EXPLORING THE IMPACT OF POST-PANDEMIC TEACHER-STUDENT RELATIONSHIP ON EFL LEARNING ACHIEVEMENT OF 11TH-GRADE STUDENTS AT SMA NEGERI 1 PENEBEL

The study concerns exploring the impact of the teacher-student relationship on English as a foreign language (EFL) learning achievement in the post-pandemic era of 11th-grade students at SMA Negeri 1 Penebel. The study aims to analyze the students’ perception on the relationship to their English teacher, especially in conflict, closeness, and dependence, and the impact on English as a foreign language learning achievement. This study uses an ex-post-facto design utilizing a quantitative methodology to conduct clear and well-organized statistical data about the problems which are identified. The data were taken from questionnaires that adapted form Pianta’s (1999) STRS Professional Manual and the EFL learning achievement were obtained through the documentation as recorded by the English teacher. The sampling technique used in this study was a convenience sampling method and the study subjects were 87 students. The data were analyzed using the Simple Linear Regression formula in the IBM SPSS 27 program. In this study, a medium-level relationship was found in 68.97% of students, indicating the need for improvement. The detrimental impact of post-pandemic teacher-student relationships on EFL learning achievement is estimated at 19.6%. The study concludes that a greater conflict, closeness, and dependence has a detrimental impact on EFL learning outcomes. These findings highlight the necessity of building excellent teacher-student relationships in order to improve students' comfort, motivation, and readiness for learning in the post-pandemic educational landscape.