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.