EVALUATING ENGLISH TEACHER PERFORMANCE AT SMPN 31 BENGKULU UTARA FROM THE STUDENT'S POINT OF VIEW

This research was aimed to find out the student feedback on teacher Visual,
Auditory, and Kinesthetic learning styles model in the English class. This research
was conducted by using questionnaire patterns to reveal student’s point of view on
their teacher’s performance consisted of a total of 25 closed-ended statements and
utilized a Five-Point Likert Scale. The data was obtained from the questionnaire
given by 135 student of 8th-grade from five different classes. Based on the data
obtained, the results indicated that auditory strategies received the highest positive
response at 90%, followed by kinesthetic activities at 93%, and visual strategies at
87%. The result obtained was shown that, kinesthetic strategies were found to
increase student engagement significantly, with student validating the positive
influence of proactive teacher attitudes in facilitating comprehension during
English lessons. Auditory feedback emphasized student's ability to effectively
absorb information through multi-sensory input, especially when auditory
elements were integrated with kinesthetic learning. Visual strategies received
moderately positive feedback because teachers only used traditional tools for
visual-based teaching. It can be concluded that English teachers should improve
and diversify their learning methods by integrating more interactive visuals,
strengthening multi-sensory auditory practices, and continuing to apply engaging
kinesthetic techniques to enhance student learning outcomes.
Keywords: English teacher performance, student feedback, VAK learning model,
visual strategy, auditory technique, kinesthetic activity.