Effect of Style Teaching and Learning Outcomes Minatterhadap Passingdalam Game Soccer

Between students who are taught to use the reciprocal teaching styles and teaching styles inclusions. The study consists of two independent variables (independent variable), namely: (1) the teaching style of reciprocity and teaching styles inclusion as independent variables manipulative, and (2) Interest as an independent variable attributes (variables moderator) which is divided into a high interest and interest low, Meanwhile, passing in a football game in this study as the dependent variable (dependent variable). The design study is an experiment by level 2 x 2 The research was conducted in SMP Negeri 2 Galang. Stages of this research includes gathering data about their interests, the implementation of teaching style treatment, and collection of data on learning outcomes passing in a football game. The application of the treatment time teaching style (inclusion and reciprocal) for 4 weeks. With as much research time of 4 meetings. This study was conducted in February 2019 s / d in March 2019. The sampling technique in this study using cluster sampling in order to obtain each group totaled 10 students.The results of this research are: 1) Based on the results of analysis of variance on a list of attachments, on the level of α = 0.05, obtained Fh> Ft namely 57.40> 4.04. So it can be concluded overall that there are differences in learning outcomes passing in a football game between teaching styles and teaching styles reciprocal inclusion. 2) Based on the analysis of variance on the attachment, paa level of α = 0.05, obtained Fh> Ft namely 17.47> 4.06. So it can be concluded overall that there is an interaction between teaching styles with interest in learning the learning outcomes of passing in the game of football. 3) This was followed by the Tukey test in group A2B2 and A1B2 where Qh = 75 and Qt = 2,92 and based on these results it can be concluded thatreciprocal teaching style style is better than the inclusion of teaching style on learning outcomes in the material passing football in the group of low student interest in learning. 4)Then followed by Tukey test in group A1B1 and A2B1 where Qh = 23.33 and Qt = 2,92 and based on these results it can be concluded thatinclusion teaching style is better than the reciprocal style to the learning outcomes on the material passing football in the group of high student interest in learning.