Teacher Social Competence, Student Learning Motivation, and Learning Outcomes in English Subject

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INTRODUCTION
The quality of education in Indonesia is still far from adequate. Based on the Global Education Monitoring Report from UNESCO data in 2016, the teacher in Indonesia ranked 14 th out of 14 developing countries. Moreover, from the Teacher Competency Test in 2015 results, the national average is only 44.5 far below the 75 standard. While according to the study conducted by Chang et al. (2014) both certified and uncertified teachers have no impact on student learning outcomes.
The teacher is associated closely with student in the implementation of education on daily. In carrying out the task the teacher must have competence. Minister of National Education Regulation number 16 of 2007 regarding academic qualification standards and teacher competencies explains that every teacher must meet the teacher competency qualification. The teacher should have four competencies such as professional, pedagogy, personality, and social competence (Uno & Lamatenggo, 2016). Social competence is needed to attract students' interest in teaching and learning sessions. Social competence is the teacher's ability to communicate and interact effectively and efficiently with students, peers/professionals, parents of students, and society moreover does not discriminate against ethnicity, race, and language (Kunandar, 2014). To have the best learning outcomes the student must have high learning motivation. Learning motivation is an impulse for someone to do something and achieve a goal and that is learning outcomes (Uno, 2007). Learning outcome is the goal of the studies to be achieved and product from the learning process which can be seen from the improvement of the behavior obtained after the process of learning (Anni, 2004). Learning outcomes for the students are an improvement of mental development after learning activities include cognitive, affective, and psychomotor, while for the teachers are the completion of the learning material that has been delivered (Mudjiono, 2006).
The principle underlying the assessment of learning outcomes is to provide hope for students and teachers to be able to improve the quality of learning (Mansur, 2009). Quality in the sense that students become effective learners and teachers become good motivators. In this case, the learning outcomes become the reason for determining the next steps to solve the problems so the students can improve their learning.
Four teacher competencies such as pedagogical, personal, professional, and social partially influence the learning performance also simultaneously and significantly in improving the quality of performance in the learning process (Hakim, 2015). Muda'i (2017) states learning motivation is a complex thing, many factors might affect this. Musriana (2018) states teachers as a motivator toward student learning outcomes. A competent teacher with a good environment improving the student learning motivation (Tabi'in, 2016). A study conducted by Mappeasse (2009) revealed the way students learn and their motivation to learning affected their learning outcomes. While Bernaus and Gardner (2008) stated that the language teaching strategies on students' motivation were on relative frequency while English achievement is not correlated. Wardani et al. (2018) attempt to ascertain whether there is an influence and how big it is of social competence on student learning motivation at XI grade students of accounting of Vocational High School 7 Pontianak. The result of the study revealed after done simpe linear regression on the variables of x and y said that social competence has a negative influence on student learning motivation with 23% the other 77% was affected by another factor that was not examined in this study.
Problems investigated in this research are (1) what is the correlation between teacher social competence and student learning outcomes in English subject at junior high school? (2) what is the correlation between student learning motivation and student learning outcomes in English subject at junior high school? (3) what is the correlation between teacher social competence and student learning motivation in English subject at junior high school?
From the studies above, there have been many researchers who conducted studies about teacher competence and student learning motivation in English subject separately. My research is different from the previous research upon the details of the research. In my research, I will concern to investigate the correlation between teacher social competence and student learning motivation on student learning outcomes in English subject at Junior High School. Objectives of this study are (1) to investigate the correlation between teacher social competence and student learning outcomes in English subject at junior high school, (2) to investigate the correlation between student learning motivation and student learning outcomes in English subject at junior high school, (3) to investigate the correlation between teacher social competence and student learning motivation in English subject at junior high school.

METHODS
This research focuses on the the correlation between teacher social competence and student learning motivation on student learning outcomes. Research variables of this study are teacher social competence (ܺ ଵ ) and student learning motivation (ܺ ଶ ) as independent variable. The dependent variable in this study is student learning outcomes (Y). This research used quantitative method. Quantitative is a type of data that can be calculated which contains information or explanations expressed with a number (Sugiyono, 2010). In this research, the source of quantitative data is from the questionnaire. A questionnaire as a research tool includes a set of questions or any other types of prompts aimed at collecting information from a respondent (Adi, 2019). The type of questionnaire here is a structured questionnaire. The type of questions in the questionnaire that the researcher used in this study is close-ended questions. Both of the questionnaire is quantitative for 90 respondent. Type of the data in the instrument is index. One datum is one index comes from one of the respondent. Minimum index is 1 and maximum index is 4. The instrument for teacher social competence is 15 items, while the instrument for learning motivation is 30 items. The total of the data is 90.
The research was conducted a study at Junior High School State 1 Purbalingga. The sampling technique is stratified convenience sampling. The sample was chosen from each level proportionally and then was divided into strata (Sugiyono, 2015). Convenience sampling is a method where the main data source available without additional requirements, there is no criterion for inclusion defined before selecting the subject (Dudovskiy, 2016). The research takes 30 students for each grade to be the sample. The total of the sample was 90 students.
After all the data gathered, the next step is analyzing the data. In this research, the data are analyzed using statistic method because the process of compiling the data, draw a conclusion, and making a decision arranged systematically. Statistical functions used in this study include validity, reliability, normality, and linearity.
Validity is defined as showing the suitability, compatibility, usefulness of specific conclusions that have been made based on research data that has been collected. With the validity of the instrument, strong evidence has been carried out to support the conclusion of the instrument. The validity tested in this study is content validity. To measure the content validity, the internal consistency method is used to measure the magnitude of the correlation between each item and all statement items using the product-moment correlation formula. The decision is based on the number of r quantification. The data is valid if r quantification > r table (Sujarweni, 2014). The value of r table based on the value of df (degree of freedom) in the research. The formula of df is N-2. N is the total of the respondent.
The test of reliability is done to know the accuracy of the research instrument (Sujarweni, 2014). The reliability test of the questionnaire to determine whether it is a good questionnaire to gather the data. To test the reliability the researcher use SPSS 23 for Windows. The decision based on the value of Cronbach alpha. The data is reliable if the number of Cronbach alpha > 0.60.
The normality test aims to determine whether the sample taken comes from populations that are normally distributed or not, so it will be more accurate and effective (Pratama, 2019). To test the normality, the researcher using Kolmogorov-Smirnov. The data was analyzed with the help of SPSS 23 for windows. The decision is based on the number of Asymp. Sig. (2-tailed). If the number of Asymp. Sig. more than 0.05, the data is normally distributed.
This linearity test aims to see whether the linearity of the two variables is significant or not (Widiyanto, 2012). To detect the correlation between the regression equation and the linearity test of the regression line needed help by looking at linearity in the Anova table of SPSS 23 for windows. If the significance of the linearity is less than 0.05 then the variable is stated linear. The decision was also based on the significance of deviation from linearity, it must be more than 0.05. The f quantification < f table. The distribution of the f table was based on the number of df (degree of freedom).
The hypotheses tested in this study are the influence of independent variables namely the teacher's social competence (ܺ ଵ ), student learning motivation (ܺ ଶ ) to the dependent variable student learning outcomes (Y). To do the calculation and analysis used a computer program that is Microsoft Excel and SPSS 23 for windows. The test of the hypothesis using Pearson's Correlation Coefficient. Correlation is a technique for investigating the relationship between two variables (Pratama, 2019). Pearson's correlation coefficient (r) is measure of the strength of the relationship between the two variables. With help of SPSS 23 for windows this test aims to test the first and second hypotheses. The result will show up in the table of model summary. To determine an interpretation of the result correlation coefficients, it can be seen in the list below based on Nangolo and Musingwini (as cited in Pratama, 2019): The significant correlation marked by a symbol (**), if the correlation is not really strong marked by only one (*), and there will be no symbol (*) if the correlation is weak. After that to test the hypothesis based on the condition as follows: The correlation ܺ ଵ and ܺ ଶ toward Y is partial H0 : = 0, means ܺ ଵ and ܺ ଶ partially not correlate significantly toward Y H0 : ≠ 0, means ܺ ଵ and ܺ ଶ partially correlate significantly toward Y Based on the result of correlation coefficient and the symbol (*) the decision was made.

FINDINGS AND DISCUSSION
The data for this study was gathered by distributing the questionnaire at Junior High School 1 Purbalingga. The researcher came into class seven, eight, and nine with a total of 90 students as the sample. The students were filling up the questionnaire by giving a checklist for each statement. For the questionnaire about teacher social competence, there is 15 items. For the questionnaire about student learning motivation is 30 items. Each answer of the item changed into a number, for positive statement strongly agree is 4, agree 3, disagree 2, and strongly disagree is 1, while the negative statement is reversed. The researcher attained the learning outcomes in the cognitive area from the report book first term academic year 2019/2020.
After all the data were collected, the researcher conducted the test of validity, reliability, and linearity as a requirement before the test of the hypotheses. The test used SPSS 23 for Windows. The result of research instruments validation test were valid shown in table 2 and 3 below: The data will be valid if r quantification > r table (Sujarweni, 2014). The value of r table based on total of the respondent (N). In this research N = 90. The distribution of r table product moment for N 90 at 5% signification is 0,205. In table 2 and 3 all items of the research instruments are valid. The questionnaire about teacher social competence and learning motivation in table 4 is reliable because the number of Cronbach alpha > 0.60 (Sujarweni, 2014). All of the items of the research instrument are reliable. In conclusion, it's a good instrument to gather the data. Before the test of the hypotheses, the data that have been stated as valid and reliable still need to do normality and linearity test. The purpose of normality and linearity test is to discover whether the distribution of the data is normal and linier or not. The result of normality test shown in table 5 below:  After the data stated as valid, reliable, distributed normally, and linier, the data could be use to test the hypotheses. The result of the hypotheses based on Pearson's correlation coefficient. The result of the test explained below:

Teacher Social Competence Correlate with Learning Outcomes
The first hypothesis is there is a significant correlation between teacher social competence (ܺ ଵ ) and student learning outcomes (Y) in English subject. The hypothesis analyzed based on Pearson's correlation coefficient in table 8. The correlation (r) is 0.919 which is very strong. Marked by (**) means the correlation is significant. In conclusion the first hypothesis that there is significant correlation between teacher social competence on learning outcomes accepted.  -tailed) .000 N 90 90 **. Correlation is significant at the 0.01 level (2-tailed).