THE INFLUENCE OF TEACHER–STUDENT INTERPERSONAL RELATIONSHIP ON ENGLISH LEARNING ACHIEVEMENT

Abstract

This study aims to investigate the influence of teacher–student interpersonal relationships on English learning achievement among senior high school students. Effective interpersonal communication between teachers and students is considered one of the most crucial elements in fostering motivation, engagement, and academic success. This research was conducted at SMKN 5 Palembang with a total of 75 students from grade XI as participants. A quantitative descriptive method was employed, using questionnaires and English achievement scores as the main instruments. The collected data were analyzed through descriptive statistics and correlation analysis. The findings indicate a significant positive relationship between teacher–student interpersonal relationships and English learning achievement. Students who perceived their teachers as approachable, supportive, and empathetic tended to achieve higher scores. Meanwhile, a lack of personal connection often resulted in reduced participation and lower academic performance. The results also show that nonverbal cues, such as tone of voice, gestures, and facial expressions, strengthen students’ trust and comfort, thereby increasing their learning enthusiasm. These findings highlight that interpersonal relationships are not merely emotional bonds but serve as key factors that directly influence the learning process.