The Relationship among the Leadership Style, Supervision,

Self-regulation against the Ability of Teachers to Teach Indonesian

Language Grade 1 Primary School Students at District Area in

Cirebon

Leriwarti Sutarna, Syarief Sumantri, Nurhattati

Graduate School of Education, Universitas Negeri Jakarta

Keywords: Leadership Style, Supervision, Self-Regulation, Relationship

Abstract: The ability of teachers, especially primary school teachers to teach Indonesian language, plays an important

role in fostering a positive attitude towards the Indonesian language early on because at this level is the first

time teaching Indonesian language to students and can improve their students' skills. On the other hand

Leadership of School Principals is an important component in the development of quality education.

Supervision of learning methods, teacher pedagogy in language learning also influences learning objectives.

Self-regulation in displaying performance ineffective Indonesian language learning. The purpose of this

research is to find out and examine the direct influence of Leadership style, supervision, self-regulation and

the ability of Indonesia Language teachers to teach language in grade 1 primary school district area in

Cirebon. The research method uses quantitative research by using a survey with a correlation approach. This

research will examine or analyze the relationship between research variables, and measure the effect of one

independent variable on other variables. Relationship between the three independent variables studied

consisted of three variables, namely: Influence of Leadership style (X

), Supervision (X

), Self-regulation

), and one dependent variable, is the ability of the teacher to teach Indonesian language (Y). The result

of the hypotheses testing revealed that: (1) the higher of leadership style is higher significantly on the ability

of the teacher to teach Indonesian language (2) the higher formal of Supervision is higher significantly on

the ability of the teacher to teach Indonesian language. (3) the higher of Self-regulation is higher

significantly on the ability of the teacher to teach Indonesian language. Further analysis using the one way

ANOVA revealed that those independent variables, correlation index of self-regulation are higher than

correlation index of leadership style and supervision. Therefore the skill of the teacher to teach the

Indonesian language can be improved by enhancing self-regulation, leadership, and supervision.

1 INTRODUCTION

Quality of learning is one of the important things in

education to plan human resources to the nation.

Competence of qualified teachers will ensure the

quality of process education fit with the aim of

education. The teacher is work to dominate various

method learning with good for the education process

to be fully meaningful and always relevant to the

aim and ingredients his teachings (Haribowo, 2003).

Leadership Head effective school is a one of the

factor for could improve quality education (Fadlhi,

2017). Leadership and Teaching Journal Initiative

University of Minnesota Research and Toronto by

Louis, Keithwood, Wahlstrom, et. al. (2010), show

that the teachers appreciate the learning process in a

climate that drives for creation learning effective,

and more evaluation high be accepted by teachers

who encourage and develop leadership. According

to Honig, Copland, Rainey, et. al. (2010),

researchers at the University of Washington, found

that head effective school focusing on quality

teaching by defining and promote high expectations

on teacher's ability. Observation class is one the best

way to give away supervision learning because

could look at activities of teachers, pupils, and

problems that arise. Bantu, Okello, & Kimathi,

(2012) mention existence relationship between

supervision and quality teaching at the level school

the base. (Dunlap, Carroll, Collay, & Wilkes, 1989)

Sutarna, L., Sumantri, S. and Nurhattati, .

The Relationship among the Leadership Style, Supervision, Self-regulation against the Ability of Teachers to Teach Indonesian Language Grade 1 Primary School Students at District Area

in Cirebon.

DOI: 10.5220/0008997502590269

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 259-269

ISBN: 978-989-758-405-3

259

mention there is existence a close connection

between supervision and the implication on quality

learning.

Self Regulation is an effort individual for set self

in something activity which includes ability

metacognition, motivation, and behavior active.

Self-regulation is not a mental ability or ability

academic, but How individual process and change

something form activity. According to Bandura

(1991), the self-regulation is an ability set behavior

action that is an as influential strategy to

performance someone reaches aim or achievement.

While Swider & Zimmerman (2010) stated self-

regulation refers to thoughts, feelings, and activities

planned by self personal in a manner continuous

corresponding achievement aims his personality.

This research emphasizes and focusing on

relationship style leadership, supervision and self-

regulation to the ability of teachers to teach

Indonesian in students school the base.

1. Is there a positive relationship between

Leadership Styles against the ability of

Indonesia language teachers to teach grade 1

primary school students at the district area in

Cirebon district?

2. Is there a positive relationship between

Supervision to the ability of Indonesia

language teachers against teaching grade 1

primary school students at the district area in

Cirebon district?

3. Is there a positive relationship between self-

regulation against the ability of Indonesia

language teachers to teach Grade 1 primary

school students at the district area in Cirebon

district?

4. Is there a positive relationship between third

variable Leadership Style, Supervision and

Self-regulation in a manner together against

the ability of Indonesia language teachers to

teach grade one primary school students at

district area in Cirebon district?

The use of this research to gives a

comprehensive perspective and factual about

condition style Leadership head of school,

Supervision, Self-regulation and the skill of teachers

to teach Indonesian teacher as an expertise of

teachers to teach Indonesian language students in

grade one primary school Cirebon district, so it

could be made into reference for leader education in

more broad areas coverage.

2 VARIABLES

This research used three independent variables

and one dependent variable as following Leadership

Style, Supervision, Self-regulation and The skill of

teachers to teach Indonesian teacher as expertise of

teachers to teach Indonesian language students in

grade 1 primary school Cirebon district.

2.1 Leadership

Waters, Marzano, and McNulty, (2003) emphasizing

the high importance of effective leadership models

related to the high complexity of these aspects that

are interrelated with each other in a school. Bush &

Middlewood ( 2005) states that leadership in

education is the focus of leadership that should not

shift from the goals and objectives of

education. they observe leadership phenomena that

tend to be subjective and strongly influenced by the

system in which leadership is applied so that they

form at least three dimensions of the definition of

leadership that generally occur within educational

institutions, namely:

1) The process to affect the process of influence

2) Based on personal and professional values

3) Development and articulation of a strong

organizational vision

Regarding research conducted in the world of

education Catherine Catherine Barrett and Robert

Breyer (2014) in the Journal of The Influence of

Effective Leadership on Teaching and Learning,

mentions the influence of effective leadership in

learning. Meanwhile, Muhammad Fadlhi (2017), in

the article "Management of education quality", the

education management study journal vol 1, No 2,

2017, mentions that effective management and

strong leadership will underlie the quality-based

learning process.

Thus Conceptual definition of the leadership

style is the style used by the school principal in

managing to achieve the goal.

In this research operational definition of

Leadership style is the style used by someone who

can influence, motivate, develop, build relationships

and be able to process input and situations from

followers to make decisions that can be used for the

success of organizational goals. operational

definitions are translated into indicators involving

subordinates in making decisions, giving guidance,

empowering subordinates, supervising subordinates'

work, caring for subordinate careers and building a

positive working atmosphere.

ICELS 2019 - International Conference on Education, Language, and Society

260

2.2 Supervision

The term supervision is similar to inspection or

surveillance. In the context of the school as an

educational organization, supervision is for the

administrative and management

processes. Supervision activities complement the

existing administrative functions in the school as the

last function, namely the assessment of all activities

in achieving the objectives.

Good Carter (1959) provides an understanding of

supervision is the effort of school officers in leading

teachers and other officers, in improving teaching,

including stimulating, selecting the growth of

positions and the development of teachers and

revising educational goals, teaching materials, and

teaching and evaluation methods of teaching.

Charles Willis Boardman, et al. (1961) mentions

supervision is an effort to provide stimulation,

coordination and continuous guidance for the growth

of teachers in schools both individually and

collectively, to be more effective in realizing all the

functions of teaching and fostering the growth of

each student continuous.

The definition of Supervision described above, it

can be understood the supervision of a review that

is different. There are those who see it as an effort to

lead teachers in teaching positions, some see it as

part of the activity of participation in modern

society. Mulyasa (2006) states that real supervision

can be carried out by the principal who acts as a

supervisor, but in a modern organizational system

special supervisors are needed who are more

independent and can increase objectivity in the

development and implementation of tasks.

If supervision is carried out by the principal,

then he must be able to handle various supervision

and controls to improve the performance of the

education staff. This supervision is kind of control

so that the education activities in the school are

directed at the intended goals. Supervision and

control is also a preventive measure to prevent

education staff from making irregularities and be

more careful in carrying out their work.

The general purpose of supervision is to provide

technical assistance and guidance to teachers and

staff so that this personnel is able to improve their

quality of performance, in carrying out their duties

and carrying out the teaching and learning process.

The principles of supervision simply provide a

sense of security to the supervised

party. Supervision should be constructive and

creative, supervision should be based on reality and

actual reality. Supervision activities should be

carried out simply. In carrying out supervision,

professional relationships should be established, not

based on personal relationships. Supervision should

be based on the ability, ability, condition and

attitude of the supervised party to help the teacher to

continue to grow on his own, not dependent on the

principal.

The principle of supervision is to provide

guidance and provide assistance to teachers and

school staff to overcome problems and overcome

difficulties. The provision of assistance and

guidance is carried out directly, meaning that the

party who receives the assistance and guidance

without being forced or opened to his heart can feel

alone and commensurate with the ability to be able

to overcome it himself. If the supervisor

plans to give advice or feedback, it should be

delivered as soon as possible so as not to forget. It is

best for supervisors to provide opportunities for

supervised parties to raise questions or

responses. Supervision activities should be carried

out periodically, for example, the third month is not

according to the interests and opportunities of the

supervisor.

The principles of supervision above are the rules

that must be guided or used as the basis for

supervision, so that they receive serious attention

from the supervisor, both in the context of

supervisory relations with the teacher and in the

process of implementing supervision.

Suryaman dan Hari Karyono (2016) state that

supervision will increases the quality of learning in a

narrow scope, only focused on academic aspects,

especially those that occur in the classroom when

the teacher is providing assistance and direction to

students.

The attitude of observation in the classroom,

greeting the teacher who teaches looking for an

inconspicuous place of worship is unable to

reprimand the teacher’s mistakes in the classroom,

noting every activity if there is using an electronic

device such as a tape recorder, camera, preparing a

checklist. Discussion of recorded observation results

is discussed with the teacher and several things that

need to be raised by the principal to prepare the time

for conversation, place of conversation, sympathetic

friendly attitude not to buy conversations should not

come out of observation data teachers are given the

opportunity to dialogue and issue opinions of teacher

weaknesses should be motivated by teachers in

correcting the weaknesses of suggestions for

improvement are given easy and practical. The

repair agreement was agreed together pleasantly.

The Relationship among the Leadership Style, Supervision, Self-regulation against the Ability of Teachers to Teach Indonesian Language

Grade 1 Primary School Students at District Area in Cirebon

261

Supervision closely related to that which had

been done, among others, Bantu, Edward, Okwara et

al (2012) in “The Reliance between Teacher

Supervision and Quality of Teaching in Primary

Schools” mentioned the relationship between the

two. As well as research conducted by Diane M

Dunlap, Burce Carroll, Michelle Collay and Paula

Wilkes in the South Pacific Journal of Teacher

Education Vol. 17, 1989, Three Studies of

Supervision and Implications for Teacher Education,

mention the close link between supervision and its

implications for quality learning.

The principle of supervision is to provide

guidance and provide assistance to teachers and

school staff to overcome problems and overcome

difficulties.

Based on the description above, Conceptual

Definition of Supervision is the professional

observation in the academic field which is run based

on scientific rules about the field of work to achieve

the learning objectives that have been set. And the

Operational definition of supervision is defined as

the act of inspection to carried out periodically aim

for supervising, directing, giving guidance, which is

the nature of prevention of irregularities, so that the

organization’s shared goals are achieved.

Supervision in this case education supervision is

elaborated in the study and improvement of teaching

and learning situations, deceiving teachers and

enhancing teaching quality in Perceptions and

Motivation indicators, Delivering Competency plans

and Activity Plans, Mastery of Learning Materials,

Application of Educating Learning Strategies,

Application of Scientific Approaches.

2.3 Self Regulation

Self-regulation is an important aspect of determining

one’s behavior. Self-regulation is an individual’s

attempt to organize themselves in activity by

including the ability of metacognition, motivation,

and active behavior. Self-regulation is not a mental

ability or academic ability, but rather how

individuals process and change in a form of

activity (SM Nur Ghufron, 2010).

The standards and goals that we set for

ourselves, and the way we monitor and evaluate our

own cognitive processes and behaviors, and the

consequences we set ourselves for each success and

failure are all aspects of self-regulation or self-

regulated (Jeanne Ellis Ormrod, 2002).

According to Bandura, self-regulation is the

ability to regulate behavior and carry out such

behavior as a strategy that influences a person’s

performance in achieving goals or achievements as

evidence of improvement. Zimmerman (1990) states

that self-regulation refers to thoughts, feelings, and

actions planned by oneself and occur continuously in

accordance with efforts to achieve personal goals.

The interaction between personal goals and

external influences (motivational standards, social

standards, and moral standards) is the beginning of

self-regulation. It is this standard that will determine

whether an individual will set a goal setting or

reduce the distance by trying to achieve the expected

goal. Three factors that influence a person’s level of

motivation, namely: a person’s ability to judge

himself objectively to achieve

something. Recognizing one’s abilities properly

makes it easy for someone to achieve his

goals. Second, there is feedback that plays an

important role in increasing one’s self-efficacy. The

existence of feedback helps a person make an

assessment, control and adjust the business and its

purpose to be more realistic to achieve to anticipated

time for achieving goals.

Aspects of self-regulation According to

Zimmerman, self-regulation includes three aspects

that are applied in learning, namely metacognitive,

motivational, and behavioral.

According to Matlin, metacognition is an

understanding and awareness of cognitive processes

or thoughts about thinking, he said that

metacognition is an important process. This is

because a person’s knowledge of his cognition can

guide him to organize or organize events that will

be faced and choose the appropriate strategy in order

to improve his cognitive performance going forward.

Flavell said that metacognition refers to one’s

knowledge of the cognition he possesses and the

arrangement in that cognition. Schank added that

knowledge about cognition includes planning,

monitoring, and improvement of performance or

behavior. Zimmerman and Pons added that

metacognitive points for individuals who conduct

self-regulation are individuals who plan, organize,

measure themselves, and instruct themselves as

needs during the behavior process, for example in

terms of learning (Schunk, 2014).

Behavior according to Zimmerman and Schank

is an individual effort to regulate themselves, select

and utilize and create an environment that supports

their activities. In this behavior, Zimmerman and

Pons say that individuals choose, compile and create

a balanced social and physical environment to

optimize achievement of the activities carried

out. The three aspects above when used individually

ICELS 2019 - International Conference on Education, Language, and Society

262

according to their needs and conditions will support

optimal self-management abilities.

Bandura stated in this behavior, there are three

stages related to self-management or self-regulation,

including Self-observation which is related to the

individual’s response, namely the individual’s stage

of looking at him and his behavior

(performance). Self Judgment is an individual stage

to compare performance and standards that have

been done with standards or goals that have been

made and determined by individuals. Through

efforts to compare performance with the standard

goals that have been made and established,

individuals can evaluate the information that has

been done by knowing the location of weaknesses or

lack of performance. The self reaction is a stage that

includes individual processes in adjusting and plans

to achieve goals or standards that have been made

and set (Zimmerman & Martinez-Pons, 1988).

The environment of the cognitive social theory

states special attention to social influence and

experience in human function. This depends on how

the environment supports or does not support. The

medium according to Cobb, states that self-regulated

learning is influenced by many factors,

including self-efficacy, motivation, and goals. Based

on the description above the conceptual definition of

Self-regulation is the ability of self-

management in determining a person’s behavior to

appear in an environment. And the Operational

definition

of Self-regulation is the ability to regulate

behavior and carry out such behavior as a strategy

that influences performance to achieve goals, there

are two factors in one’s self-regulation, namely

external and internal factors. External factors consist

of motivational factors, social standards, and moral

standards while internal factors consist of self-

observation (self-observation), judgmental process,

and self reaction.

2.4 Ability to Teach Indonesian

Language Teachers

Indonesian language subjects are an important

subject taught at the primary school level because of

its use for the instruction of everyday learning. Thus

mastery of the Indonesian language needs to be

possessed by all students. "Indonesian language and

literature learning in primary school is directed at

improving students' ability to communicate in the

Indonesian language properly and correctly, both

verbally and in writing and fostering an appreciation

of literary works" (Hernawan, 2007).

According to Indihadi (2009), "Teaching

Indonesian is the process of teaching or teaching

Indonesian". Based on these opinions,

learning Indonesian primary school is to teach

Indonesian process, which in the process is a

reciprocal relationship between teachers and

students, and students with a student.

Furthermore, Indihadi stated that "Indonesian

language learning carried out in Primary School is to

teach Indonesian which is domiciled as a national

language and the language of the

country" (Hernawan, 2007). So the Indonesian

language learning in primary school emphasis on the

student's ability to communicate and understand and

be able to use the Indonesian language as the

national language. To be able to communicate well

in accordance with the rules of good and correct

Indonesian, students need to be supported by the

knowledge of Indonesian language skills and the

ability to understand the meaning of

Indonesian. One way to practice understanding

Indonesian language, teachers can train students

with reading activities, where students are required

to understand the meaning of reading texts in

Indonesian. So that Indonesian is also a means to

gain knowledge and intellectual development. This

is supported by the description of the Ministry of

Education and Culture. Indihadi (2009) states that, in

addition to improving students' communication

skills, there are other functions,

including: Improving knowledge and skills in the

context of cultural preservation and development, a

means of improving knowledge and development of

science, technology, and art, a means of

disseminating good use of Indonesian for various

issues, a means of developing the reasoning of

intellectual abilities.

Learning Indonesian in Primary Schools refers to

the objectives set by the Ministry of Education

in Resmini et al (2009), namely: students are able to

communicate effectively and efficiently in

accordance with applicable ethics, both orally and in

writing; students are able to appreciate and be proud

of using Indonesian as the language of the unity and

language of the country; students are able to

understand Indonesian correctly and creatively for

various purposes; students are able to use Indonesian

to improve their intellectual abilities and emotional

and social maturity; students are able to enjoy and

make use of literary works to broaden their horizons,

expand character, and improve their knowledge and

language skills; students are able to appreciate and

boast Indonesian literature as a treasure of

The Relationship among the Leadership Style, Supervision, Self-regulation against the Ability of Teachers to Teach Indonesian Language

Grade 1 Primary School Students at District Area in Cirebon

263

Indonesian human culture and intellectuals (Resmini

et al., 2009) .

Indonesian language learning directed to

improve the ability of students to communicate in

Indonesian with well and right, well in a manner oral

or write, and grow appreciation to results

creation literature, Indonesian people. Indonesian

language learning develops four basic skills, namely

listening skills, speaking skills, reading skills, and

writing skills.

Listening skills are activities to listen or pay

close attention to what people say, capture and

understand the meaning of what is heard. Listening

is different from listening, hearing only receives

information that is heard without going through the

absorption and selection of information in brain

performance so that it is only stored in short term

memory. Hearing is identical to entering the right

ear out the left ear while listening to a process of

absorption and selection of information in the brain

so that it is stored in the long term memory, this is

where the brain's performance works and develops

well.

Speaking skills is one component

in Indonesian language learning that must be owned

by educators and students in schools. Speaking skill

requires students to communicate with other

students. As expressed by Supriyadi (2005: 179) that

most students have not spoken fluently in

Indonesian. Students who have not spoken fluently

can be accompanied by the attitude of students who

are passive, lazy to talk, so they feel afraid of being

wrong and embarrassed, or even less interested in

practicing speaking in front of the classroom.

Reading skills as well as skills to obtain

information, what we know is what we

read. Stauffer (Petty & Jensen, 1980) considers that

reading is a thought transmission in relation to

channeling ideas or ideas. In addition, reading can

be used to build concepts, develop vocabulary,

provide knowledge, add a process of personal

enrichment, develop intellectuality, help understand

and understand the problems of others, develop self-

concepts and as a pleasure. Reading has an influence

on the development of our lives, but the large

collection of books does not mean he likes to

read. Reading fondness will appear if someone is

able to express various knowledge, ideas, and

creative ideas.

Writing skills are the implementation of various

knowledge that has been obtained from listening,

reading, and speaking activities and then diverting it

into a series of words and languages that have

meaning and purpose. Pranoto (2004: 9) argues that

writing means pouring thoughts into writing or

telling something to others through writing. Writing

can also be interpreted as an expression or

expression of feelings as outlined in writing.

In the development of these four aspects of

skills, (Bredekamp, 2004) states that children

develop in all aspects of their development both

physically, emotionally, socially, and

cognitively. There is no other way unless the teacher

must have a responsibility and full attention to the

integrity of the child's development. In connection

with that, Goodman (2012) states that: Learning

languages is more, easy to occur if the language is

presented holistic real, relevant, meaningful, and

functional if the language is presented in the context

and chosen by students to be used, language learning

is learning how to express intentions in the context

of the environment of parents, relatives, and culture.

the mind depends on language and language

depending on the mind (Akhadiah, 1991). It is also

stated that according to the theory of learning,

cognitive development and language development in

children aged five to eight years or early primary

school children have the following characteristics:

the cognitive and language abilities of these children

are sufficient to learn in more formal situations,

children of that age still see things more as a whole,

something they understand more easily if

obtained through the interaction of social

experience in a manner real in pleasant situations,

familiar situations, based on appreciation,

understanding, and affection, and a conducive and

planned learning environment that is very helpful for

effective learning (Akhadiah, 1991) .

Related to that, Suriasumantri (2014) states that

language learning will be easier if learning is

holistic, realistic, relevant, meaningful, and

functional, and cannot be separated from the context

of the conversation. Process learning teacher's

holistic language to be reading language models

and write, and Act as a facilitator and provide

feedback that positive. The thing this in line with the

opinions expressed by Gunarsa that the child's

learning process through conditioning and through

observation there are models of behavior outside of

him. Integrated learning is an application of one

learning strategy based on an integrated curriculum

approach that aims to create or make the learning

process relevant and meaningful for

children (Atkinson, 1995).

In learning the Indonesian language, vocabulary

size is an important factor that influences the ability

listener's comprehensive of language vocabulary

size. The number of vocabulary is an important

ICELS 2019 - International Conference on Education, Language, and Society

264

variable in the listener's understanding. In our role as

communicators, we have four types of functional

vocabulary that vary greatly in syllable size, the type

of vocabulary is distinguished based on the number

of words that can be had at the age level, and the

condition of someone communicating.

Vocabulary and language appreciation can be

done by improving the reading culture. Reading

culture is a very important and fundamental

requirement that must be owned by every citizen if

they want to become a developed nation. Through

reading culture, the quality of education can be

improved so that in turn it can improve the quality of

human resources. The purpose of fostering reading

interest is to create a reading society ( learning

society ), a learning society in order to educate the

nation's life which is characterized by the creation of

quality human resources as a tool for national

development towards a prosperous society (Idris

Kamah, 2002). The target of the intended

development is the community as a whole in the

various layers that exist, covering all ages, sexes,

types, and levels of education, types of work or

profession, and so on. According to Frans M.

Parera (in Idris Kamah, 2002) , the policy of

fostering public reading interest was directed

through five paths, namely: coaching through

household and family channels; coaching through

the path of society and the external environment;

coaching through education (school); guidance

through institutional channels; and guidance through

functional agency channels (national libraries,

provincial libraries and district/city libraries).

Indonesian language material subject also

undergoes changes in various subject areas such as

those found in national’s curriculum 2013. This also

signifies the importance of mastery and skills of

teachers in providing Indonesian language teaching

so students can have competence in Indonesian

language (Mahsun, 2014).

From the description above what is meant by

Indonesian language teaching skills is the teacher's

professional skills in teaching students about good

and correct Indonesian language skills, especially

including listening skills, speaking skills, reading

skills and writing skills both verbal and nonverbal so

that students are easily understood according to

learning objectives and the function of language.

Based on description above conceptual definition

is the ability of the teachers teaching Indonesia to

the students in grade 1 primary school is the ability

of teachers to teach Indonesian in the 2013 national

curriculum by emphasizing them to develop

competencies in the attitude domain (KI-1) and (KI-

2), knowledge (KI-3), (KI-4) skills. In term of

Indonesian language related to listening, speaking,

reading, and writing skills. And the operational

definition is teachers' ability to teach in Indonesian

is the teacher's professional skills in teaching

students about good and correct Indonesian language

skills, especially including listening skills, speaking

skills, reading skills and writing skills both verbal

and nonverbal so that students are easily understood

according to learning objectives and language

functions.

3 THE RESEARCH METHOD

The method used in this research is a

quantitative method. The sampling method with

surveys and correlation statistics is used to find the

relationship among the effect of the three

independent variables with the dependent variable,

separately and combined. The variables studied

consisted of four variables, namely: The relation of

Leadership Style (X

), Supervision (X

), Self

Regulation (X

), and The Ability of Teachers

to teach Indonesian language (Y).

Figure 1: Model of Research Variables

3.1 Population and Sampling

The population in the research were all teachers at

the primary school grade 1 in the region

of Cirebon district education department with as

many as 100 people. The sample in the study is part

of the population. The sampling technique used

is purposive random sampling. The technique of

determining the number of samples taken 70

people. As a trial instrument, 30 people were taken

from the sample.

The Relationship among the Leadership Style, Supervision, Self-regulation against the Ability of Teachers to Teach Indonesian Language

Grade 1 Primary School Students at District Area in Cirebon

265

3.2 Research Instrument

The instrument of research data was carried out

using a Likert scale questionnaire. The instrument of

questionnaires is prepared and based on the theories

used. Questions or statements on the questionnaire

consist of positive or negative questions or

statements. The items of the statement or question

on the questionnaire from the instruments of

Leadership Style (X

), Supervision (X

), Self-

Regulation (X

), and the Ability of Teaching

Teachers in Indonesian (Y) are arranged using a

scale of five.

Questioners are used to obtaining research data

condition such as validity test and reliability test.

The validity test of the instrument is made to ensure

the validity of the instrument by means

of correlating the point score of each item with the

total score result by using product moment

correlation analysis. Valid criteria whether or not the

item is consulted with a table of r, namely, r

count

table

, then the item is said to be valid, but if r

count

table

, items are declared invalid or fall.

Reliability test is done to find out where the

measurement results can be trusted or

reliable. Reliability is defined as the free size of the

random error variant. Random errors reduce the

reliability of measurement results. To test the

reliability of the instrument using the Alpha

coefficient formula from Cronbach. After

the calculation of the items of the working

instrument (X

) is obtained, the reliability

coefficient is obtained for the value of the reliability

coefficient above the critical value of 0,70 so

that the performance of instrument has high

reliability.

3.3 Data Analysis Technique

The data collected in this study is processed by

stages and each variable is displayed to answer the

research objectives.

First, processing raw data is done by research

using descriptive statistics. From the data

processing, the concentration measures such as

mean, median, mode, maximum and minimum

values are presented. In addition, it will be presented

by looking for variance and standard

deviation. Distribution frequency data will be

presented in tables and graphs.

Second, testing the analysis require-

ments. First, the normality test was carried out by

the Kolmogorov Smirnov normality test, with SPSS

application. The test is done by looking for an

estimated estimate of Ŷ for X

, X

, and X

then

looking for L

count

for comparison with L

table

. If

count

< L

table

then the distribution Y - Ŷ for

regression Y for X

, X

, and X

are normally

distributed.

The normality is carried out the statistic test is

done testing the hypothesis by using inferential

statistics (Cresswell, 2003). This analysis is intended

to test whether there is a relationship between the

independent variables Leadership Style (X

Supervision (X

) and Self Regulation (X

)

individually or together with the dependent variable

Ability to Teach Indonesian Teachers to Grade 1

primary students (Y)

The analysis begins with a regression equation,

both simple regression and multiple

regression. Against the regression equation, the

linear equation regression test is done by using the F

Anova test table. There is no regression equation if

F-count> F-table and there is a linear regression

equation when F- count < from F-table.

Correlation analysis is done to determine the

level of the relationship between variables. For this

reason, Pearson Product Moment correlation

formula (r) is used and the coefficient of

determination is calculated (r

) which shows the

level of relationship for each independent variable

, X

and X

on the dependent variable of data

processing skills (Y). Correlation analysis was

carried out in the form of simple correlation,

multiple correlation, and partial correlation.

Based on the analysis data above it can be

determined whether the hypothesis proposed in this

study can be accepted or must be rejected. And the

statistical hypothesis in this study research are:

























123.





123.1





where

= null hypothesis

= Alternative hypothesis



= Correlation between X

and Y



= Correlation between X

and Y



= Correlation between X

and Y



y.123

= Correlation between X

, X

, and Y

ICELS 2019 - International Conference on Education, Language, and Society

266

4 RESULT AND ANALYSIS

The research method is a correlation study with the

treatment of basic statistical learning. The

questionnaire used to collect data was an instrument

in the form of a scale questionnaire (Likert scale) of

leadership style variable (X

), supervision (X

)

and self-regulation (X

) and the ability of teachers to

teach Indonesian (Y). Instruments calibrated with

item validity with product moment coefficient and

alpha Cronbach reliability. After fulfilling the

reliability calibration, validity, the Kolmogorov-

Smirnov KS normality test is carried out

( residual L

count

= 0.185 > L

table

= 0.05 and this

means that all data are normally distributed because

of L

count

> L

table

), after that Levene homogeneity

test (variable between independent variables with

significance 0.404 which means this value is greater

than 0.05 ).

Figure: The Relationship Among Variables

The results of the study are as follows: First,

testing has proven that independent variables have a

linear relationship with the ability of teachers to

teach Indonesian language (Y).

Relationships leadership styles on the ability of

teachers to teach Indonesian language

(y= 2.574 +0. 381 X1, Fh = 14 345

> Ft

(



=0.01)

= 6, 96), supervision (X

) the ability of

teachers to teach the Indonesian language to

(y= 2.585 +0.374X

, F h = 11,354

> F t

(



=0.01)

= 6, 96) self-regulation (X

) and the

ability of teachers to teach Indonesian (y = 2.810 +

0.380 X3, Fh = 14,040 > Ft

(



= 0.01)

= 6.96). This

means that the analysis of regression variance shows

a linear correlation.

Second, testing has proven that independent

variables individually have a significant correlation

with the dependent variable of the teacher's ability to

teach Indonesian (Y). correlation of leadership

style (X

) on the ability of teachers to teach

Indonesian (ry

= 0.347, t = 0.947). The correlation

of supervision (X

) on the ability of teachers to teach

Indonesian with ( ry

= 0.287) and self-

regulation (X

) on the ability of the teacher to teach

Indonesian (r

= 0.188).

Third, tests performed to prove there is a

relationship between the pair correlation

between leadership styles and supervision variables

and X

on the ability of teachers to teach

Indonesian (Y) (r

y12

= 0. 661 F

= 30,262

> F

(



0.01)

= 4.88), and the both of relationship

between leadership style and self-

regulation variables (X

and X

) on the teacher's

ability to teach Indonesian (Y) (ry

= 0.773 F

115.8 > F

(



0.01)

= 4.88), the pair relationship

between the variables of supervision and self

regulation (X

and X

) on the teacher's ability

to teach Indonesian (Y) and we get (r

y23

= 0.709 F

78.84 > F

(



0.01)

= 4.88).

Fourth, the tests conducted to prove that there are

relations between the three variable pairs together

between the leadership styles (X

), the

supervision (X

) and the self-regulation (X

) on

the ability of teachers to teach Indonesian (Y) with

the equation Y = 2.968+ 0.347X

+ 0.287X

0.188 X

, with F

= 48.415 > F

t (



= 0.01)

= 6.96.

Fifth, the tests conducted to prove that there is a

correlation between the three variable pairs together

between leadership style (X

) (supervision (X

)

and self-regulation (X

) on the ability of teachers to

teach Indonesian (Y) (r

y123

= 0.808, F

= 59.74 >

(



0.01)

= 4.01).

Sixth, among the three independent variables,

separately show the teacher's ability to

teach Indonesian, acquisition of leadership style

variable correlation (r

= 0.381) was the highest

although the correlation is not too much different

from self-regulation variables (r

= 0.380). and the

smallest correlation sequence is with the supervision

variable (r

= 0.374) either on its own variable or

when paired with other variables which are quite

dominant variables. These two variables (X

and X

)

are very strategic to improve the ability of teachers

to teach Indonesian language.

5 CONCLUSIONS

The three hypotheses reject Ho meaning the

relationship between the three independent variables

and the dependent variable are positive.(1) the

higher of leadership style is higher significantly on

The Relationship among the Leadership Style, Supervision, Self-regulation against the Ability of Teachers to Teach Indonesian Language

Grade 1 Primary School Students at District Area in Cirebon

267

the ability of the teacher to teach Indonesian

language (2) the higher formal of Supervision is

higher significantly on the ability of the teacher to

teach Indonesian language. (3) the higher of Self-

regulation is higher significantly on the ability of the

teacher to teach Indonesian language. (4). The

relationship between third variable Leadership Style,

Supervision and Self-regulation in a manner together

against the ability of Indonesia language teachers to

teach grade one primary school students at district

area in Cirebon is positive

The use and result of this research could give a

suggested action to increase the skill of teachers to

teach Indonesian language students in grade one

primary school, so it could be made into a reference

for leader education in more broad areas coverage.

REFERENCES

Akhadiah, S. dkk. (1991). Pembinaan Kemampuan

Menulis Bahasa Indonesia. Jakarta: Erlangga.

Ara Hidayat, I. M. (2010). Pengelolaan Pendidikan

Konsep dan Aplikasi Dalam Mengelola Sekolah dan

Madrasah. Bandung: Penerbit Pustaka Educa.

Atkinson, J. W. (1995). Pengantar Psikologi (terjemahan

Nurdjanah dan Rukmini). (Erlangga, ed.). Jakarta.

Bandura, A. (1991). Social cognitive theory of self-

regulation. Organizational Behavior and Human

Decision Processes. https://doi.org/10.1016/0749-

5978(91)90022-L

Bantu, E., Okello, O. M., & Kimathi, K. M. (2012). The

Relationship Between Teacher Supervision and

Quality of Teaching in Primary Schools. Educational

Sciences.

Barrett, C., & Breyer, R. (2014). The Influence of

Effective Leadership on Teaching and Learning.

Journal of Research Initiatives.

https://doi.org/10.2139/ssrn.2541105

Bass, B. M. (1990). From transactional to transformational

leadership: Learning to share the vision.

Organizational Dynamics.

https://doi.org/10.1016/0090-2616(90)90061-S

Baumeister, R. F., Gailliot, M., DeWall, C. N., & Oaten,

M. (2006). Self-regulation and personality: how

interventions increase regulatory success, and how

depletion moderates the effects of traits on behavior.

Journal of Personality. https://doi.org/10.1111/j.1467-

6494.2006.00428.x

Barrett, C., & Breyer, R. (2014). The Influence of

Effective Leadership on Teaching and Learning.

Journal of Research Initiatives.

https://doi.org/10.2139/ssrn.2541105

Budiasih dan Zuchdi, D. (1997). Pendidikan Bahasa dan

Sastra Indonesia di Kelas Rendah. Jurnal Pendidikan,

Depdikbud.Bredekamp, S. (2004). Play and School

Readiness. Children’s Play: The Roots of Reading.

Bush, T., & Middlewood, D. (2005). Leading and

managing people in education. In Leading and

Managing People in Education.

https://doi.org/10.4135/9781446215753

Carver, C. S., & Scheier, M. F. (2010). Self-regulation of

action and effect. In Handbook of self-regulation:

Research, theory, and applications.

https://doi.org/10.5194/acp-11-11657-2011

Charles Willis Boardman, Harl Roy Douglass, R. K. B.

(1961). Democratic Supervision in Secondary Schools.

Harcourt: Houghton Mifflin.

Cresswell, J. W. (2003). Qualitative, Quantitative. and

Mixed Methods Approaches. In Research Design,

Second Edition.

https://doi.org/10.3109/08941939.2012.723954

Dirjen PMPTK. 2008. (n.d.). Metode dan Teknik

Supervisi. Jakarta.

Dunlap, D. M., Carroll, B., Collay, Mi., & Wilkes, P.

(1989). Three Studies of Supervision and Implications

for Teacher Education. South Pacific Journal of

Teacher Education.

https://doi.org/10.1080/0311213890170104

Evans, L. (2014). Leadership for professional

development and learning: Enhancing our

understanding of how teachers develop. Cambridge

Journal of Education.

https://doi.org/10.1080/0305764X.2013.860083

Fachrudin, S. I. (1989). Administrasi Pendidikan. Malang:

Tim Publikasi, FIB IKIP Malang.

Fadlhi, M. (2017). Manajeman mutu pendidikan. Jurnal

Studi Manajemen Pendidikan, vol 1(No.2).Fadlhi, M.

(2017). Manajeman mutu pendidikan. Jurnal Studi

Manajemen Pendidikan, vol 1(No.2).

Good, C. V. (1959). Dictionary of Education. New York:

McGraw‐ Hill Book Company.

Goodman, N. D. (2012). Learning and the language of

thought. https://doi.org/10.1109/iccvw.2011.6130313

Hallinger, P. (2003). Leading Educational Change:

reflections on the practice of instructional and

transformational leadership. Cambridge Journal of

Education.

https://doi.org/10.1080/0305764032000122005

Haribowo, H. (2003). Pengkajian Proses Belajar Mengajar

pada Berbagai Jenjang Pendidikan Studi Kemampuan

Guru SD/MI (Penguasaan mata pelajaran Matematika

dan Bahasa Indonesia). In Jurnal Badan Penelitian dan

Pengembangan, Departemen Pendidikan Nasional.

Hernawan, A. H. dkk. (2007). Belajar dan pembelajaran

di Sekolah Dasar. Bandung: UPI Press.

Hersey, P., & Blanchard, K. (1982). Leadership Style:

Attitudes and Behaviors. Training & Development

Journal. https://doi.org/Article

Ike Ratanasari, Sumarwati, S. S. (2016). Peningkatan

Kemampuan Menulis Narasi dengan Teknik Parafrase

Wacana Dialog. Jurnal Basastra, Universitas Sebelas

Maret, 2.Indihadi, D. dkk. (2009). Pembinaan bahasa

Indonesia sebagai bahasa kedua. Bandung: UPI

Press.``

Jeanne Ellis Ormrod, A. K. (2002). Psikologi Pendidikan

Membantu Siswa Tumbuh dan Berkembang Jiid 2.

Jakarta: Erlangga.

ICELS 2019 - International Conference on Education, Language, and Society

268

Jr. Cobb, R. (2003). The relationship between self-

regulated learning behaviors and academic

performance in web-based courses. D.

Kayler, M., & Weller, K. (2007). Pedagogy, self-

assessment, and online discussion groups. Educational

Technology and Society.

Kementerian Pendidikan dan Kebudayaan. (2014). Materi

Pelatihan Implementasi Kurikulum 2013 Tahun 2014.

In Badan Pengembangan Sumber Daya Manusia

Pendidikan dan Kebudayaan dan Penjaminan Mutu

Pendidikan.

https://doi.org/10.3406/arch.1977.1322Kemmis, S.,

McTaggart, R., & Nixon, R. (2014). The Action

Research Planner. https://doi.org/10.1007/978-981-

4560-67-2

Kimball Wiles. (1967). Introduction to Educational

Administration (I. Allyn and Bacon, ed.). Boston.

Mitgang, L. (2012). The making of the principal: Five

lessons in leadership training. Wallace Foundation.

Mahsun. (2014). Teks dalam Pembelajaran Bahasa

Indonesia Kurikulum 2013. In Raja Grafindo Persada.

Jakarta.

Mantja, W. (2010). Profesionalisasi Tenaga

Kependidikan: Manajemen Pendidikan dan Supervisi

Pengajaran. Malang: Elang Mas.

McNamara, G., & O’Hara, J. (2008). The importance of

the concept of self-evaluation in the changing

landscape of education policy. Studies in Educational

Evaluation.

https://doi.org/10.1016/j.stueduc.2008.08.001

Mudjiono, D. &. (2002). Belajar dan Pembelajaran.

Jakarta: Rieneka Cipta.

Mulyasa. (2006). Kepala Sekolah Profesional. Bandung:

Remaja Rosdakarya.

Nanda Amri Wardani, Sumarwati, P. (2016). Upaya

Meningkatan Keterampilan Berbicra Melalui

Pembelajaran Berbasis Masalah pada Siswa sekolah.

Jurnal Penelitian Bahasa, Sastra Indonesia Dan

Pengajarannya - Basastra.

Neagley, Ross L; Evans, N. D. (1980). Handbook for

Effective Supervision of Instruction (third edit). New

York: Pearson College Div.

Oettingen, G., Hönig, G., & Gollwitzer, P. M. (2000).

Effective self-regulation of goal attainment.

International Journal of Educational Research.

https://doi.org/10.1016/S0883-0355(00)00046-X

PISA 2015 Results (Volume V). (2017).

https://doi.org/10.1787/9789264285521-en

Purwanto, N. (2003). Administrasi dan supervisi

pendidikan. Bandung: PT Remaja Rosdakarya.

Ratna, N. K. (2009). Teori, Metode, dan Teknik Penelitian

Sastra. Yogyakarta: Pustaka Pelajar.

Resmini, N. dkk. (2009). Pembinaan dan pengembangan

pembelajaran bahasa dan sastra Indonesia. Bandung:

UPI Press.

S.M. Nur Ghufron, R. R. (2010). Teori-teori Psikologi.

Yogyakarta: Ar-Ruzz Media.

Suryaman, Karyono Hari (2016). Leadership ans

supervision, Surabaya: Adi Buana University Press

Sahertian, Mataheru, F. (1985). Prinsip dan Teknik

Supervisi Pendidikan. Surabaya: Penerbit Usaha

Nasional.

Schunk, D. H. (2014). Handbook of Self-Regulation of

Learning and Performance. In Handbook of Self-

Regulation of Learning and Performance.

https://doi.org/10.4324/9780203839010

Starrat, R. J. (2001). Democratic leadership theory in late

modernity: An oxymoron or ironic possibility?

International Journal of Leadership in Education.

https://doi.org/10.1080/1360312011080978

Swider, B. W., & Zimmerman, R. D. (2010). Born to

burnout: A meta-analytic path model of personality,

job burnout, and work outcomes. Journal of

Vocational Behavior.

https://doi.org/10.1016/j.jvb.2010.01.003

Waters, T., Marzano, R. J., & McNulty, B. (2003).

Balanced leadership: What 30 years of research tells

us about the effect of leadership on student

achievement. Mid-Continent Research for Education

and Learning.

Wirawan. (2014). Kepemimpinan : Teori, Psikologi,

Perilaku Organisasi, Aplikasi dan Penelitian (2nd ed.)

(2 nd). Jakarta: Rajawali Press.

Yukl, G. (2013). Leadership in organizations. In Pearson

Education, Inc.

https://doi.org/10.1017/CBO9781107415324.004

Zimmerman, B. J. (1990). Self-Regulated Learning and

Academic Achievement: An Overview. Educational

Psychologist.

https://doi.org/10.1207/s15326985ep2501_2

Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct

Validation of a Strategy Model of student Self-

Regulated Learning. Journal of Educational

Psychology. https://doi.org/10.1037/0022-

0663.80.3.284

The Relationship among the Leadership Style, Supervision, Self-regulation against the Ability of Teachers to Teach Indonesian Language

Grade 1 Primary School Students at District Area in Cirebon

269