The Effect of Work Motivation and Interpersonal Communication on Teacher Performance in Elementary Schools in Medang Kampai Dumai

Received: 28 Mei 2021 Revised: 07 Oct 2021 Accepted: 18 Oct 2021 Published online: 24 Oct 2021 Teacher performance is very important and is the spearhead of the world of education. If the teacher's performance is good, the quality of the school will also be good. This study aims to analyze the effect of work motivation and interpersonal communication either partially or simultaneously on the performance of teachers in elementary schools in Medang Kapai Dumai. This research was conducted in Dumai for elementary school teachers in Medang Kampai sub-district with a total sample of 95 people using a quantitative approach with a simple random sampling technique. Data was collected by means of a questionnaire by conducting a trial first to see the validity and reliability. Furthermore, the data were analyzed with multiple regression. The results showed that either partially or simultaneously, work motivation and personal communication had a positive and significant effect on teacher performance. And the contribution to the two variables is 51.4% and the rest is influenced by other factors not examined in this study. Because the high and low teacher performance is determined by work motivation and interpersonal communication factors, it is expected that teachers always work together with school principals and fellow teachers, carrying out tasks in accordance with school programs so that goals can be achieved properly through optimal performance.


Introduction
 Teacher performance in schools is very important, so a teacher should carry out his duties and responsibilities as educators. Therefore, teacher performance must be built professionally through mastery of competencies that are actually treated in completing work. These competencies are used as a motivator for teachers in carrying out their performance as educators to the fullest. Teacher performance for schools is an important thing, because it can show the success of schools in achieving goals. Teacher performance shows how far the things the teacher has done can fulfill and satisfy the community as service users. According to Purwanto (2010), teacher performance is one of the facts that determine the success of any educational effort. That is why, any educational motivation, especially in improving the human resources produced by teachers, is very important. Indeed, many reform efforts have been carried out such as curriculum, methods, coaching and counseling, but all of them have not been able to improve teacher performance to the fullest.
Teachers are a key element in the education system, especially in schools. All other components, starting from the curriculum, infrastructure, costs, and so on will not mean much if the essence of learning, namely the interaction of teachers with students, is not of high quality. All other components, especially the curriculum, will be "live" if implemented by MoNE teachers (2010). The success of the national education system is seen from the performance of teachers.
According to Nawawi (2016), teacher performance is good or not depending on the factors that affect the teacher's performance. Performance is a combination of three factors consisting of (a) Knowledge, especially those related to the work that is the responsibility of working, (b) Experience, does not only mean the amount of time or length of work, but also with regard to the substance being worked on, (c) ) Personality, in the form of conditions in a person facing his field of work, such as interests, talents, work motivation, and work discipline.
According to Martinis Yamin (2010), the performance of a teacher or teacher is a behavior or response that gives results that refer to what they do when they face a task. The performance of teaching staff or teachers concerns all activities or behavior experienced by teaching staff, the answers they make, to provide results or goals. In general, the work of teachers is divided into two, namely work related to teaching, educating and social (social) tasks. In the school environment, teachers carry out their duties as teachers and educators. As a teacher, the teacher provides knowledge (cognitive), attitudes and values (affective), and skills (psychomotor). Teachers have a great duty and moral responsibility for student success, however, teachers are not the only factor supporting student success. Another factor that is no less important is the curriculum device factor, the student's own factor, the community support factor, and the parent factor, while in carrying out their duties and obligations, the teacher is also influenced by environmental factors, both physical and non-physical environments. Optimal performance is the hope of all parties, but the reality on the ground shows that there are still some teachers whose performance is still not optimal.
The factors that can affect a person's performance are very complex. According to Mulyasa.E (2014), there are at least ten factors that can affect teacher performance, both internal and external factors, namely (1) encouragement to work, (2) responsibility for assignments, (3) interest in assignments, (4) appreciation for assignments, (5) opportunities for development, (6) attention from the principal, (7) interpersonal relationships with fellow teachers, (8) MGMP and KKG, (9) guided discussion groups and (10) library services.
To realize these efforts, teachers as the spearhead of education are required to interact with leaders, comply with regulations and policies made by schools, meet work standards, be responsible for carrying out the learning process, develop selfpotential, follow the latest developments in science and technology and have creativity in carrying out their duties and functions (Desmita et al., 2021;Febriana et al., 2020).
Based on the results of the pre-survey, it is known that most of the performance of elementary school teachers in Medang Kampai sub-district is still not optimal, this is an indication that most of the respondents (80%) teachers have not made learning tools properly (if any, they tend to just copy and paste). procrastinate frequently; even 25% of respondents are reluctant to take part in the KKG so they tend not to innovate in learning (Hidayati et al., 2020). According to Hamzah & Nina (2014), the low performance of teachers at work can be seen from the following indicators: (1) quality of work, (2) speed/accuracy, (3) initiative, (4) ability, and (5) communication.
Seeing from the phenomena that exist in Elementary Schools in Medang Kampai District, Dumai City and the factors that affect teacher performance, it can be indicated or suspected that teacher performance at Medang Kampai Elementary School, Dumai City is not optimal, which is influenced by work motivation and interpersonal communication factors. If the above problems continue to be ignored, it will have a bad impact on teacher performance. So from several factors that affect the performance of the teacher, the author wants to conduct this study with the aim of analyzing the effect of work motivation and interpersonal communication on the performance of teachers in elementary schools throughout Medang Kampai Dumai, either partially or simultaneously.

Methodology
This research is a quantitative descriptive study that aims to analyze the effect of work motivation and interpersonal communication on teacher performance in elementary schools throughout Medang Kampai Dumai. The sample in this study were elementary school teachers throughout Medang Kampai District, Dumai City in 8 schools. Sampling used is using the technique of Simple Random Sampling, in order to obtain a sample of 95 teachers from 125 populations. The data collection technique used a list of statements. The measuring instrument uses a differential semantic attitude scale to measure teacher performance, work motivation, and interpersonal communication. The validity test was first carried out to test the extent of the accuracy or accuracy of the instrument as a measuring instrument for research variables. Test the validity using SPSS 23 by comparing the numbers r calculated and r table. Reliability test was conducted to determine the extent to which the measurement results can be trusted using Cronbach's Alpha.

Description of Teacher Performance Data (Y)
Data were obtained based on a questionnaire given to 95 teachers as a sample. There are 29 statements regarding teacher performance using a differential semantic scale with choices from 1 to 5. The highest score is 145, and the lowest score is 102. The distribution of SD teacher performance scores throughout the Medang Kampai District, Dumai City is presented in a frequency distribution list with five categories, namely very high, high, medium, low, and very low. Furthermore, the distribution of the frequency distribution of SD teacher performance data in the Medang Kampai sub-district, Dumai City can be seen in table 1. Based on table 1. it is known that the frequency distribution of teacher performance scores consists of five class intervals. The highest score of teacher performance is in the 122-145 interval as many as 74 people or 77.9%. and at intervals of 98-121 as many as 21 people or 22.1%. Thus the performance scores of elementary school teachers in all Medang Kampai sub-districts are in the very high category.

Description of Work Motivation Data (X1)
Data were obtained based on a questionnaire given to 95 teachers as a sample. There are 32 statements regarding work motivation using a differential semantic scale with choices from 1 to 5. The highest score is 160, and the lowest score is 115. The distribution of work motivation scores for elementary school teachers in the Medang Kampai sub-district, Dumai City, is presented in a frequency distribution list with five categories, namely: very high, high, medium, low, and very low. Furthermore, the distribution of the frequency distribution of elementary teacher work motivation data in the Medang Kampai District, Dumai City can be seen in table 2. Based on table 2. it is known that the frequency distribution of work motivation scores consists of five class intervals. The highest score of work motivation is in the 134-160 interval as many as 71 people or 74.7%. and at the interval of 107-133 as many as 24 people or 25.3%. Thus the work motivation score of elementary school teachers in all Medang Kampai sub-districts is in the very high category.

Description of Interpersonal Communication Data (X2)
Data were obtained based on a questionnaire given to 95 teachers as a sample.
There are 25 statements regarding interpersonal communication using a semantic differential scale with choices from 1 to 5. The highest score is 160, and the lowest score is 115.

Normality test
The following table 4 is the results from the Kolmogorov-Smirnov test of each variable: • Because the significance (p) = 0.064 > = 0.05, the work motivation data is normally distributed.
• Due to the significance (p) = 0.151 > = 0.05, the teacher performance data is normally distributed. The significance value of each of these variables is > 0.05, which means that H0 is accepted. Thus the requirements of regression analysis are met.

Linearity Test
The results of the linearity test of variance for each variable can be seen in the table 5.

Multicollinearity Test
The results of the multicollinearity test of Work Motivation Variables (X1), Interpersonal Communication (X2), and Teacher Performance (Y) can be seen in the following table 6. Based on table 6. the tolerance value for work motivation and interpersonal communication variables is 0.768 > 0.10, which means that there is no multicollinearity between work motivation and interpersonal communication variables on teacher performance. And the VIF value of work motivation and interpersonal communication variables is 1.302 < 10.0, which means that there is no multicollinearity between work motivation and interpersonal communication variables on teacher performance.

Research Hypothesis Testing The Effect of Work Motivation (X1) on Teacher Performance (Y) Partially
The partial effect of work motivation variable (X1) on teacher performance variable (Y) and interpersonal communication variable (X2) on teacher performance variable (Y) can be seen in table 7. According to A. Tabrani Rusyan (2014) states that to support the success of teacher performance, it is necessary to support factors, including: (1) teacher performance motivation, (2) teacher performance ethos, (3) teacher performance environment, including: (a ) social-psychological environment, (b) physical environment, (4) teacher's duties and responsibilities.
This means that the formulation of the first problem is answered and the first hypothesis is accepted, where work motivation has a positive effect on teacher performance by 0.588 and is a factor that affects teacher performance in this study. So that the higher the work motivation of teachers in SD Se District, Medang Kampai, Dumai City, the teacher's performance will also increase.
The results of this study are in accordance with research conducted by Ardiana (2017) in his research entitled The Effect of Teacher Work Motivation on Vocational Accounting Teachers in Madiun City. The results showed that work motivation had a positive effect on the performance of accounting teachers.

The Effect of Interpersonal Communication (X2) on Teacher Performance (Y) Partially
In table 7. it can be seen that t count = 2,592, it is known that n = 95 then df = nk = 95 -2 = 93. Compared with t table at df = 93 with a significant level of 5%, the t This means that the formulation of the second problem is answered and the second hypothesis is accepted, where interpersonal communication has a positive effect on teacher performance by 0.215 and is a factor that affects teacher performance in this study. So that if the teacher's interpersonal communication is higher in SD Se, Medang Kampai District, Dumai City, the teacher's performance will also increase.
According to Suranto (2011), interpersonal communication is an action oriented, which is an action oriented towards certain goals which include: (a) expressing concern for others, (b) finding oneself, (c) discovering the outside world, (d) ) build and maintain harmonious relationships, (e) influence attitudes and behavior, (f) seek pleasure or just pass the time, (g) eliminate turbulence due to miscommunication, (h) provide assistance (counselling).
The results of the study show the positive and significant influence of interpersonal communication on teacher performance, this is in accordance with Marjianto's research (2015)

The Effect of Work Motivation (X1) and Interpersonal Communication (X2) on Teacher Performance (Y) Simultaneously.
The effect of work motivation (X1) and interpersonal communication (X2) on teacher performance (Y) simultaneously can be seen in table 8. According to Gibson (2010) also explains that there are 3 factors that influence performance, namely: (1) individual factors (ability, skills, family background, work experience, social level and a person's demographics); (2) psychological factors (perception, role, attitude, personality, motivation and job satisfaction); (3) organizational factors (organizational structure, job design, leadership, reward system or reward system). Mathis and Jackson in Akbar (2018) say many factors affect the performance of individuals including teacher performance, including: (1) ability, (2) motivation, (3) received support, (4) the existence of the work they do, (5) their relationship with the organization.
Another research that is also believed to be relevant to the analysis of the problem in this study is the research conducted by Ruth, (2017)

Coefficient of Determination Test
The results of the determination test can be seen in table 9.

Multiple Linear Regression Analysis
The results of multiple linear regression analysis can be seen in table 10.   (a) is 0 (zero), then the performance of teachers in elementary schools throughout Medang Kampai District, Dumai City increased by 0.509%. This shows that the provided work motivation variable has a positive effect on teacher performance, so that the better the work motivation, the teacher's performance will also increase.  The interpersonal communication regression coefficient value is 0.332, meaning that if the interpersonal communication variable (X2) increases by 1% with the assumption that the work motivation variable (X1) and the constant (a) is 0 (zero), then the performance of teachers in elementary schools throughout Medang Kampai District, Dumai City increased by 0.332%. This shows that the interpersonal communication variables provided have a positive effect on teacher performance, so that if the better interpersonal communication applied to teachers in the Medang Kampai subdistrict, Dumai City, the teacher's performance will also increase.

Conclusion
From the results of this study, it is concluded that partially both work motivation and interpersonal communication variables have a positive and significant effect on teacher performance in elementary schools in the district of Medang Kampai, Dumai City. Meanwhile, simultaneously work motivation and interpersonal communication have a positive and significant effect of 51.4% on the performance of teachers in elementary schools in the district of Medang Kampai, Dumai City. The remaining 48.6% is influenced by other factors not examined in this study, including: responsibility for assignments, interest in assignments, appreciation for assignments, opportunities for development, attention from school principals, MGMP and KKG, guided discussion groups and library services. The higher the work motivation and interpersonal communication possessed by the teacher, the higher the performance of teachers in elementary schools throughout Medang Kampai District, Dumai City. This indicates that to improve teacher performance in elementary schools throughout Medang Kampai District, Dumai City, it can be achieved through increasing work motivation and interpersonal communication simultaneously.