INVESTIGATING TEACHER-STUDENT RAPPORT AND ITS CORRELATION WITH STUDENTS' WRITING PERFORMANCE DURING ONLINE LEARNING

• Main Author: Rahma Faridila Amaliah, - (Author)
• Format: Book
• Published: 2022-01-27.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/72148/7/T_BING_1707008_Title.pdf; http://repository.upi.edu/72148/2/T_BING_1707008_Chapter1.pdf; http://repository.upi.edu/72148/3/T_BING_1707008_Chapter2.pdf; http://repository.upi.edu/72148/4/T_BING_1707008_Chapter3.pdf; http://repository.upi.edu/72148/5/T_BING_1707008_Chapter4.pdf; http://repository.upi.edu/72148/6/T_BING_1707008_Chapter5.pdf; http://repository.upi.edu/72148/1/T_BING_1707008_Appendix.pdf
• Keywords: L Education (General); P Philology. Linguistics

Implementasi rapport dalam pembelajaran offline telah diteliti oleh banyak peneliti. Namun, masih sedikit penelitian yang berfokus pada isu ini dalam konteks pembelajaran online. Untuk alasan ini, penelitian ini bertujuan untuk menyelidiki strategi guru dalam membangun rapport selama pembelajaran online dan persepsi siswa terhadap strategi ini. Penelitian ini juga bertujuan untuk mengetahui hubungan antara dua dimensi rapport-keterhubungan guru dan kecemasan siswa saat berinteraksi dengan guru-dengan kinerja menulis siswa. Penelitian ini menggunakan metode campuran, khususnya desain concurrent embedded. Pengumpulan data dilakukan melalui observasi kelas online, angket, wawancara, dan tes menulis. Temuan menunjukkan bahwa guru telah berhasil membangun rapport positif dengan siswa dan siswa memiliki persepsi positif terhadap strategi ini. Mendukung hal tersebut, korelasi dua dimensi rapport dengan kinerja menulis siswa pun ditemukan signifikan. The implementation of rapport in offline setting has been investigated by many researchers. However, there were still few studies that focused on this matter in online learning context. For this reason, this study aimed at investigating teacher's strategies in building rapport during online learning and students' perceptions of these strategies. This study also aimed at discovering the correlation between two dimensions of rapport-teacher connectedness and students' anxiety when interacting with the teacher-and students' writing performance. This study carried out mixed method, specifically concurrent embedded design. The data were collected through online classroom observations, questionnaires, interviews, and writing test. The findings showed that the teacher had successfully built positive rapport with the students and the students had positive perceptions of these strategies. Supporting this, the correlations of the two dimensions of rapport with the students' writing performance were significant.