation is a stimulus or desire (want)

and the driving force of a person's

willingness to work and each motivation

has a specific goal to be achieved. Without

a strong individual motivation, teaching

can be difficult and can even bring out

negative things for the teacher to achieve

certain goals to be achieved. Without a

strong individual motivation, teaching can

be difficult and can even bring up negative

things for the teacher and will also have an

impact on students. According to (Badrus,

2018) research which explains that teacher

teaching motivation is also very influential

on student learning outcomes. the

environment. To grow interpersonal

relationships, it is important to have quality

communication and participation because

this is very important for interpersonal

relationships. Student participation in

activities in fostering good interpersonal

relationships.

Furthermore, the results of interviews

with teachers at the Tunas Pelita Binjai

Private Vocational School showed that

most of the teachers who taught at the

SMK said that their teaching motivation

was reduced during the COVID-19

605 | Effect of Interpersonal Communication Skills of Teachers in Teaching Teacher Motivation

During the Pandemic COVID-19

pandemic, one of the influencing factors

was interpersonal communication,

therefore teachers find it difficult in the

teaching and learning process especially

when giving learning materials, many

students do not understand learning due to

bad signals and limitations of learning

media that make students also bored apart

from that they also sometimes don't focus

when the teacher explains the material

using cellphones.

The teacher's teaching motivation is

also influenced by the teacher's

interpersonal communication skills.

Research conducted by (Ariyanti, 2016)

shows that there is a significant influence

between interpersonal communication on

teacher performance, and teacher work

motivation in schools. This is what the

teacher must pay attention to in improving

the quality of teaching so as not to interfere

with the teaching and learning process.

(Madjid, 2019) stated that teaching is not

just a process of delivering material, but

also involves broader aspects such as

attitude development, emotional character,

habits and values, therefore a teacher must

have a set of abilities.

According to (Uno et al., 2014) teaching

motivation is something that can give rise

to a spirit, or a boost in the work of

individuals or groups to work in order to

achieve the goals or conditions in which

teachers have the will or the need to

achieve certain goals through the

implementation of a task.

According (Siagian & Arifin, 2018)

promoted that "motivation is the driving

force which results in a member of the

organization willing and willing to mobilize

capabilities in the form of expertise or skills,

energy and time to carry out various

activities that are his responsibility and

fulfill his obligations in the context of

achieving predetermined organizational

goals and objectives.

(Mukarom, 2020) suggests,

interpersonal communication is the

context of communication carried out by

an individual by making himself at the

same time as the sender and recipient of

the message. (Tobing, 2016) interpersonal

communication is communication carried

out by two people with the aim of getting

to know others and themselves, revealing

themselves and others, playing and even

helping others.

Interpersonal communication is very

effective in increasing a teacher's teaching

motivation. With interpersonal

communication, it will be easier to convey

something, whether it is in the form of an

openness, showing a sense of empathy,

providing support, a positive feeling, and

fostering a sense of equality or similarity.

Seeing the background of the problem

above, the researchers are interested in

conducting a study entitled "The Effect of

Teachers' Interpersonal Communication

Skills on Teaching Motivation to Teachers

During the COVID-19 Pandemic in the

Tunas Pelita Binjai Private Vocational

School for the 2021/2022 Academic Year.

METHODS

The location of this research was

conducted at the Tunas Pelita Binjai Private

Vocational School, which is located at Jalan

Perintis Kemerdekaan, Number. 166, Binjai,

Binjai Pepper Garden, North Binjai, Suka

Ramai, Binjai, Binjai City, North Sumatra

Nurul Hasanah, Muhazir, Sari Wardani Simarmata, Azizah Coal, Risma Dina | 606

20716.

The population in this study were the

teachers of Tunas Pelita Binjai Private

Vocational School. Where the definition of

population is the entire number of teachers

who are the target for research. The

research population is 50 people. Where

there are 25 female teachers and 25 male

teachers.

This type of research is quantitative

research. According to (Imron, 2019) the

quantitative research method is a research

method based on the philosophy of

positivism, which is used by researchers to

examine certain populations or samples,

sampling techniques are generally carried

out randomly, data collection uses research

instruments, data analysis is quantitative or

statistics that aim to test the hypotheses

that have been set. Furthermore, this study

uses a descriptive approach with the aim of

describing the object of research or

research results.

RESULTS AND DISCUSSION

Research Sample Categorization

Table 1. Research Sample

Categorization

Amount

Type of Research

Male

Female

Age

Early

Adult Adult Mid

Late Adult

From the table above it can be seen that

teachers at the Tunas Pelita Binjai Private

Vocational School most of them fall into the

categorization of middle adulthood (40-65

years). The subject of this research was

conducted on 25 male teachers and 25

female teachers with the aim of knowing

"The Influence of Teachers' Interpersonal

Communication Skills on Teaching

Motivation to Teachers During Period The

COVID-19 pandemic at Tunas Pelita Binjai

Private Vocational School for the

2021/2022 Academic Year.

Normality Test Normality

A test is conducted to test whether all

variables are normally distributed or not. To

find out if sig > 0.05 is normal, then it is

normal, and if sig < 0.05 it can be said to be

abnormal. The calculation results obtained

are as follows:

Table 2. Normality

Variable

Value

Description

Interpersonal

Communication

0.394

Normal

Teaching

Motivation

0.334

Normal

Based on the table above, it can be seen

that the interpersonal communication scale

data and teaching motivation from the

analysis have a sig value > 0.05 , from the

results of interpersonal communication

0.394 and the results of teaching

motivation 0.334. From these results, the

significance level of 0.05 > 0.344 can be

concluded that the data is normally

distributed.

Linearity Test Linearity

The test aims to determine whether two

variables have a linear relationship or not

significantly.

The results of the linearity test are as

follows:

607 | Effect of Interpersonal Communication Skills of Teachers in Teaching Teacher Motivation

During the Pandemic COVID-19

Table 3. Linearity Test

Value

Description

0.006

Linearity

Based on the table above, it can be seen

that the linearity value is 0.006 or P > 0.05,

which means that the two variables are

significantly related.

Hypothesis

Testing Tests are carried out aiming to

determine whether or not there is an effect

of the two variables by using a simple

regression test. The study was declared

significant if p < 0.05, the results of the

simple regression test can be seen in the

table below:

Table 4. Simple Regression

Model

Unstandar

dized

Coefficient

Sig

Std error

Interperso

nal

Communi

cation

132.404

0.565

12,431

0.176

10.651

-3.212

000

002

Table 4 shows that the equation The

regression linking interpersonal

communication (X) and teaching

motivation (Y) is Y = 132.404 + 0565. From

the equation, it is explained that if

interpersonal communication and teaching

motivation increase by unit, interpersonal

communication will increase by 132,969. If

interpersonal communication (X) increases,

the motivation to teach (Y) will also

increase. This shows that the equation Y =

132.404 +0565. Can be used as a reference

to predict interpersonal communication

through teaching motivation.

The following are the results of research

on the effect of teacher interpersonal

communication skills on teaching

motivation to teachers during the COVID-

19 pandemic at the Tunas Pelita Binjai

Private Vocational School in the 2021/2022

academic year.

The results of the ANOVA test can be seen

in the following table:

Table 5. Table of ANOVA Test Results

Model

Sig

Regression

10.317

0.002

Table 5. shows the value of sig. (0.002).

Because the value of sig. (0.002) <α (0.05),

then Ho is rejected and H

accepted. It can

be concluded that there is a positive

influence between interpersonal

communication (X) and teaching

motivation (Y) together.

Table 6. Effect ofVariables

Model

R Square

0.367

0.135

Table 6 shows the R Square value of

( 0.135 ) or equal to 13.5%. So it can be

concluded that there is a positive influence

of interpersonal communication variables

(X) and teaching motivation (Y) together of

13.5%. While the rest (100% - 13.5% =

86.5%) is influenced by other variables not

examined.

This study shows that there is a positive

influence between interpersonal

communication and teaching motivation

together. This means that the stronger the

influence of interpersonal communication

and teaching motivation together, the

Nurul Hasanah, Muhazir, Sari Wardani Simarmata, Azizah Coal, Risma Dina | 608

higher the resulting teaching motivation.

This implies that teaching motivation in

Tunas Pelita Binjai Private Vocational

School can be increased through various

factors, in this case interpersonal

communication has an important role in

teaching motivation.

Based on the results of the normality

test, the results obtained were 0.394> 0.05,

so the data showed normal distribution.

While the results of the linearity test

obtained results of 0.006 > 0.05, then the

variable was declared significant.

Furthermore, hypothesis testing obtained

results of -0.565 <0.05. The results of the

hypothesis test are negative because the

results of the hypothesis test scores do not

meet the data requirements. So the author

requires to change the statistical method.

That can support the results of the

hypothesis later. However, the score

obtained still meets the requirements in the

hypothesis test.

Meanwhile, from the Anova test results,

the results are 0.002 > 0.05, indicating that

there is a positive influence between

interpersonal communication (X) and

teaching motivation (Y) together.

Another study was conducted by

(Sari, 2017) on "The Effect of Principal

Interpersonal Communication in

Motivating Teacher Work at SMP

Muhammadiyah 17 Ciputat". The results

showed that the implementation of

interpersonal communication in increasing

teacher work motivation was quite good,

namely the principal carried out

interpersonal communication with teachers

with formal and informal communication

and in increasing teacher work motivation

through the principles of Interpersonal

communication effectiveness, including

openness, empathy, positive feeling,

support and similarities in communicating

with teachers continually and continuously.

CONCLUSIONS

Based on the results of the research

that has been carried out, it can be

concluded that there is an influence of

the teacher's interpersonal communication

skills on the motivation to teach teachers

during the COVID-19 pandemic at the

Tunas Pelita Binjai Private Vocational

School for the 2021/2022 academic year.

This is evidenced by the value of the

correlation coefficient which shows a

number with a value of -042.1 sig 0.05

where p <0.05. This means that the

higher the interpersonal communication,

the better the teacher's teaching

motivation. On the other hand, the

lower the interpersonal communication,

the lower the teacher's teaching

motivation.

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