ANALYSIS OF TEACHER-STUDENTS' INTERPERSONAL COMMUNICATION ON VIRTUAL TEACHING-LEARNING PROCESS AND ITS IMPACT ON STUDENTS' ACHIEVEMENT IN PRODUCTIVE SKILL OF ENGLISH

Effective interpersonal communication skills are required to form connections and establish relationships. The research aimed to analyze the interpersonal communication of the teacher-student on virtual teaching-learning process (VTLP) and its impact on students’ achievement in productive skill of EFL. This research is quantitative and qualitative method. The data were gained from the results of observation, questionnaire, and oral test. Researcher used concurrent embedded design. In this method, researcher collected QUAN-qual data during a correlational study, the two datasets were analyzed separately, and they address different research questions. This method is adding qualitative data into a quantitative data. The quantitative data addressed whether the teacher-students’ interpersonal communication had an impact on the students’ achievement in productive skill. However, qualitative data assessed how the participants experienced interpersonal communication on VTLP. The results of this research show the teacher-students’ interpersonal communication on VTLP in the Strong category. The Mean score 172.05 located in the class interval score 117–175.5 with the percentage 88.23%. It is supported by the teacher-students’ interpersonal communication profile on VTLP depicted on the radar chart is interpreted into a typology of interpersonal communication profiles is included in the typology of teachers with directive profiles. Moreover, the significance of teacher-students’ interpersonal communication on VTLP more than 0.05 (0.441 > 0.05) which is proven teacher-students’ interpersonal communication on VTLP not significantly impact student achievement on productive skill of English.