THE EFFECT OF TEACHING STYLES AND INITIAL ABILITY TOWARDS LEARNING OUTCOMES OF BADMINTON SKILLS
Abstract
The purpose of this study is to determine the effect of teaching style, initial ability, and the interaction between two variables on the learning outcomes of badminton skills. This research uses experimental research method with 2 x 2 factorial design. The sampling technique used is cluster random sampling, the total sample size is 40 people divided into four groups, and each group consists of 10 people. Instruments used to the collect data is a badminton test that consists of wall volley test, short service test, long service test, and clear test. Data analysis technique used is analysis of variance (Anava) and continued with Tukey test at significance level α = 0.05. The results show that: First, overall, the result of learning badminton skills with inclusion teaching style gives a better effect than the teaching style of practice. Second, for students who have high initial ability, the result of learning badminton skills with teaching style of inclusion gives better influence compared to the style of teaching exercise. Third, for students who have low initial ability, between teaching style of practice and teaching style of inclusion do not give different effect to badminton learning outcomes. Fourthly, there is an interaction between the teaching style and the initial ability to the learning outcomes of badminton skills.
Keywords
badminton skills, inclusion teaching style, practice teaching style, initial ability