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"Teacher efficacy dan sikap terhadap pendidikan inklusif merupakan salah satu hal yang dianggap akan memengaruhi keberhasilan pendidikan inklusif. Variabel Teacher efficacy maupun sikap guru terhadap pendidikan inklusif juga dipengaruhi oleh faktor lain yaitu pengalaman mengajar guru. Penelitian ini dilakukan untuk melihat hubungan antara teacher efficacy dengan sikap terhadap pendidikan inklusif di sekolah dasar inklusif swasta yang ditinjau dari pengalaman mengajar guru. Sebanyak sembilan puluh tujuh guru SD inklusif swasta di Jakarta dan Depok dijadikan sampel dalam penelitian ini. Penelitian ini menggunakan alat ukur Teacher's Sense of Efficacy Scale (TSES) untuk mengukur teacher efficacy dan Multidimensional Attitudes Towards Inclusive Education Scale (MATIES). Hasil menunjukkan bahwa terdapat hubungan yang signifikan positif antara teacher efficacy dengan sikap guru terhadap pendidikan inklusif (r (97)=321, p<.01). Hal ini menunjukkan bahwa semakin tinggi keyakinan guru akan kompetensinya sebagai pengajar maka semakin positif sikap guru terhadap pendidikan inklusif. Di sisi lain, hubungan antara kedua variabel ketika ditinjau dari pengalaman mengajar bervariasi. Penelitian ini juga menunjukkan bahwa tidak terdapat perbedaan teacher efficacy (F(94)= .212, p>.05) maupun sikap guru (F(94)= .335, p>.05) pada guru dengan kelompok pengalaman mengajar yang berbeda. Hal ini menunjukkan bahwa guru dengan pengalaman mengajar yang berbeda memiliki keyakinan yang sama akan kompetensinya sebagai pengajar dan memiliki sikap yang sama terhadap pendidikan inklusi.

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It has been argued that teacher efficacy and attitude towards inclusive education have positive effect for the successful of inclusive education. Both teacher efficacy and attitude towards inclusive education are influenced by teaching experiences. This study is aimed to analyze the relationship between teacher efficacy and teacher attitude toward inclusive education reviewed by teaching experiences in private elementary school in Jakarta and Depok. 97 private elementary teachers are involve in this research. This quantitative study uses Teacher?s Sense of Efficacy Scale (TSES) to measure teacher efficacy and Multidimensional Attitudes Towards Inclusive Education Scale (MATIES) to measure teachers attitude. The result reveals that there is significant positive correlation between teacher efficacy and teacher attitude towards inclusive education (r (97)=321, p<.01). it shows that when the teachers have high efficacy about their competence so the more positive their attitude towards inclusive education. In the other side, the relationship between two variables when reviewed by teaching experiences are various. This study also shows there is no differences in teacher efficacy (F(94)= .212, p>.05) and teacher attitude (F(94)= .335, p>.05) for the teacher with different teaching experiences. This study reveals that teacher with different teaching experiences have same belief about their competence as a teacher and have same attitude toward inclusive education."

"Tujuan dari penelitian ini untuk mengetahui hubungan antara teacher efficacy dengan strategi pengajaran pada guru Sekolah Dasar Inklusif Swasta. Penelitian ini dilakukan pada 11 SD Inklusif Swasta di Jakarta dan Depok. Total responden dari penelitian yakni 70 guru SD Inklusif Swasta. Penelitian ini menggunakan alat ukur Teacher?s Sense of Efficacy Scale (TSES) untuk mengukur teacher efficacy dan The Bender Classroom Structure Questionnaire (BCSQ) untuk mengukur strategi pengajaran inklusif. Hasil dari penelitian ini ditemukan bahwa terdapat hubungan positif yang signifikan antara teacher efficacy dengan strategi pengajaran pada guru di SD Inklusif Swasta (r (70)= .247, p<0.05). Hal ini menunjukkan bahwa semakin yakin guru terhadap kemampuan dirinya maka guru akan semakin sering menggunakan strategi pengajaran yang beragam. Selain itu, peneliti juga melihat perbedaan teacher efficacy dan strategi pengajaran dilihat dari pernah atau tidaknya guru mengikuti pelatihan. Ditemukan tidak ada perbedaan teacher efficacy (t(68)= -.026, p>.05) dan strategi pengajaran (t(68)=.188,p>.05) pada kelompok guru yang pernah dan tidak pernah mengikuti pelatihan. Hal ini menunjukkan bahwa baik guru yang pernah mengikuti pelatihan maupun guru yang tidak pernah mengikuti pelatihan memiliki keyakinan yang sama mengenai kemampuan dirinya untuk melakukan pengajaran dan menggunakan strategi pengajaran inklusif yang sama di kelas.

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The objective of this research is to examine relationship between teacher efficacy and teaching strategy on teacher in private inclusive primary school. This research is conducted in 11 private inclusive primary school in Jakarta and Depok area, with total respondent of 70 teachers. Teacher?s sense of efficacy scale (TSES) and the The Bender Classroom Structure Questionnaire (BCSQ) are administered to measure teacher efficacy and inclusive teaching strategy respectively. Significant positive correlations found between teacher efficacy and teaching strategy on teacher in private inclusive primary school (r (70)= .247, p<0.05).

This shows that teachers with high self efficacy are more often employing different teaching strategies. Differences in the correlation between teacher efficacy and teaching strategy are observed from whether the teacher had training before. No differences are found in the correlation between teacher efficacy (t(68)= -.026, p>.05) and teaching strategy (t(68)=.188,p>.05) on teacher who have and have not received training. This shows that both teacher with and without training have the same self efficacy to do teaching and to employ inclusive teaching strategy in the class."

"Penelitian ini bertujuan untuk mengetahui hubungan antara teacher efficacy dan dimensi teacher efficacy dengan sikap guru terhadap pendidikan inklusif di sekolah dasar inklusif negeri. Instrumen yang digunakan untuk mengukur teacher efficacy adalah Teachers? Sense of Efficacy Scale sedangkan untuk mengukur sikap guru terhadap pendidikan inklusif digunakan Multidimensional Atitude toward Inclusive Education Scale (MATIES). Subjek dari penelitian ini adalah guru-guru di sekolah dasar inklusif negeri (N=100). Hasil penelitian menunjukkan bahwa terdapat hubungan positif yang signifikan antara teacher efficacy dan sikap guru terhadap pendidikan inklusif. Dengan kata lain, ketika guru memiliki skor teacher efficacy yang tinggi, guru tersebut cenderung memiliki sikap yang positif terhadap pendidikan inklusif. Sebaliknya, ketika guru memiliki skor teacher efficacy yang rendah, maka guru tersebut cenderung memiliki sikap yang negatif terhadap pendidikan inklusif. Hasil penelitian yang berkaitan dengan dimensi teacher efficacy ditemukan bahwa terdapat hubungan yang signifikan pada dimensi instructional strategies & student engagement dengan sikap guru terhadap pendidikan inklusif di sekolah dasar inklusif negeri. Sebaliknya, untuk dimensi classroom management ditemukan bahwa tidak terdapat hubungan yang signifikan dengan sikap guru terhadap pendidikan inklusif di sekolah dasar inklusif negeri. Untuk meningkatkan teacher efficacy yang dimiliki oleh guru di sekolah dasar inklusif negeri, pihak sekolah dapat menyediakan fasilitas seperti alat peraga dan guru pendamping khusus serta membatasi jumlah siswa di tiap kelas.

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This research is conducted to find about the relationship between teacher efficacy and dimensions of teacher efficacy with attitude toward inclusive education in public inclusive elementary school. The instruments of this study were Teachers? Sense of Efficacy Scale (to measure teacher efficacy) and Multidimensional Atitude toward Inclusive Education Scale (MATIES) (to measure attitude teacher toward inclusive education). Participants of this study were teacher in public inclusive elementary school (N=100).

The result of research showed that there is a positive significant correlation between teacher efficacy and attitude toward inclusive education in public inclusive elementary school. This finding suggests when teachers have high score in teacher efficacy, they tend to have positive attitude toward inclusive education. On the contrary, when teachers have low score in teacher efficacy, they tend to have negative attitude toward inclusive education.

The results of research related to dimensions of teacher efficacy found that there is positive significant correlation between efficacy in student engagement and efficacy in instructional strategies dimensions with teacher attitude toward inclusive education in public inclusive elementary school. In the other hand, efficacy in classroom management dimension showed there is no positive significant correlation with attitude toward inclusive education in public inclusive elementary school. In order to increase teacher efficacy in public inclusive elementary school, schools can provide facilities such as property to teach, shadow teachers and also to limit the number of student in each class."

"Penelitian ini bertujuan untuk mengetahui hubungan antara teacher efficacy dan strategi pengajaran guru yang ditinjau dari pengalaman mengajar, pada guru sekolah dasar inklusif Negeri di lingkungan kota Depok, Bogor, dan Jakarta dengan jumlah responden 78 guru. Alat ukur yang digunakan dalam penelitian ini adalah Teacher Sense's of Efficacy Scale (TSES) dan Bender Classroom Structure Questionnaire (BCSQ). Hasil dari penelitian ini menunjukan hubungan yang positif dan signifikan antara teacher efficacy dengan strategi pengajaran pada guru sekolah dasar inklusif Negeri dengan nilai (r(78)= 0.37, p<0.01). Hasil ini menunjukan semakin tinggi keyakinan yang dimiliki, semakin bervariasi strategi pengajaran yang digunakan pada guru sekolah inklusif Negeri. Pada guru yang mengajar 1-3 tahun tidak ditemukan hubungan yang siginifikan dengan nilai (r(29)=0.11, p>0.05), pada guru yang mengajar 4-5 tahun dan 7-18 tahun ditemukan hubungan yang signifikan dengan nilai (r(26)= 0.59, p<0.01) dan (r(23)= 0.42, p<0.05). Hasil ini menunjukan bahwa pengalaman mengajar yang dimiliki guru berpengaruh terhadap hubungan antara keyakinan yang dimiliki dengan variasi strategi pengajaran yang digunakan. Hasil dari penelitian ini juga menunjukan bahwa pengalaman mengajar yang dimiliki tidak berpengaruh secara signifikan terhadap teacher efficacy yang dimiliki, tetapi berpengaruh secara signifikan terhadap variasi strategi pengajaran yang digunakan pada guru sekolah dasar inklusif Negeri.

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This study aims to determine the relationship between teacher efficacy and teaching strategies teachers in terms of teaching experience of the National elementary inclusive school teachers in the city of Depok, Bogor and Jakarta with the number of respondents 78 teachers. Measuring instrument used in this study is Teacher's Sense of Efficacy Scale (TSES) and Bender Classroom Structure Questionnaire (BCSQ). The results of this study showed positive and significant relationship between teacher efficacy with teaching strategies of National elementary inclusive school teachers by value (r(78) = 0.37, p<0.01).

This result suggests that the higher the confidence, the more varied teaching strategies used by the National elementary inclusive school teachers. Teachers who teach 1-3 year was not found significant relationship with value (r(29) = 0.11, p>0.05), there was a significant correlation with the value (r( 26) = 0:59, p<0:01) and (r(23) = 0:42, p<0.05) for the teachers who teach 4-5 years and 7-18 years. These results indicate that the teachers experience teaching affect the relationship between teacher efficacy they have with the variation of teaching strategies used. Results from this study also shows that teaching experience possessed no significant influence on teacher efficacy, but significantly influence the variation of teaching strategies used on National elementary inclusive school teachers."

"Hubungan yang baik antara guru dengan siswanya dapat mempengaruhi well-being pada guru. Penelitian ini dilakukan untuk mengetahui apakah terdapat peran moderasi dari pengalaman guru mengajar pada hubungan kedekatan guru dengan siswanya terhadap well-being guru. Hubungan kedekatan guru-siswadiukur dengan menggunakan Student-Teacher Relationship Scale (STRS) milik Aldrup (2018), sedangkan well-being guru diukur dengan alat ukur Teacher Subjective Well-Being Questionnaire (TSWQ) milik (Renshaw et al., 2015). Responden dalam penelitian ini berjumlah 289 orang yang merupakan guru pada jenjang sekolah menengah (SMP,SMA/Sederajat). Teknik analisis yang digunakan adalah analisis regresi sederhana. Hasil uji hipotesis pada penelitian ini menunjukkan bahwa tidak terdapat peran dari pengalaman guru mengajar dalam memperlemah atau memperkuat hubungan kedekatan guru-siswaterhadap well-being guru. Namun, hasil uji korelasi pada penelitian ini menunjukkan bahwa terdapat hubungan positif antara hubungan kedekatan guru-siswa dan well-being guru.

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A good relationship between teachers and students can influence the well-being of teachers. This study was conducted to determine whether there is a moderating role of the teaching experience of the teacher in the relationship between the teacher and his students towards the teacher's well-being. The teacher-student closeness relationship was measured using Aldrup's (2018) Student-Teacher Relationship Scale (STRS), while the teachers well-being was measured by the teacher's Subjective Well-Being Questionnaire (TSWQ) measuring instrument (Renshaw et al., 2015). Respondents in this study totaled 289 people who were teachers at the secondary school level (junior high school, high school / equivalent). The analysis technique used is simple regression analysis. The results of hypothesis testing in this study indicate that there is no role of the teaching experience of teachers in weakening or strengthening the close relationship between teacher-student and teacher well-being. However, the results of the correlation test in this study indicate that there is a positive relationship between the teacher-student closeness relationship and the teachers well-being."

"Membangun kepercayaan diri dalam mengajar memerlukan wellbeing yang baik. Studi sebelumnya menjelaskan ada faktor di lingkungan sekolah yang mempengaruhi subjective wellbeing seorang guru salah satunya Student-teacher relationship. Penelitian ini bertujuan untuk mengetahui hubungan antara Student-teacher relationship dan Teacher’s Subjective Wellbeing di sekolah inklusif. Partisipan merupakan 55 guru (19 pria & 36 Wanita; M = 32.16, SD = 7.223) yang mengajar di Sekolah dasar inklusif. untuk mengukur student-teacher relationship, peneliti menggunakan Student-teacher relationship scale short form dan teacher’s subjective wellbeing diukur menggunakan Teacher’s Subjective Wellbeing: Teacher Subjective Wellbeing Questionnaire. Hasil perhitungan spearman correlation menunjukan tedapat hubungan positif yang signifikan antara student-teacher relationship dan teacher’s subjective wellbeing (r 3.48, p< 0,05). Hal ini menunjukan bahwa Artinya jika guru memiliki perspesi positif terhadap hubungan yang dimiliki dengan murid, maka semakin baik persepsi subjective wellbeing yang ia miliki. Penelitian ini menunjukkan pentingnya peranan menjaga hubungan yang baik antara guru dan siswa agar guru merasa sejahtera mengajar di sekolah dasar inklusif.

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Building self-confidence in teaching requires good well-being. Previous studies have explained that there are factors in the school environment that affect the subjective well-being of a teacher, one of which is the student-teacher relationship. This study aims to determine the relationship between Student-teacher relationship and Teacher's Subjective Wellbeing in inclusive schools. The participants were 55 teachers (19 male & 36 female; M = 32.16, SD = 7,223) who teach in inclusive primary schools. To measure student-teacher relationship, researchers used Student-teacher relationship scale short form and teacher's subjective well-being was measured using Teacher's Subjective Wellbeing: Teacher Subjective Wellbeing Questionnaire. The results of the Spearman correlation calculation show that there is a significant positive relationship between student-teacher relationship and teacher's subjective well-being (r 3.48, p < 0.05). This shows that this means that if the teacher has a positive perception of the relationship he has with his students, the better his subjective well-being perception will be. This study shows the importance of the role of maintaining a good relationship between teachers and students so that teachers feel prosperous teaching in inclusive elementary schools."

"Guru di sekolah inklusif menghadapi berbagai tantangan. Tantangan tersebut antara lain adaptasi kurikulum, pembelajaran siswa berkebutuhan khusus dan siswa reguler di kelas yang sama, perilaku siswa berkebutuhan khusus yang kurang tepat, dan persepsi rendahnya kompetensi guru menangani siswa berkebutuhan khusus. Oleh karena itu, diperlukan harapan agar guru dapat berperan penting dalam pendidikan inklusif meski menghadapi berbagai kendala. Penelitian ini bertujuan untuk menguji hubungan antara welas asih dan harapan pada guru sekolah inklusif. Partisipan penelitian adalah 162 guru sekolah dasar inklusif. Adult Hope Scale (AHS) dan Self-Compassion Scale (SCS) digunakan sebagai alat ukur dalam penelitian ini. Hasil penelitian ini menemukan bahwa ada hubungan positif yang signifikan antara cinta diri dengan harapan. Hubungan ini dapat terjadi karena dukungan batiniah, rasa percaya diri, sikap diri yang positif, dan meningkatnya persepsi kompetensi yang ditimbulkan oleh rasa welas asih memudahkan individu untuk memiliki harapan yang lebih baik.

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Teachers in inclusive schools face various challenges. The challenges include curriculum adaptation, learning of students with special needs and regular students in the same class, behavior of students with special needs that are not suitable, and perceptions of the teacher's low competence to deal with students with special needs. Therefore, hope is needed by teachers to play an important role in inclusive education, despite their facing various obstacles. This research aimed to identify a relationship between self-compassion and hope among inclusive school teachers. Research participants were 162 elementary inclusive schools. Adult Hope Scale (AHS) and the Self-Compassion Scale (SCS) were used as an instrument in this research. The research showed that there was a significant positive relationship between self-compassion and hope. This relationship can occur because of inner support, self-confidence, positive self-attitude, and increased perceptions of competency generated by self-compassion someone has a better hope."

"Hubungan yang terjalin antara guru dengan siswa merupakan faktor terpenting yang membentuk teacher wellbeing O Connor, 2008. Akan tetapi, terdapat faktor penting lainnya yang dapat mempengaruhi teacher wellbeing guru, yang diperkirakan dipengaruhi oleh status kepegawaian guru (guru tetap dan guru honorer) (Setiyawan, 2017). Penelitian ini bertujuan untuk mengetahui apakah hubungan guru- iswa dan status kepegawaian guru dapat memprediksi teacher wellbeing pada guru di jenjang sekolah menengah. Penelitian ini dilakukan pada guru sekolah menengah (N = 284; 65.8% Perempuan; M-usia = 38.58 tahun) dengan alat ukur berupa skala Teacher Subjective Wellbeing Questionnaire (TSWQ) yang dikembangkan oleh Renshaw, Long, dan Cook (2015) dan skala Student-Teacher Relationship Scale (STRS) yang dikembangkan oleh Aldrup, Klusmann, Lüdtke, Göllner, dan Trautwein 2018. Kedua alat ukur sudah diadaptasi ke dalam Bahasa Indonesia dan memiliki hasil uji psikometrik yang baik. Diketahui bahwa hubungan guru siswa dan status kepegawaian guru sebagai prediktor terhadap teacher wellbeing sebagai variabel terikat menunjukkan hasil yang signifikan F2,281 = 78,118, p < .0005. Hasil ini menunjukkan bahwa hubungan guru siswa dapat memprediksi teacher wellbeing pada guru sekolah menengah secara positif dan status kepegawaian guru juga akan memprediksi teacher wellbeing pada guru jenjang sekolah menengah, dimana guru tetap memiliki teacher wellbeing yang lebih baik dibandingkan guru honorer.

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The relationship that is bonded between teachers and their pupil is the most crucial factor of teacher wellbeing O Connor, 2008. However, there is another important predictor beside student-teacher relationship which could affect teachers wellbeing. Teachers employment status is regarded as another important predictor towards teacher wellbeing and it is shown as to whether the teacher is permanently employed or is a temporary teacher (Setiyawan, 2017). This research aims to see whether student-teacher relationship and teachers employment status could predict teacher wellbeing amongst teachers of secondary level of education. The subjects of this study were secondary teachers (N = 284; 65.8% Female; M-age = 38.58 years old). The instrument used in this research were Teacher Subjective Wellbeing Questionnaire (TSWQ) developed by Renshaw, Long, and Cook 2015 and Student Teacher Relationship Scale (STRS) developed by Aldrup, Klusmann, Lüdtke, Göllner, and Trautwein 2018. Both instruments were adapted to Bahasa Indonesia and showed having good psychometrical attributes. Multiple Regression Analysis were deployed to test both predictors and the result indicates both predictors successfully predict teacher wellbeing amongst secondary teacher F(2,281) = 78,118, p < .0005. The result indicates that student teacher relationship predicts teacher wellbeing positively and teachers employment status also predicts teacher wellbeing which permanent teachers show better teacher wellbeing than temporary teachers."

"Motivasi belajar siswa SMK Negeri di Kabupaten Indramayu merupakan hal yang menentukan keberhasilan dalam proses dan hasil belajar, dimana lulusannya nanti diharapkan dapat bersaing dalam dunia kerja. Pentingnya motivasi belajar siswa ini mendorong guru untuk meningkatkan kemampuan mengajarnya sehingga mencegah terjadinya penurunan motivasi belajar siswa yang disebabkan oleh guru yang kurangmampu dalam proses pengajaran. Penelitian ini bertujuan untuk menganalisis seberapa besar pengaruh kemampuan mengajar guru terhadap motivasi belajar siswa SMK Negeri di Kabupaten Indramayu. Berdasarkan Teori Motivasi dari McClelland dan Herzberg, bahwa motivasi adalah keinginan untuk melaksanakan tugas-tugas sesuai dengan standar yang tertinggi atau keinginan untuk berhasil dan sukses dalam suasana persaingan, pengakuan terhadap kemampuan dan prestasi, kesempatan untuk maju, tanggungjawab, serta berhubungan dengan lingkungan dimana kegiatan itu dilakukan. Motivasi belajar siswa di dalam kelas sangat dipengaruhi oleh kemampuan mengajar guru. Penelitian ini merupakan penelitian eksplanatif dengan menggunakan mixmethod, yaitu data kuantitatif yang didapatkan dianalisis kemudian dilakukan Focus Group Discussion terhadap hasil analisis tersebut. Pengumpulan data dilakukan melalui penyebaran kuisioner untuk kemudian dianalisis dengan menggunakan teknik analisis linear sederhana. Pengujian hipotesis penelitian menggunakan uji koefisien regresi dengan uji F. Hasil uji koefisien regresi dengan uji F menunjukkan bahwa variabel bebas kemampuan mengajar guru secar a signifikan mempengaruhi variabel terikat motivasi belajar siswa SMK Negeri di Kabupaten Indramayu. Dari hasil tersebut dapat disimpulkan bahwa untuk meningkatkan motivasi belajar siswa dapat dilakukan dengan meningkatkan kemampuan mengajar dari guru-gurunya.

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SMK students' motivation in the District of Indramayu is a decisive success in the process and outcomes of learning, where graduates will be expected to compete in the world of work. The importance of students 'motivation is encouraging teachers to improve teaching so as to prevent the decline in students' motivation caused by poor teachers in the teaching process.

This study aims to analyze how much influence the ability of teachers to teach to students' motivation SMK Indramayu district. Based on the theory of McClelland and Herzberg motivation, that motivation is the desire to carry out tasks in accordance with the standards of the highest or the desire to succeed and succeed in an atmosphere of competition, in recognition of ability and achievement, opportunity for advancement, responsibility, and correspond to the environment in which the activity was performed. Students' motivation in the classroom is strongly influenced by the ability of teachers to teach.

This research is using a mix-explanative method, the quantitative data obtained were analyzed later conducted Focus Group Discussion on the results of the analysis. The data was collected through questionnaires for deployment then analyzed using simple linear analysis techniques. Testing research hypotheses using regression coefficient test with F test.

The results of the regression coefficient test with F test showed that the ability of teachers to teach independent variables significantly influence the dependent variable SMK students' motivation in the District of Indramayu. From these results it can be concluded that in order to enhance students' learning motivation can be done by improving the teaching skills of teachers."

"ABSTRAKSejumlah penelitian telah menunjukkan bahwa pengajaran adalah aktivitas yang kompleks. Untuk memberikan materi dengan baik, dibutuhkan beberapa strategi hebat. Namun, metode tersebut tidak dapat digeneralisasikan dan diterapkan pada semua jenis siswa. Meskipun didokumentasikan bahwa beberapa cara pengajaran telah berhasil meningkatkan kualitas sesi belajar mengajar, masih ada kesenjangan antara teori dan praktik. Memperkuat hubungan antara siswa dan guru datang sebagai salah satu dari beberapa cara untuk menciptakan pengajaran yang efektif. Dengan mengadakan Sharing Session, peneliti berusaha untuk melibatkan hubungan antara guru dan siswa. Memiliki 15 sampai 20 pertemuan di tiga kelas Bahasa Inggris Umum di Euro Management Indonesia, peneliti berharap dapat melihat keefektifan metode ini. Oleh karena itu, makalah penelitian ini menganalisis dampak Sharing Session dalam membuat kedekatan antara guru dan peserta didik dengan memunculkan pengamatan peneliti di lapangan. Temuan penelitian ini menunjukkan bahwa kelas yang melakukan sharing session di setiap pertemuan memiliki hubungan yang lebih positif daripada dua kelas lainnya. Akhirnya, beberapa saran dan beberapa rekomendasi mengenai penelitian masa depan di bidang ini telah disampaikan. Kata kunci: Sharing Session. Hubungan Guru - Siswa. Bahasa Inggris sebagai Bahasa Asing.

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ABSTRACTAbstractNumerous studies have shown that teaching is a complex activity. To deliver the material at its best needs some great strategies. However, those methods cannot be generalized and applied to all kinds of students. Although it is documented that several ways of teaching have succeed to improve the quality of teaching and learning session, there is still a gap between theory and practice. Strengthening the relationship between students and teachers come as one of the several ways to create effective teaching. By having Sharing Session, the researcher strives to engage the relationship between teacher and students. Having 15 to 20 meetings in three General English classes in Euro Management Indonesia, researcher hopes to see the effectiveness of this method. Therefore, this research paper analyses the impact of sharing session in making a closeness between teacher and learners by eliciting observations of researchers in the field. The finding of this research shows that the class that do sharing session in every meeting has more positive rapport than the other two classes. Finally, several suggestions and some recommendations regarding future research in this area have been highlighted.Key words Sharing Session. Teacher ndash Student Rapport. English as Foreign Language."