Abstract
Teachers must use some strategies to encourage students actively involved and willingly participate in the teaching and learning process. One of the effective ways to increase students' motivation in the classroom is giving rewards and punishme nts. This study aims to find out the kinds of rewards and punishments used by the teacher to motivate students and describe the effectiveness of rewards and punishments towards students’ motivation to learn English at 11th-grade students of Central Primary School Enagi Edati Local Government. The participants of this research were three Teachers and 55 of 11th-grade students. This mixed-method involved semi-structured interviews and questionnaires. The interview result showed some rewards used by the teachers in the classroom; verbal rewards, symbolic rewards, token rewards, and tangible and activity rewards. And there were some punishments used by the teacher; words and sentences, and inconvenient punishments. Moreover, the result of the questionnaire showed that most of the students gave positive responses towards giving rewards and punishments by the teachers. In addition, most of the students also agreed that they became more active, more responsible, and also motivated them to learn English when the teachers used rewards and punishments strategies in the classroom.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
In the Teacher learning process, many teaching strategies can be applied by the teacher. All of these strategies to make the learning process thoroughly so that it can achieve the goal. Some students felt anxiety and bored in learning. Consequently, the teacher must have an idea to build the students' motivation in learning; one of them is to provide a reward and punishment strategies to the students to improve students' achievement. They have a particular motivational and informational value. Slavin (2003) claims that experts in language teaching and learners' behaviors were asked to provide teachers with ideas about the nature of the learning process and how the influence of motivation on this process. In this case, students have an opportunity to provide and share ideas with the teachers about the problems and difficulties they found in the teaching-learning process.
Some teachers in Indonesia still used a traditional method like the Grammar Translation Method (GTM) to teach English. For example, is in reading skill. The teacher only asked the students to read and translate the text into the Indonesian language. It is not a bad method actually, but students need a different atmosphere, which makes them relax, enjoy, and motivated them in learning activities. Many of the learning language processes tend to be formal; it can make students feel bored in learning. It is caused by a monotonous classroom and away from the natural atmosphere. As an Teacher, the teacher has to create an interesting model in the teaching and atmosphere of the learning process, which makes the student relaxed and fun to learn English in the class. However, the researcher arranges to help and motivate students to learn English by giving rewards and punishments.
Walker (2008) opined that punishment and reward are those factors that determine students' best learning situations; thus, both factors and techniques of motivation have strong effects on students' performance in any subject matter. Santrock (2008) said that rewards could be useful in the classroom during the teaching-learning process. The purpose of giving a reward is to increase students' motivation in Teacher learning. For example, when the teacher gives the assignment to the students and provides the rules that anyone who can do the task and complete the assignment on time will get an extra score, the students will try to do their best to get an extra score. Some students will feel shy when their friends got a reward while she or he does not. So, it can increase their motivation in Teacher learning. Giving rewards and punishments is very important to students. Reward and punishment can motivate students to perform better attitudes in the teaching-learning process. The purpose of giving punishment is to stop bad behavior, educate and encourage to stop the wrong behavior or to cultivate personal awareness.
The reward is an educational strategy that can be used to make the students feel happy in learning a language and also can be used to give motivation to the students for learning better. Teachers should use rewards in order to maintain a positive learning environment and to promote appropriate classroom behaviors. The reward for the students should be real, but it doesn't have to be expensive. In this case, the teacher's creativity is needed. So, the teacher can make something special for the students. Giving rewards in the right way can motivate students in learning and make students more interested in learning, especially in learning. According to Matejcek (2007), there are some general guidelines for the use of reward and punishment in students’ upbringing. Rewards can be used to encourage students' good behavior. Rewards should be given as soon as possible. Rewards do not work as well when they are given a long time after they do something good. The reward is one of the strategies in learning that is very good because it can increase interest in learning and motivation to achieve satisfactory student achievement. Reward also provides a positive stimulus to students. Meanwhile, punishments in education are the reaction to a lack of discipline, so the first step to prevent the need for punishment is to teach and encourage discipline. Punishment is similar to reinforcement if we see from the definition and effects. According to Skinner, there are two types of punishment: positive punishment and negative punishment. Positive punishments are provided with a positive stimulus to the students both in terms of students’ motivation, achievement, and the other aspect that relate it, on the contrary, negative punishment to provide a deterrent effect on the students who violate the rules in the school.
According to Nazaruddin (2016), the advantages of giving rewards to students in teaching activities such as: First, students will feel happy in learning, and indirectly will try to be the best. Second, there will be a good relationship between teachers and students, so that students will feel comfortable in learning. Third, to train the students to be more eager to understand and master in learning. Fourth, to improve the students' ability and skills in learning. Besides reward, punishment also has a contribution or positive effect on learning. According to Skinner, the advantages of punishment are: First, Restrict bad behavior. Punishment prevents the repetition of unexpected behavior (bad behavior). Second, education, to educate the students to be a better attitude. Third, Strengthen motivation to unexpected behavior. Fourth, controlling to prevent the students from undesirable behavior, so the learning process is more conducive. When the teachers give the punishment to pupils, they have to know the psychological condition of the pupils so that no traumatic or mental disorders in the future after the punishment was given.
In the teaching-learning process, motivation is one of the supporting elements. To be successful in learning depends on motivation. Yu-Mei (2009) said that motivation is one of several important factors that may influence English student achievement. If the students have the motivation, they will be more interested in learning. Usually, learning motivation can be influenced by two kinds of factors. Those are intrinsic and extrinsic factors. Mainly, an intrinsic factor can be formed as desire and willingness of success, a necessity of learning, and also an expectation of dream. Whereas, the extrinsic factor can be formed as appreciation, learning environment, and interesting learning activities (Uno, 2010). Having an intrinsic motivation, the students can keep their interest in learning in the long term. However, not everyone is intrinsically motivated in any particular task, so that extrinsic motivation has an important role in motivating the students.
The researcher's reason for considering Central Primary School Enagi Edati Local Government as a source of the data in this research is because this school implemented rewards and punishments in teaching-learning English. The students need learning interest to improve these teaching English activities. The researcher has some reasons why choosing the school. First, Central Primary School Enagi Edati Local Government is a senior high school that still develops lately. Second, Central Primary School Enagi Edati Local Government is one of the senior high schools that apply rewards and punishments strategies in teaching English. It shows that the school must be better than before, but the students have many English problems, especially from second-grade students of Central Primary School Enagi Edati Local Government in Academic Year 2019/2020. Seconds grades is a degree to which they consider themselves to be at a higher level, so they are easily overlooked about discipline, school rules, student achievement and other aspects related to learning in particular rewards and punishments. It is not wondered if they have a problem in English. The phenomenon above raises the researcher interest to conduct research in Central Primary School Enagi Edati Local Government.
This research was conducted to find out how rewards and punishments are implemented in English classroom learning activities toward students' motivation improvement in Senior High School level. This research focused on the effect of rewards and punishments on students' motivation in learning at second- grade students of Central Primary School Enagi Edati Local Government in Academic Year 2019/2020.
1.2 Research Problem
Some researchers investigated rewards and punishments towards students' motivation in the classroom. The first is research from Pebriani (2013) one of the students at Pendidikan Indonesia University who examined the implementation of rewards and punishments towards students' motivation in learning. This study shows that the kinds of rewards teachers implement in Teacher learning are verbal and tangible rewards, whereas punishments are verbal, action, and penalty punishments. The students respond to the implementation of rewards and punishments positively when it is delivered properly. In this research, the data are taken from interviews, observations, and questionnaires. The result shows that when rewards are applied appropriately, they can enhance students' motivation. In addition, the implementation of punishments in the proper way can also increase students' discipline and motivation in learning. This study suggests that the appropriate application of rewards and punishments can be an alternative way to enhance students' motivation.
The second previous study is written by Imawan (2016). The research title is students' perception of reward and punishment implemented at the English Department of University Muhammadiyah Yogyakarta. This research adopted a qualitative approach and took place at EED UMY and took four students as the study participants. The participants were chosen through purposive sampling, in which the participants should have received both reward and punishment. Regarding the effect of reward, this study resulted in various findings. The first is rewards increase students' motivation to learn and work harder. Second, rewards increase students' interest in a particular subject. Third, rewards motivate students to repeat good performance. Meanwhile, the study on the punishments also resulted in some findings. First, punishments increase student motivation in learning. Second, punishments do not have a significant effect on student motivation. And fourth, the students will not repeat their mistakes after being punished. In conclusion, this study can state that students perceive rewards affect their motivation positively, while the effect of punishment can be either positive or negative, and it is sometimes not powerful enough to affect student motivation.
The third previous study is written by Amaliya (2016), one of the students at Sunan Ampel University. The thesis title is about the use of positive rewards and punishments in managing the classroom by the teacher at MTs Jabal Noer Geluran Taman- Sidoarjo. The study’s research questions are to find out what kind of positive rewards and punishments used, how the implementation and the outcomes of positive reward and punishment used in managing the English classroom. The participants of this study are a teacher and students MTs Jabal Noer Geluran Taman- Sidoarjo. To collect the data, the study used classroom observation, students' and teacher interviews' view, and documentation. To collect the data, the researcher used the classroom observation checklist and student teachers' interview as the instrument. The result of this study shows that in managing classrooms, the teacher always used token rewards as a kind of positive reward and found the penalty as a positive punishment. The research shows many outcomes of positive rewards and punishments in the learning process. Some of the outcomes are positive rewards and punishments that could make the students more disciplined and motivated in teaching English. It also helps the teacher in managing the classroom.
From the studies above, we can see that some differences and similarities result in the effect of the implementation of rewards and punishments on students in the classroom. The similarity of this research about rewards and punishments. The difference of this research is about the form of rewards and punishments and students' responses towards the implementation of rewards and punishments in the research. This difference also can occur because those researches are held in a different place with different participants.
This study is almost similar to the previous research, but something that makes it distinct from the others is its focus on the effect of rewards and punishments on students' motivation in learning at SMA N1 Niger state. Then, the main point of this research also focuses on finding out how far rewards
and punishments can affect students' motivation in learning. Moreover, the researcher takes a higher student-level than the previous research, and that is why this study needs to be conducted. In this research, the data is taken from interviews and survey questionnaires. This study suggests that the appropriate implementation of rewards and punishments can be an alternative way to enhance the teacher in teaching English.
1.3 Research Questions
Based on the background of the study above, the writer would like to answer the following questions:
1.4 What kinds of rewards and punishments did teachers use in motivating the students?
1.5 How far the rewards and punishments affect the student's motivation in learning?
1.4 Aims of the Study
The aims of this study are:
1.5 To find out the kinds of rewards and punishments that the teacher use in motivating the students.
1.6 To know how far the rewards and punishments can affect students' motivation.
1.6 Significance of the Study
The research is expected to be beneficial for teachers and students. First, the researcher hopes that this research can help the teacher to improve students' achievement. It was also expected to be useful for Teachers to provide an alternative solution to solve Teacher learning problems. Hopefully, using rewards and punishments strategies can be a medium to improve students' motivation in learning. Second, this study can be used to help students can encourage students' motivation through rewards and punishments strategy because by using this strategy, the student will be more interested and enjoy learning English. Students will be more attracted to learning English without under pressure feeling and forced, and students can be easier to understand.
1.7 Terminologies
The following terms need further explanation in this thesis; those are rewards, punishments, and motivation.
1.8 Reward
A reward is an appreciation given by the teacher to the students who can follow the lesson well and finishing the assignment on time. According to Horner (2009), reward refers to any contingent that may deliver a consequence such as an activity, event, or any object. Rewards are important to encourage good behavior and avoid bad behavior. In the educational context, Rewards are something to be given to anyone who participates in the learning process; by providing reward, students will be more active in Teacher learning. Some students have considerable academic abilities, but because some problems like they are shy, quiet, or isolated in the class, they are often uninterested in learning, so that their capacities are hidden. The reward can motivate them to always strive to be the best. Therefore, the reward is a very suitable strategy to apply in the learning process.
1.9 Punishment
Punishment is a treatment given by the teacher to the students who do not focus on the learning process, do not care about their assignment, and have bad habits during the class. Teachers usually use punishment strategies in managing the students' behavior in the classroom. Punishment is consequences received for the students' negative behavior to be disciplined. Punishment is the latest action taken if reprimand and warning have not been able to prevent children from committing violations. Punishment is an imbalance from bad deeds or violations that disrupt the course of the education process, and punishment is also an assessment of negative children's activities so that they are not repeated. That way, there will be awareness or remorse for not repeating the crime, and then the students will do better in the future (Syafaruddin, 2016)
Punishment plays an important role in the teaching-learning process. In another case, the teacher uses punishment to improve students' motivation and students' learning in the classroom. The teachers should also use punishment in the right way to make the punishment effective. When the punishment is given in too much way, it could cause problems such as making students become less motivated and not interested in learning. So, the teacher should know the best punishment that can be applied in the classroom.
1.10 Motivation
According to Santrock in Istianti (2013), motivation is the process that energizes, directs, and sustains behavior. It means that motivation is the process in which pushes and shows students to do something and keep on the activity continuously. In a learning activity, it can be said that motivation is the main support to push the students to learn; therefore, the goal of learning is achieved.
Gardner in Tamimi (2009), states that students with higher levels of motivation will do better than the students with lower levels. The students who have motivation will learn seriously, and they have much energy to focus on learning activity. Students who have high motivation are better and more comfortable to achieve their goals than the students who have low motivation.
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