<![CDATA[Effective classroom communication is an important component of the teaching and learning process because teachers’ communication styles may influence how students receive, understand, and respond to instructional messages. However, the extent to which teachers’ classroom communication styles contribute to students’ academic performance remains an empirical question in specific school contexts. This study aims to examine the effect of teachers’ classroom communication styles on the academic performance of Grade 11 students at a public senior high school in Bekasi. A quantitative associative research design was employed involving 58 Grade 11 students selected as the study sample. Data on teachers’ communication styles were collected using a Likert-scale questionnaire that had been tested for validity and reliability, with a Cronbach’s Alpha coefficient of 0.853, while students’ academic performance was measured using daily assignment scores. The data were analyzed using simple linear regression with the assistance of SPSS version 26. The results showed a statistically significant effect of teachers’ classroom communication styles on students’ academic performance, with a significance value of 0.000 (<0.05) and a calculated t-value of 7.098, exceeding the critical t-value of 1.988. The coefficient of determination (R²) was 0.474, indicating that teachers’ classroom communication styles explained 47.4% of the variance in students’ academic performance, while the remaining 52.6% was associated with other factors not examined in this study. These findings indicate that teachers’ communication styles represent an important factor associated with students’ academic performance and should therefore receive greater attention in classroom instructional practice.]]>
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