Nurafni. 2026. The Correlation Between English Teacher’s Behavior in the
Classroom and Students’ English Learning Achievement at SMAN 5 Palopo.
(Supervised by Sri Rahayu and Musliadi).
This study aimed to determine whether there was a significant correlation
between English teacher behavior in the classroom and students’ English learning
achievement at SMAN 5 Palopo. The research used a quantitative correlational
design. The sample consisted of 31 students of class XI FF 4 selected through
purposive sampling. The data were collected by using a teacher behavior
questionnaire adapted from Adebayo (2023), students’ English mid-semester
scores, and interviews as supporting data. The questionnaire consisted of 17 items
covering seven indicators: respect, relational support, care, integrity, trust,
enthusiasm, and motivation. The data were analyzed using descriptive statistics and
Spearman Rank Correlation through SPSS 25. The results showed that English
teacher behavior was categorized as very good, and students’ English learning
achievement was also categorized as very good. However, the correlation analysis
showed a low positive relationship (ρ = 0.220) that was not statistically significant
(p = 0.235 > 0.05). It can be concluded that there was no significant correlation
between English teacher behavior and students’ English learning achievement at
SMAN 5 Palopo.