The Effects of Facility and Interpersonal Communication on

Learning Achievements of Entrepreneurial Subject

Munawaroh Munawaroh

The study program of Economics Education, STKIP PGRI Jombang, Indonesia

Keywords: Learning Facilities, Teacher Interpersonal Communication, Achievement Entrepreneurship.

Abstract: The interaction of teaching and learning was supported by several other factors in education, namely others:

the purpose of education, teachers, students, and educational facilities, teaching methods, subject matter and

environment. This research was a quantitative research with Multiple Linear Regression Test, The population

in this research was all students in class XI SMK Nusantara Bogem Jombang in academic year 2014 / 2015

with the number of students was 42 students, Research variable consisted of independent variable in the form

of learning facility (X1), Interpersonal Communication of Teacher (X2) and dependent variable in the form

of Entrepreneurship learning achievement (Y). Data collection techniques were such as observation,

questionnaires and documentation. Data analysis used multiple linear regression test. Based on the result of

hypothesis testing that was obtained by t count of learning facility variable (X1) as big as 3,345 and t table

as big as 2.023.So that Ha was received and Ho was rejected in the significance level as big as 0,002 and the

result test was obtained by t count of teacher’s interpersonal communication variable (X2) as big as 2,878

and t tables as big as 2,023, so that Ha was received and Ho was rejected in the significant level as big as

0,006. And Partially The results showed that learning facility variables had a positive and significant effect to

student’s learning achievement in class XI in SMK Nusantara Bogem Jomban than The results showed that

teacher’s interpersonal communication variables had a positive and significant effect to student’s learning

achievement than simultaneously of The results of research could be concluded that learning facility variable

and teacher’s interpersonal communication had a positive and significant influence to the student ‘s learning

achievement of entrepreneurship.

1 INTRODUCTION

Communication was a very important skill in human

life, where we could see communication to be capable

of occurring at the time of human’s movement.

Teachers who did not interact with students closely,

causing the communication process became less

smoothly so that it made students feel away from

teachers and students feel reluctant to participate

actively in learning. Interpersonal communication of

teachers with students was one form of relationship

between teachers and students.

Slameto's opinion (2003: 64) suggested that,

"school factors that influenced learning include

teaching methods, interpersonal curriculum of

teachers with students, student’s relationships,

school discipline, school lessons and school time,

learning standards, building conditions, learning

methods And home work. Learning and teaching

were cores of behavior in the educational process

where students and teachers interacted. The

interaction of teaching and learning was supported by

several other factors in education, namely others: the

purpose of education, teachers, students, and

educational facilities, teaching methods, subject

matter and environment ".

Teaching and learning process needed to have

stimulation namely everything outside the individual

that stimulates the individual to conduct reactions /

learning behavior. Stimulation in this case included

the assignment as well as the external environment

atmosphere that had to be accepted or learned by

students. Personal factors directly affected the

accuracy of perception, it was not the process itself.

Great interpersonal perceptions did not only influence

to interpersonal communication, but also to

interpersonal relationships. Experience also

462

Munawaroh, M.

The Effects of Facility and Interpersonal Communication on Learning Achievements of Entrepreneurial Subject.

In Proceedings of the 2nd International Conference on Economic Education and Entrepreneurship (ICEEE 2017), pages 462-469

ISBN: 978-989-758-308-7

influenced the perception of accuracy. Experience

increased through the series of events that have ever

been encountered. When the teacher faced his various

students, he would group them into certain concepts

that are intelligent, ignorant, ugly, industrious, and

lazy. The use of this stimulation simplified the

stimulation that was received. The success of

interpersonal communication depended on self-

concept (positive or negative). The knowledge of

one’s self would improve communication and at the

same time, communicating with others increased the

knowledge of one's self.

Education at School was not limited to formal

time but also informally. Education at School also

included intercommunication between students with

another student and student with teacher including

head master outside the classroom or it was not in the

interaction of teaching and learning activities. At this

time it opened the opportunity for teachers to create

an educational association for students. For that

matter the interpersonal communication of teachers

with students as a means of knowledge transfer was

very important. Even it was very big role in

determining the success of education concerned. It

was often said that the high level of an education

quality achievement was also influenced by

communication factors among teachers and students

such as interpersonal communication. Associated

with the learning process at schools, interpersonal

communication among teachers and students is

effective if the message that is delivered by teachers

could be accepted and understood, and also it

generated positive feedback for students. With the

positive interaction between student and teacher

through good interpersonal communication could

solve various differences so that students' learning

achievement would increase through the spirit of

learning because they were motivated by the teacher.

Research that was conducted by Karina in 2012

showed that there was influence of learning interest

and interpersonal communication of teacher-student

to learning motivation of Sharia Banking student in

class X IPS SMA N I Sanden in academic year

2011/2012. Good interpersonal communication

between teacher-student and interest in learning

influences with student's learning motivation. In the

research mentioned was explaining that good

interpersonal communication between teacher-

student and interest in learning was a factor that could

grow student's learning motivation that could

improve student’s learning outcomes. It was also

showed the results of research from Ridwan

Maulanaa *,Marie-Christine Opdenakker a , Perry

den Brokb and Roel Boskera by titles Teacher–

student interpersonal relationships in Indonesia:

profiles and importance to student motivation Ridwan

Maulanaa *, Marie-Christine Opdenakker a , Perry

den Brokb and Roel Boskera a Groningen Institute for

Educational Sciences (GION), University of

Groningen, Groningen, The Netherlands; b

Eindhoven School of Education, Eindhoven

University of Technology, Eindhoven, The

Netherlands (Received 9 February 2010; final version

received 1 September 2010) This research was

designed to investigate the distribution o¬n

interpersonal profiles based on student and teacher’s

perceptions and to examine the association between

student’s perception of teacher interpersonal behavior

and learning motivation in Indonesia. Participants

were 1900 secondary school students (grades 7 to 9)

across 66 (Mathematics and EFL) classes from 11

public schools in Indonesia. The results showed that

a variety of¬ interpersonal profiles could be

distinguished, that teachers perceive themselves more

favorably than their students do, and that student’s

perception of teacher interpersonal behavior and their

learning motivation were associated. Influence and

Proximity were found to be important determinants of

student’s motivation; both dimensions were related to

a more autonomous motivation, while Influence was

also associated with a more controlled motivation.

Contrary to the existing knowledge base, this research

revealed that the relationship between teacher’s

interpersonal behavior and student’s learning

motivation was more strongly connected to Influence

than to Proximity. Keywords: interpersonal behavior;

student and teacher’s perceptions; secondary

education; student’s motivation Rationale For the last

three decades, scholars in the domain of earning

environment research have shown a considerable

interest in conceptualizing, measuring and examining

perceptions of psychosocial characteristics of the

learning environment in terms of teacher–student’s

interpersonal relationships (e.g., Fraser, 1998; Fraser

& Walberg, 1991; Wubbels & Brekelmans, 1998). A

number of studies have revealed the importance of

teacher–student’s relationships for student’s

outcomes (e.g., den Brok, Brekelmans, & Wubbels,

2004; Henderson, Fisher, & Fraser, 2000). Studies

have shown that teacher–student interpersonal

relationships have eects on both teachers and

students. Teachers who were experiencing healthy

interpersonal relationships with their students were

argued to experience better satisfaction with their job

and with preventing of burnout (Ben-Chaim & Zoller,

2001). Similarly, students’ perceptions of teacher

interpersonal behavior are strongly associated with

their motivation and achievement in all subjects (den

The Effects of Facility and Interpersonal Communication on Learning Achievements of Entrepreneurial Subject

463

Brok et al., 2004). Hence, healthy teacher–student

interpersonal relationships set a prerequisite for

students to engage in learning activities (Brekelmans,

Sleegers, & Fraser, 2000). In Indonesia, research on

teacher – student interpersonal relationships was

scarce. However, the small amount of studies mainly

focusing on computer education in higher education

indicated a similar importance of teacher – student

relationships (Margianti, Fraser, & Aldridge, 2001,

2002; Schibeci, Rideng, & Fraser, 1987;

Soerjaningsih, Fraser, & Aldridge, 2002). The present

study examines the extent to which interpersonal

profiles that were found in previous studies apply to

Indonesian teachers of secondary education. The

results of this study may be useful for teachers,

teacher trainers and policy makers in Indonesia and

neighboring countries sharing similar cultural

backgrounds, by providing empirical evidence of

teacher’s behaviors that are common in the

Indonesian (and Southeast Asian) context. Moreover,

this study may provide an additional knowledge base

in terms of teacher – student’s relationships from an

Indonesian perspective. While the problems that are

encountered in this research : Based on the

background above so that the formulation of the

problem in this research : 1) Was there any effect of

learning facilities in the classroom to student ‘s

learning achievement of Entrepreneurship subjects in

Class XI SMK Nusantara Bogem Jombang Academic

year 2014/2015? 2) Was there the influence of

interpersonal communication of teachers with

students to student’s learning achievement of

Entrepreneurship subjects in Class XI SMK

Nusantara Bogem Jombang in Academic year

2014/2015? 3) Was there any influence of learning

facilities and interpersonal communication of teacher

with student to student’s learning achievement of

Entrepreneurship subjects in Class XI SMK

Nusantara Bogem Jombang in Academic year

2014/2015? While the purpose of this Research is to

explain of the influence of learning facilities and

interpersonal communication of teachers and students

on the student achievement in the grade eleven class

SMK Nusantara bogem jombang 2014/2015.

2 METHODS

The design in this research was the type of

quantitative research with multiple linear regression

test. The design of research as follows:

Figure 1: Research design.

Information:

E1: The influence of X1 (Learning Facility) to Y

(Learning Achievement)

E2: The influence of X2 (Interpersonal

Communication of teacher with student) to Y

(Learning Achievement)

E3: The influence X1 (Learning Facility) and X2

(teacher interpersonal communication with

student) to Y (Learning Achievement)

Population in this research was all students in

Class XI SMK Nusantara Bogem Jombang Academic

year 2014/2015. The number of students in Class XI

SMK Nusantara Bogem Jombang Academic year

2014/2015 was 42 students. Because the population

was less than 100 so that the samples were not done.

Variable in this research was independent variable

(X) and dependent variable (Y). The independent

variables (X1) were Learning Facilities with

indicators. While the independent variables (X2)

were: The interpersonal communication of teachers

and students (X2). While the dependent variable or

dependent variable (Y) was: student’s learning

achievement with the indicator of the value of the

uneven semester report on the students of

Entrepreneurship in Class XI SMK Nusantara Bogem

Jombang in Academic Year 2014/2015.

The technique of Data collection was done with;

A) Observation, b) Questionnaire was intended to

collect data about the influence of student’s learning

facilities and teacher’s interpersonal communication

with students to student’s learning achievement of

Entrepreneurship subjects, then, the validity and

reliability of result questionnaire were tested c)

Documentation.

Techniques of data analysis that would be used in

this research used the help of computer programs,

namely SPSS for windows Version 17. As for the

analysis which was conducted namely: Multiple

linear regression test, classical assumption test and

hypothesis testing. Hypothesis testing used F test to

analyze influence simultaneously and t test was used

to analyze for influence partially.

ICEEE 2017 - 2nd International Conference on Economic Education and Entrepreneurship

464

3 RESULTS AND DISCUSSION

The description of Research Data The description of

research data was a description of data collection

results from each variable that was researched .In this

research three variables that were studied. However

the variables mentioned were: a) student learning

facilities as the first independent variable (X1). B).

Teacher’s interpersonal communication as the second

independent variable (X2), c) student’s learning

achievement as dependent variable (Y). Data about

the utilization of student’s learning facilities and

interpersonal communication of teachers were

obtained by questionnaire and documentation

techniques.

Questionnaire techniques were used to obtain data

about the use of student’s learning facilities And

interpersonal communication of teachers, whereas

documentation techniques were used to obtain data

about school inventory and student’s achievement

based on the score of report of students in class XI

SMK Nusantara Bogem Jombang in Academic Year

2014/2015.

The research data that has been collected then it

was analyzed by using statistics with the help of SPSS

software version 17. The descriptive statistics

provided description or a descriptive data from

average value (the mean), standard deviation,

minimum, and maximum values from independent

variables and dependent variables. This descriptive

Statistic presented sample 42 in class XI SMK

Nusantara Bogem Jombang in Academic year

2014/2015.

The results of descriptive analysis about the

utilization of student‘s learning facilities and

teacher’s interpersonal communication and student’s

learning achievement, researchers suggested as

follows:

 The utilization of student’s learning facilities

(X1)

The utilization of student’s learning facilities

was the first independent variable (X1) in this

research. Based on the descriptive data in table

4.1 showed that the number of respondents who

were made the sample of this research as many

as 42 students. Mean was 56.95 that means the

average value of student’s learning facilities

utilization that was obtained by 42 students as

big as 56.95 and standard deviation (SD) as big

as 3.319.

 The interpersonal communication of teachers

(X2)

The interpersonal communication of teachers

with students was the second independent

variable (X2) in this research. Based on the

descriptive data in table 4.1 indicated that the

number of respondents were who made the

sample of research was 42 students. Mean

amounted to 43.11, which means the average

score of teacher‘s interpersonal communication

which was obtained 42 students as big as 43.11

and standard deviation (SD) as big as 2,923. 59

 Student’s learning achievement (Y)

Student’s learning achievement was dependent

variable (Y) in this research. Based on data

description in table 4.1 showed that the number

of respondents who were made this research

sample was 42 students. Mean amounted to

74.59 which means the average value of

student’s learning achievement that was

obtained 42 students as big as 74,59 and

standard deviation (SD) as big as 3,378.

3.1 Analysis of Multiple Linear

Regression

Based on the result of regression analysis obtained,

then the result of regression equation as follows:

Y = 29.791 + 0.452 X1 + 0.442 X2

Information:

Y= Student’s learning achievement in class XI

X1= Learning Facilities

X2= The interpersonal Communication of teacher

with Students

The equation of the regression line above could be

explained as follows:

The constant value (a) of 29.791 mathematically

stated if the variable value X1 and X2 equal to zero

or there was not influence of the use of learning

facilities and the communication Interpersonal of

teachers with Students so that Y value or student’s

learning achievement as big as 29.791.

The value of regression coefficient X1 had

positive value as big as 0.452.means Student’s

Learning achievement had a positive effect to

student’s learning achievement. Coefficient 0.452

means that each increased in one score of learning

facility variables so that it was predicted to form a

contribution to increase student’s learning

achievement as big as 0.452.coefisien regression X1

had a significance level as big as 0.002 .

The value of regression coefficient X2 was

positive value as big as 0.442 meant that the

interpersonal communication of teachers with the

students had a positive effect to student’s learning

achievement. Coefficient 0.442 meant that each

The Effects of Facility and Interpersonal Communication on Learning Achievements of Entrepreneurial Subject

465

increased one value of interpersonal communication

of teachers with students so that it was predicted to

form a contribution to increase student’s learning

achievement as big as 0.442. The regression

coefficient X2 had a significance level as big as

0.006.

Based on the equation of regression line above

that was known learning facility variables (X1) had

the largest coefficient value that was compared to

other independent variables so that the variable

mentioned gave the greatest influence to student’s

learning achievement.

Before performing the test on the research

hypothesis, it had to perform testing requirements

analysis. This was done to determine whether the data

in the study is normally distributed or linear.

Therefore, in this research was done classical

assumption test.

3.2 Hypothesis Testing

After hypothesis testing and hypothesis

interpretation, then further put forward the conclusion

of hypothesis testing in this research as follows:

3.2.1 T Test (Partial Test)

 Hypothesis I

Based on the results of hypothesis testing that

was obtained t count of learning facilities

variable (X1) as big as 3.345 and t table as big

as 2.023.So that Ha was accepted and Ho was

rejected at the level of significance as big as

0.002. Thus the hypothesis that stated that "there

was a significant influence of learning facilities

to Student’s learning achievement in class XI

SMK Nusantara Bogem Jombang in Academic

Year 2014/2015” was acceptable.

 Hypothesis II

Based on hypothesis test results that was

obtained t count score of teacher’s

interpersonal communication (X2) as big as

2.878 and t table as big as 2.023, so that Ha

was accepted and Ho was rejected at the level of

significance as big as 0.006. Thus the

hypothesis stated that "there was a significant

influence of interpersonal communication of

teachers with students to student‘s learning

achievement in class XI SMK Nusantara Bogem

Jombang in Academic Year 2014/2015 " was

acceptable.

3.2.2 Test F (Simultaneous Test)

Based on the test of hypothesis testing results that was

obtained value and f table as big as 22.738 and f table

as big as 3.238.

So that it could be concluded that the value of f

count > f table, so that Ha was accepted and Ho was

rejected at the level of significance as big as 0.000.

Thus the hypothesis which stated that "there was a

significant influence of interpersonal communication

of teachers with students to student’s learning

achievement in class XI SMK Nusantara Bogem

Jombang in Academic Year 014/2015" was

acceptable.

3.3 Analysis Prerequisite Testing

3.3.1 Normality Test

Normality test was used to find out whether the data

had a normal distribution or not. In here this research

used Kolmogrov - Smirnov Test. The basis of

decision making was to see the number of

significance, with the provision of significant value

<0.05 so that the data is normally distributed and on

the other hand.

Normality test results could be seen that:

 The normality test of learning facility variable

(X1)

The result of data normality test calculation of

learning facilities was gotten significance value

as big as 0,408. Because the value of

significance was greater than 5% alpha value or

0.217> 0.05 so that it could be concluded that

the distribution of data was normal.

 The normality test of Interpersonal

communication of teachers with students (X2)

The counting result of data normality test of

interpersonal communication of teachers with

students was obtained by significant value as

big as 0,598. Because significant value was

greater than the alpha value as big as 5% or

0.598> 0.05 so that it could be concluded that

the distribution of data was normal.

 The normality test of Learning achievement

The calculation result of data normality test of

student’s learning achievement that was

obtained by significant value as big as 0,079.

Because significant value was greater than alpha

value as big as 5% or 0.079> 0.05 so that it

could be concluded that the distribution of data

was normal.

To strengthen the normality test results by looking

at the distribution of data at diagonal sources on a

normal graph of P-P plot of regression standardized

and using a histogram. By using the histogram graph

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466

therefore could be compared between the observation

data and the distribution that was approaching the

normal distribution. On the normal graph of plot was

seen that the points spread around the diagonal line

and followed the direction of the diagonal line. It

could be concluded that the regression model fulfilled

the assumption of normality.

3.3.2 Multicollinearity Test

The multicollinearity test was used to determine

whether there was a correlation between independent

variable with another. This research used

multicollinearity test with pearson correlation see

Tolerance Value or Variance Inflation Factor (VIF).

The tolerance value ≤ 0.01 or equal to the VIF value

was not ≥10 indicating that there was not the

occurrence of multicollinearity.

The result of multicollinearity test could be seen

that the tolerance value of both variables is 0,671,

tolerance value had value more than 0, 1 (> 0, 1) and

VIF value of both variable as big as 1,490 that was

less than 10 (<10), hence could be concluded that

between Independent variable did not occur

multicollinearity issues.

3.3.3 Autocorrelation Test

Autocorrelation test was used to determine whether

or not the deviation of classical autocorrelation

assumption that occurred between residuals on one

observation with other observations on the regression

model. The prerequisite that had to be fulfilled was

the absence of autocorrelation in the regression

model. The test method is commonly used by Durbin

Whatson Test (DW Test).

Test results used Durbin-Watson test (DW test)

could be seen DW value 2,393, this value would be

compared with significant table value 5%, the number

of sample was 42 (n) and number of independent

variable was 2 (K = 2) = 2,42. So that it was obtained

that the value of du was 1.602 and less than (4-du) 4-

1,602 +2,398. DU <DW <4-dU, 1,602 <2,393

<2,398. It could be concluded that there was not auto

correlation.

3.3.4 Heteroscedasticity Test

Heteroscedasticity testing was used to test whether or

not heteroscedasticity in the model namely it was a

condition in which all interference factors did not

have the same variant or variant was not constant.

One way to know the existence of heteroscedasticity

was seeing the chart scatter plot.

Based on the scatter plot graphic image between

the predictive value of the independent variable with

the residual that was obtained there wasn’t a clear

pattern, as well as the spots spread above and below

the number 0 on the Y axis. Thus it could be

concluded that there didn’t happen heteroscedasticity

problem in the regression model.

After analysing the data for hypothesis testing

then it was discussed the results of data analysis. The

discussion of research results as follows:

 The influence of learning facility (X1) to

student’s learning achievement in class XI

SMK Nusantara Bogem Jombang in Academic

Year 2014 / 2015, Based on the results of t test

analysis that there was a significant influence of

learning facility variables to student’s learning

achievement in class XI SMK Nusantara Bogem

Jombang in Academic Year 2014/2015 with a t

count as big as 3.345 and t table as big as 2.023

so that it got the influence of student’s facilities

to student ‘s learning achievement in class XI

SMK Nusantara Bogem Jombang in Academic

Year 2014/2015. This case supported the

previous research, namely it was research that

was conducted by Prihatmoko (2013) with the

result that the learning facilities had a direct

positive effect to student’s learning motivation.

The result of student’s learning facility

questionnaire reply ability in class XI SMK

Nusantara Bogem Jombang in Academic Year

2014/2015 as big as 3150: 2362 = 0,7498 or

74,98% and it could be concluded that student’s

learning facilities in class XI SMK Nusantara

Bogem Jombang has not yet reached the

maximum point so that it needed to be

improved and increased. Thus there were still

some things that have not been fulfilled. It could

be seen from the results of questionnaires

tabulation that had low value data on items 5.7,

and 11 where item no 11 about students were

less comfortable for using the laboratory to

improve the ability of practice and science. This

items mentioned could be concluded that in the

learning facilities, students tended to utilize the

presence of laboratory. This case would affect to

the ability of students in the practice of science

that was gained. Students felt uncomfortable

with laboratory facilities. Thus, both schools

and parents could organize or improve the

facilities that were less mentioned in order that

students could learn comfortably and it could

have a positive effect to their learning

achievements so According to Subroto inside

(Arikunto: 2008: 2) "the facility was everything

that could facilitate and expedited in the

The Effects of Facility and Interpersonal Communication on Learning Achievements of Entrepreneurial Subject

467

implementation of a business could be either

objects or money". Learning facility was

everything like equipment.

 The influence of interpersonal communication

of teachers with students (X2) to student’s

learning achievement in class XI SMK

Nusantara Bogem Jombang in Academic Year

2014 / 2015

Based on the test results of t test analysis that

there was a significant effect from the variables

of interpersonal communication of teachers with

students to student’s learning achievement in

class XI SMK Nusantara Bogem Jombang in

Academic Year 2014/2015 with t count as big

as 2.878 and t table as big as 2.023 so that it was

obtained the influence of interpersonal

communication of teachers with Students to

student’s learning achievement in class XI

SMK Nusantara Bogem Jombang in Academic

Year 2014/2015. This result supported previous

research that it was conducted by Lestari (2012)

with the result of research that interpersonal

communication of teacher with student

significantly influenced to student’s learning

motivation. The data collecting result of

questionnaire reply ability level to answer

questionnaire of interpersonal communication

of teachers with students in class XI SMK

Nusantara Bogem Jombang in Academic Year

2014/2015 as big as 2100: 1800 = 0,8571 or as

big as 85,71% and it could be concluded that

interpersonal communication of teachers with

students in class XI SMK Nusantara Bogem

Jombang in Academic Year 2014/2015 has not

reached the maximum point so that it needed to

be improved and adjusted with each student. It

could be seen from the questionnaire in the

tabulation of low value data on item 16 and 20,

where some students haven’t been satisfied with

the ways and strategies of teachers in delivering

the material, to students and teachers who were

less to be able to explore the ability of students

to express their opinions.

Both statements could be concluded that

students felt to be want to understand the

material which was presented by teachers and

students want to learn in two ways where

teachers were not dominant and students were

given space to express opinions. Therefore it

was recommended that for teachers improved

how to deliver interesting and easy-to

understand material and provide space for

students to express their opinions. Teachers

should be able to explore students to express

their opinions in order that students were critical

of the material which was presented by the

teacher so Slameto's opinion (2003: 64)

suggested that, "school factors that influenced

learning include teaching methods,

interpersonal curriculum of teachers with

students, student’s relationships, school

discipline, school lessons and school time,

learning standards, building conditions, learning

methods And home work. Learning and

teaching were cores of behavior in the

educational process where students and teachers

interacted. The interaction of teaching and

learning was supported by several other factors

in education, namely others: the purpose of

education, teachers, students, and educational

facilities, teaching methods, subject matter and

environment ".

 Influence of learning facility (X1) and teacher

interpersonal communication with student (X2)

toward student achievement of class XI SMK

Nusantara Bogem Jombang lesson year

20114/2015

The significant test results of regression equation

simultaneously used F test to show the value of count

as big as 22,739 and f table as big as 3,238 with

probability 0,000 <0,050. This meant that the third

hypothesis in this research was accepted because

there was a significant influence between learning

facility variables and interpersonal communication of

teachers together (simultaneously) to student’s

learning achievement in class XI SMK Nusantara

Bogem Jombang in Academic Year 2014/2015. Thus

it could be said that the complete learning facilities

along with the good interpersonal communication of

teachers with students, so that students would be able

to display learning achievements With the existence

of adequate learning facilities and interpersonal

communication of teachers with students well so that

student’s learning achievement could be achieved

optimally, but from the data that was obtained by

researchers assumed that the achievement of students

in class XI SMK Nusantara Bogem Jombang in

Academic Year 2014/2015 was not only influenced

by the variables of Learning facilities and

interpersonal communication of teachers with

students but also it was influenced by other variables

that were not covered in this research.

4 CONCLUSIONS

Based on the results and discussion of research could

be concluded that Partially The results showed that

ICEEE 2017 - 2nd International Conference on Economic Education and Entrepreneurship

468

learning facility variables had a positive and

significant effect to student’s learning achievement

in class XI in SMK Nusantara Bogem Jombang than

The results showed that teacher’s interpersonal

communication variables had a positive and

significant effect to student’s learning achievement

And simultaneously. The results showed that the

variable of student’s learning facilities and

interpersonal communication of teachers with

students had a positive and significant impact to

student’s learning achievement.

REFERENCES

Arikunto, S., 2006. Prosedur Penelitian. Jakarta: Rindu

Cipta.

Ben-Chaim, D., Zoller, U., 2001. Self-perceptions versus

students’ perceptions of teacher interpersonal style in

college science and mathematics courses. Research in

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