IMPLEMENTED AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITY MUHAMMADIYAH YOGYAKARTA
A Skripsi
Submitted to the Faculty of Language Education in Partial Fulfilment of the Requirement for Degree of
Sarjana Pendidikan
Muhammad Riswanda Imawan 20120540108
English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta
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IMPLEMENTED AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITY MUHAMMADIYAH YOGYAKARTA
A Skripsi
Submitted to the Faculty of Language Education in Partial Fulfilment of the Requirement for Degree of
Sarjana Pendidikan
Muhammad Riswanda Imawan 20120540108
English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta
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Students’ Perception on Reward and Punishment Implemented at
English Education Department of University Muhammadiyah Yogyakarta
We here by approve the Skripsi of
Muhammad Riswanda Imawan 20120540108
Candidate for the degree of Sarjana Pendidikan
December 22nd , 2016
Sri Sudarsi, S.S., M.InT. The Skripsi Supervisor
December 22nd , 2016
Puput Arfiandhani, S.Pd., M.A. Examiner 1
December 22nd , 2016
Gendroyono, S.Pd., M.Pd. Examiner 2
Accepted December 22nd , 2016
Gendroyono, S.Pd., M.Pd.
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Name : Muhammad Riswanda Imawan
NIM : 20120540108
Program Study : English Education Department
Faculty : Faculty of Language
University : University Muhammadiyah Yogyakarta
Certify this Skripsi under the title “Students’ Perception on Reward and Punishment Implemented at English Education Department of University Muhammadiyah Yogyakarta” is authentic based on my undergraduate thesis. I am completely
responsible for the content of this study. Others’ opinions of findings included in this thesis proposal are quoted in accordance with the ethical standards.
Yogyakarta, December 22nd , 2016
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saying Alhamdulillah. I am very thankful and grateful to Allah SWT for giving the opportunity, strengthening my heart, and answering my prayers, so that I can finish this Skripsi. I also say thank to my prophet, Muhammad SAW, who has been a great and inspiring role model with his story. It is one of the achievements that I am really proud of because I have given all the best I can on this Skripsi.
I want to say thank you to my parents, my father and my mother, for
everything they have done and given sincerely and tirelessly. Their love, their prayers and their sacrifices have made me reach this point of life. Even though I can say it in person, I want to say I love you so much. Then, my two brothers, by their existence, have made me a better big brother, and hopefully I can be a good role model for both of oyu. I do not forget as well to say thank you to my big family in Borneo and Java that give me support, suggestion and prayer.
There is a big thank I do not know how to say it. I give it to my supervisor, Miss Darsi. Thanks a lot for the patience, motivation and guidance. You are the real MVP (Most Valuable Player/Person) of this achievement. I also want to say thank you to all of the lecturers of PBI UMY and the staffs of PBI, FPB and UMY for the
countless helps. You deserve a reward for it.
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learning. Based on that, this study wanted to see students’ perception on the effect of reward and punishment implemented at English Education Department of University Muhammadiyah Yogyakarta (EED UMY). The research question of this study is what is the students’ perception on the effect of reward and punishment implemented at EED
UMY toward student motivation? This research adopted a qualitative approach that took a place at EED UMY and took four student as the participants of this study. The participants were chosen through purposive sampling in which the participants should have received both reward and punishment. Regarding with the effect of reward, this study resulted various findings; first, rewards increase student motivation to learn and work harder; second, rewards increase students’ interest in a particular subject; and third, rewards motivate students to repeat their good performance. Meanwhile, the study on punishment found that; first, punishments increase student motivation in learning; second, punishments decrease student motivation; third, punishments do not have a significant effect on student motivation; and forth, students will not repeat their mistake 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.
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Title Page ……….………..
Approval Sheet ……….……….
Statement of Authenticity ………...……. Acknowledgement ……….
Abstract ……….………
Table of Content ……….………...... i ii iii iv vi vii Chapter One: Introduction ...
Background ……….…………...
Problem Statement ………... Problem Limitation ……….…... Research Question ……….…………. Purpose of the Study ………... Significance of the Study ……….…...
1 1 4 5 6 6 6
Chapter Two: Literature Review ... The Theoretical Base of Reward and Punishment ... Definition of reward and punishment …….………... Form of Reward and Punishment ……….…………... Effect of Reward and Punishment in Learning ………..…... Student Motivation Related to Reward and Punishment in Learning ... An Overview of the Implementation of Reward and Punishment at EED … Review of Related Study ……….... Conceptual Framework ………..
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Research Design ………. Participants and Setting of the Study ……….
Data Collection ……….………..
Instrument of the Study ………..
Data Analysis ……….
24 21 26 26 27
Chapter Four : Finding and Discussion ... Students’ Perception on the Effect of Reward toward Their Motivation …...
Students’ Perception on the Effect of Punishment toward Their Motivation 28 28 33
Chapter Five : Conclusion and Recommendation ...
Conclusion ………..
Recommendation ……… 38 38 40
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learning. Based on that, this study wanted to see students’ perception on the effect of reward and punishment implemented at English Education Department of University Muhammadiyah Yogyakarta (EED UMY). The research question of this study is what is the students’ perception on the effect of reward and punishment implemented at EED
UMY toward student motivation? This research adopted a qualitative approach that took a place at EED UMY and took four student as the participants of this study. The participants were chosen through purposive sampling in which the participants should have received both reward and punishment. Regarding with the effect of reward, this study resulted various findings; first, rewards increase student motivation to learn and work harder; second, rewards increase students’ interest in a particular subject; and third, rewards motivate students to repeat their good performance. Meanwhile, the study on punishment found that; first, punishments increase student motivation in learning; second, punishments decrease student motivation; third, punishments do not have a significant effect on student motivation; and forth, students will not repeat their mistake 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.
Chapter One Introduction
This chapter explains why this study is conducted. This chapter includes background of the study, statement and limitation of the problem, research question, purpose of the study, and significance of the study.
Background
A connection among reward, punishment and learning is presented at Behaviorism theory. Behaviorism presents an idea that learning takes place as the result of a response that follows a specific stimulus and a reinforcer that follows-up to the stimulus (Chen, 2011). It is as if a stimulus is given to trigger an action or a behavior, and a reinforcer is given to shape or strengthen the action or the behavior (Chen, 2011). Mowrer as cited in Ilegbusi (2013) pointed out that an action that is strengthened by reward, which is followed by punishment, produces certain stimuli for the organism, and then, the action starts to repeat. In other words, reward and punishment certainly is linked to Behaviorism in terms of stimulus and
reinforcement as the supporting tools in learning.
There has been numerous research studying the effects of reward and punishment in learning. According to Banko, Cameron, and Pierce, the effects of reward and punishment can increase students’ achievement level as a benefit for their success (as cited in Matera, 2010). On the other side, some researchers
expressed their concern at the detrimental effects of rewards and punishments when they saw these uses of reward and punishment as ways or forces that finally
manipulate children’s behaviors to get them to perform as the rules want them to (Matera, 2010). Research above shows they have different opposite arguments for the effects of these rewards and punishments in its use.
Implementing reward and punishment requires careful consideration because when an action or a behavior is given a reward or punishment, it does not always result a positive or expected response. Good and Brophy in Chen (2011) stated, “responses that allow escape from painful or undesirable situations are likely to be
repeated” (p.129). Giving reward should need a consideration since it has an effect to decrease students’ intrinsic motivation in learning as well (Moberly, 2005). In managing this behavior, it will just be another problem if the behavior is wrongly treated, so the thoughtful consideration is needed in implementing reward and punishment.
initiates goal-directed behavior in response to reward; and the other that serves to inhibit action and avoid aversive stimuli or punishment” (p.126). Explanations above show that reward and punishment exist in our life as one unit.
In education, the processing of reward and punishment has profound implications for learning, which serve as the foundation for many aspects of behavioral, social and emotional development (Byrd et al., 2014). The practice of reward and punishment are applied to increase student motivation level in such situation when rewards are elicited immediately before or after satisfactory
completion of a task (Banko as cited in Moberly, 2010). However, rewards are seen as an enticement by researchers that demonstrate false hope for learning to occur.
At English Education Department of University Muhammadiyah Yogyakarta (EED UMY), many lecturers apply reward and punishment method to students to encourage student motivation and discipline. The researcher of this study is a student of EED UMY, and has observed how lecturers put reward and punishment into learning practice. Lecturers usually will give praises to students who perform well in the class, and they even sometimes give a gift to those students. For
unsatisfying performance like lateness of attending into the class, lecturers will give a punishment, which is considered absent, for the late students. Lecturers of EED UMY still use this kind of reward and punishment in their class.
the cases of rewards and punishments have been researched many times previously, as a student, the researcher of this study considers it is needed to be researched in EED UMY because nobody has observed this case in EED UMY. This study found how reward and punishment have impacts to students of EED UMY.
Based on the points above, it is important to see students’ perception of reward and punishment implemented at EED UMY because they are the targets or the victims of the implementation of the reward and punishment. Then, the
researcher conducted this study under the title: Students’ Perception on Reward and Punishment Implemented at English Education Department of University
Muhammadiyah Yogyakarta. This study was aimed to see the development of these reward and punishment issues at EED UMY in which the researcher see those issues above actually happen. Therefore, this study talked about what effects that reward and punishment have for the students of EED UMY.
Problem Statements
How the implementation of reward and punishment give various impacts on students is one of causes to expand this study area. The reward and punishment given or applied by English Education Department of University Muhammadiyah Yogyakarta (EED UMY), or the lecturers of the institution, are intentionally expected to control behavior and motivate students. However, it sometimes results in a bad or unsatisfying outcome from student responses instead of a good or satisfying outcome, and some problems are identified in this issue.
unsatisfyingly. Students probably do not like those kinds of reward and punishment implemented by the lecturers, or how it is given and whom is given also becomes the problem, in which the fair game is demanded to erect. Moreover, it causes some students get demotivated and inactive in learning after they are given a reward or punishment, or not given a reward and punishment instead, or after they saw their friends given reward and punishment.
Second, the good purpose of lecturers to give both reward and punishment to strengthen good action or behavior, and weaken bad action or behavior, has become the opposite. On the contrary, student motivation in learning might decrease whereas motivation is all they have to possess to keep learning. The causes of this can be either the students, or the teachers, or the system, or all of them.
Third, implementing reward and punishment needs a careful and thoughtful consideration. It is all because the implementation of reward and punishment method involves learning atmosphere, and affects students physically and
psychologically, and the result is not always predictable. It must be confusing for the lecturers to see the unexpected responses from students even though they have a good purpose and reason behind that. Besides, the lecturers also cannot tell what students truly feel and think about reward and punishment method implemented by them to the students.
Problem Limitation
wanted to see it from students’ point of view. Besides that, reward and punishment have impacts on various areas of students such as physical, behavior, psychology, feeling and motivation. Therefore, for the limitation, this study was also limited on the effect of reward and punishment implemented at EED UMY on student
motivation in learning. Thus, this study has discovered the effect of reward and punishment implemented at EED UMY on student motivation in learning from students’ perception or point of view.
Research Question
Based on the points mentioned above, the research question of this study is: What is students’ perception on the effect of reward and punishment
implemented at EED UMY toward student motivation?
Purpose of the Study
To answer the research question, the purpose of this study is:
To know students’ perception on the effect of reward and punishment implemented at EED UMY toward student motivation.
Significances of the Study
For the researcher. This study, in its process, gives the researcher a great experience to learn and research an issue especially about reward and punishment. It enhances researcher’s ability and proficiency in researching a phenomenon around.
For other researchers. This study hopefully helps other researchers to study issues of reward and punishment, especially about the effect of reward and
For lecturers of EED UMY. By this study, the lecturers of EED UMY will know students’ perception about the reward and punishment implemented at EED UMY toward student motivation, so the lecturers will be able to develop their teaching method, especially if they use reward and punishment.
For students of EED UMY. This study can be an opportunity for students of EED UMY to give feedback to lecturers’ teaching method and lecturers’ method in implementing reward and punishment. Therefore, students can get a better method of learning and teaching by the lecturers.
Chapter Two Literature Review
This chapter is aimed to support this study with related literature. This
chapter elaborates studies including theories related to the topic of this study, review of related study and conceptual framework.
The Theoretical Base of Reward and Punishment
The basic of Behaviorism. Applying the use of reward and punishment into a learning and teaching process is basically as stimulus or reinforcer students’ action
or behavior. Chen (2011) said, “Behaviorist believes that learning takes place as the result of a response that follows on a specific stimulus” (p.1259). The repetition of the S-R (stimulus-response) cycle will condition the organism (animal or human) into repeating the responses whenever the same stimulus is present (Chen, 2011). Behaviorist believes that stimulus and reinforcers are needed to trigger and strengthen students’ movement in a success of learning.
Behaviorism is a theory where the stimulus or reinforcement (reward and punishment) exists and is given to students in learning. It also has been developed into other forms of instructional design. All is for giving help in learning success. Behaviorism, in learning, emphasizes on external rewards, e.g. grades and test scores, working to please the teachers or parents and working to avoid being told off (Cohen, Manion, Morrison & Wyse, 2010). That is what Behaviorism has believed that learning is conditioned which the learners are moved by extrinsic factors.
Pavlov’s classical conditioning. Pavlov’s experiment involved food, a dog, and a bell. His work inaugurated the era of S-R psychology. As cited in Chen (2011), Pavlov placed meat powder (an unconditioned stimulus) on a dog’s tongue, which caused the dog to automatically salivate (the unconditioned response,
responses are natural and not learned). Then, on a series of subsequent trials, Pavlov sounded a bell at the same time he gave the meat powder to the dog. When the food was accompanied by the bell many times, Pavlov found that he could withhold the food, and the bell’s sound itself would cause the dog to salivate. The bell became the
conditioned stimulus that caused the conditioned response of salivating.
The practice of substituted stimulus probably worked, and it can be applied in learning as an approach to effective learning. Using some kind of reward or punishment as the stimulus in learning. Therefore, it may be working in some cases for some students.
Operant condition is a response’s change influenced by an event (rewarded or punished) following the initial response (Chen, 2011). It is as when a particular S-R pattern is reinforced (rewarded or punished), the individual is conditioned to respond. Then, the behavior that has been reinforced (rewarded or punished), the probability that it will occur at next time has changed. The frequency of the behavior can be increased, decreased or even vanished after reward or punishment is given.
Definition of reward and punishment
Definition of reward. Reward is not defined as a thing or belonging given to people for their achievement’s result. Horner and Spaulding (2009) stated, “rewards are defined as any contingently delivered consequence like event, activity and object associated with an increase in the future likelihood of a behavior in similar
situations” (p.755). According to Skinner, reward or positive reinforcement is anything that reinforces the wanted response to be repeated after the behavior or an action is made (as cited in Chen, 2011). As addition, Horner and Spaulding (2009) emphasized “if the consequence was a sticker, and the behavior increased, then the sticker was a reward; if the consequence was a reprimand (which included adult attention), and the behavior increased, then the reprimand was a reward” (p.755). A good response of behavior that is repeated means have been positively reinforced or rewarded, and the reinforcement itself has become reward.
procedure in which certain responses (impropriate action or behavior) have
consequences, those responses decrease in frequency, and the decrease in frequency occurs because of the response–consequence relation, and not for some other reason. If a thing can be reducing an impropriate behavior reappeared, then it is meant as punishment.
Form of Reward and Punishment
Form of reward. Reward in its implementation can be in many forms. Rewards can be in form of verbal praise, good grade, or feeling of satisfaction (Chen, 2011). According to Moberly et al. (2005), rewards take various forms of stickers, candy, treats, pencils, prizes, additional privileges, certificates, praise and money. Partin (2009) categorized rewards in many forms. The first one is reward in form of gift or belonging such as candy, sticker, pencil, books and chocolate. The second one is reward in form of activity such as taking a break, playing games, becoming teacher assistant and borrowing things. The third form of reward is social reinforcement such as ranking, award, applause, praise, smile and admission from friends and teachers. The Last form is reward in form of intrinsic reinforcement such as jollity, goal achievement, self-satisfaction, meaningful humor and self-expression. What matters is if after the object or event is delivered contingent upon the
performance of a behavior, and the behavior becomes more likely to occur under similar conditions in the future, so the object or event to be classified as a reward, or reinforcer (Horner & Spaulding, 2009). Therefore, if the given things, objects or events increase the frequency of the response of behavior, those mean reward.
losing recess, seeing the principal, giving up privileges and having “time-out” as a result of inappropriate behaviors (Moberly, 2005). Verbal interaction like reprimand is a kind of punishment too (Cohen et al., 2010). Loss of desired things and
existence of undesired things are forms of punishment as Skinner explains that punishment is a procedure including either the removal of a positive reinforcer, or the presentation of a negative reinforcer or aversive stimulus (Holth, 2005). Maag (2001) mentioned forms of punishment that are still used by schools are in-school or out-of-school suspension, expulsion, fines, detention, restitution, and even corporal punishment. Corporal punishment is physically punishing students and inflicting pain (Richardson, Rosenthal & Burak, 2012). Besides the corporal punishment, Leung (1991) made categories for punishment items. The first item is symbolic like “placed on report” and demerit. The second item is teacher-based such as teacher telling off, sent to principal, teacher watching closely, low/bad marks on work and private chat with teacher. The third item is curtailment of activity such as given lines, extra homework, sent out of room or to special room and no favorite activity. The last one is home-linked like bad report, bad note to parents and parents come to school. Those things are some forms of punishment existed in common learnings.
Effect of Reward and Punishment in Learning
following up for doing some actions or tasks. The following points will detail the effects of both reward and punishment
The effect of reward. Reward has many impacts toward students, and some experts explain that it has good effects for students. Ilegbusi (2013) stated that “If a child knows that they will get a reward for completing a certain task, he will be motivated to work hard to obtain the reward” (p. 36). He also believed that rewards may change the interest of actual life situations in which an activity originally disliked becomes liked, and the interest may be sustained for some time beyond the immediate present (Ilegbusi, 2013). According to Horner and Spaulding (2009), “Encouragement, guidance and reward of appropriate approximations of successful
behavior are helpful for students in building the skills that can then be sustained by the natural consequences from reading well, joining games with peers, or playing a musical instrument” (p.4). Then, schools with clearly defined behavioral
expectations and formal strategies for acknowledging (rewarding) appropriate behavior are perceived as safer, more effective learning environments.
Research also shows that reward has become a good method on the improvement of student achievement. An experiment by Hurlock on that relative effectiveness of these forms of rewards showed that school mathematics improved under praise (Ilegbusi, 2013). From another experiment, Ilegbusi (2013) believed that teacher that encouraged a warm praise for students’ works will increase their
Even though some researchers see reward has a good impact, the other researchers see that reward has a bad impact. Moberly et al. (2005) clarified “the use of rewards will interfere relationships of children with peers and adults, establishes an air of competition and kills creativity and interest in the task” (p. 360). Teachers become goody dispensers or enforcers. The caring alliance, partnership in learning and community ethos that teachers seek to establish are damaged. Kohn also suggested that praise can be salient, manipulative, expected and as detrimental as other rewards, causing intrinsic motivation to decline (as cited in Moberly et al., 2005). According to Gilkey (2014), recent entire generations have been working exclusively for the grade or the rewards of an immediate and tangible nature. The impact has led to consequences in which students lose peer relationship and
motivation for a more engaged yet less immediately tangible experience of learning and comprehension. The bad effects of reward is seen really happened, and it is a very strong argument.
The effect of punishment. Researchers has some arguments about the effect of punishment. The use of punishment has both positive and negative effect
(Ilegbusi, 2013). The arguments of researchers still remain to be debated.
Skinner described three main effects through which punishment could indirectly results in a reduced probability of the punished behavior (Holth, 2005). First, an aversive stimulus (punishment) may elicit responses which are
behavior. (e.g., "When a child who has been pinched for giggling starts to giggle upon a later occasion, his own behavior may supply conditioned stimuli which, like the mother's threatening gesture, evoke opposed emotional responses"). Third, behavior which reduces the conditioned aversive stimulation arising from the
behavior itself or from concurrent circumstances, will be reinforced. (e.g., following punishment, the subject may not simply stop engaging in the punished behavior, but may also show a marked resistance if manually prompted).
In other case, Moberly, Wadder and Duff (2005) explained that, “the use of punishment also brings consequences" (p. 360). Punishment can lead a child to three responses: calculation of risks, blind conformity or revolt (Kamii as cited in
Moberly et al., 2005). According to Kohn, punishment can lead to children feeling anger, defiance and wanting revenge (as cited in Moberly et al., 2005). These feelings certainly are not conducive to building a caring community or fostering social competence in children. The dispensing of punishments is simply another way of adults exercising power over children.
Student Motivation Related to Reward and Punishment in Learning
Kinds of motivation. Generally, motivation is divided into two kinds. The first one is extrinsic motivation, engagement in the activity (learning process) to achieve a reward or avoid of a punishment, and the second one is intrinsic
motivation, engagement in the activity where the individual finds satisfaction and enjoyment (Matera, 2010). Intrinsic motivation is motivation stimulated by personal enjoyment, interest, or pleasure and extrinsic motivation is motivation governed by reinforcement contingencies (Lai, 2011). In educational case, there is called
“academic motivation”. According to Gottfried, academic motivation is the
enjoyment of school learning characterized by a mastery orientation, curiosity, persistence, task-endogen and the learning of challenging, difficult, and new tasks (as cited in Lai, 2011). Intrinsic motivation and extrinsic motivation are the general kinds of motivation, and it can broadly develop to other specific area like education area.
According to Ilegbusi (2013), the investigation so far made into this reward and punishment problem have given controversial result, and some of them is arguing positively while some is arguing negatively. The proponents of the adoption of reward and punishment system believe in the use of reward and punishment to motivate students is good. Extrinsic tangible reward that is given makes students motivated to learn as they will be motivated to work hard (Ilegbusi, 2013). It even occurs for intangible reward as Moberly et al. (2005) proposed the verbal
acknowledgement or praise from the teacher have the same effect as stickers and candy (tangible reward). Ilegbusi (2013) added a proof from a study where a teacher that used a warm approach and encouraged students with warm praises in his class could motivate students to high marks, and it even continued when the teacher was away. He (2009, p.36) also added, “Students who are successful and who therefore derive satisfaction from a learning activity are motivated toward additional learning. Lee Canter’s theory of discipline and behavior management points teachers to recognize positive behaviors and to use discipline hierarchy of consequences for inappropriate behaviors in order to affects student motivation positively (Moberly et al., 2005). Punishment itself is positively able to eliminate wrong response (behavior or action) and speed up learning as a common-sense that someone will not continue to do what was punished (Ilegbusi, 2013). Later, it affects strengthening the motive (motivation) to learn or to do works of students. Punishment has reverse effect from reward to students behavior like inappropriate behavior reappears after the
In other perspective, some studies have been seeing this issue impacts negatively to students. Ilegbusi (2013) in his obervation, made a statement that this forms (reward and punishment) of motivation effects seem fairly clear less generally and less permanently effective. Wittmer and Honig in Moberly et al. (2005, p.361) believed that with the increase in the use of external reinforcement, children's social behavior and internal rewards may decrease. Horner et al. (2009) had a concern pointing that the formal use of reward in school causes students failed to develop their interinsic motivation or self-managed motivation, and it is supported by
show that student motivation can be decreased since students get disinterested or detached from what in related and who punished them. In addition of Ilegbusi (2013), “punishment is mortifying, produces anxiety and is fraught with hazards in teacher-students relationship” (p. 38). Those are how some studies shows their results arguing reward and punishment actually have bad influences on student motivation through manipulative ways.
An Overview of the Implementation of Reward and Punishment at EED UMY Lecturers of EED UMY has some rules and regulations in their class. The rules and regulations include reward and punishment system, and it is agreed by both the lecturer and students. It has been agreed in the beginning of the class, and it sometimes changes along the class running.
Based on the researcher’s experience, reward may exist even though it is not previously informed to students. Rewards that exist are like gifts, compliments, applauses and privileges (activity). The privileges can be an extra point or score and a chance to leave the class earlier. Appreciation to students given along the feedback from lecturers is a reward because it is really needed by students due to their
progress and achievement. Those are all to encourage students to be active in the class and motivate them in learning. Reward method at EED UMY is still used by the lecturers.
submit the assignment will get score deduction, and the deduction will increase each day the assignment is still not submitted. Plagiarism is very not welcoming at EED UMY. If students are caught doing plagiarism, their assignment will be scored zero. Those are the examples of punishment implemented by lecturers of EED UMY.
Reward and punishment are a method that keeps used and needed by lecturers of EED UMY until now. They adopt it to motivate students and maintain the discipline in learning. Both students and lecturers are aware of this situation and what it is meant for.
Review of Related Study
For additional resource, the researcher reviews some related studies. Two sources are reviewed and will be about how reward and punishment are used in learning. The studies will be elaborated briefly in the following points, and the connection among the reviews and this study will be seen to complete this study.
First is a study from Langa (2014) from University of Piteşti, Romania. The purpose of the study is to identify teachers’ manner of applying the reward and punishment duet in order to decrease the frequency of pupils’ undesirable behaviors. The conclusion of his study asserted that both two novice and experienced teachers have different manners in applying reward and punishment. The experienced
teachers are more consistent in applying punishments for immediately correcting the undesirable behaviors of students; the novice teachers apply more frequently
Second is a study by Wächter, Lungu, Liu, Willingham, and Ashe (2009). Their study focused on how reward and punishment have differential effects on procedural learning. Ninety-one participants of this study were asked to do an implicit motor learning task. The study findings conclude that reward leads to enhancement of learning in human subjects, where as punishment is associated only with improvement in motor performance.
Those two reviewed studies have linked correlation to this study that have the same field of interest, which are reward and punishment. Yet, this study will go deeper in digging up students’ perception on reward and punishment implemented in university level (EED UMY), and its impact on their motivation in learning.
Conceptual Framework
The idea to implement reward and punishment into learning presents in Behaviorism since the behaviorists believe in stimulus-response cycle and reinforcement is needed in learning (Chen, 2011). The implementation of reward and punishment is still being used in schools. According to Ilegbusi (2013), “Rewards and punishments have become permanent features of the classroom situation and parents even use them in those aspects which concern school work” (p. 38). The implementation of reward and punishment including how to implement it has both positive and negative effect and outcome. Due to specific student
motivation issue, it has led to many controversies about its use in various forms to motivate students in learning. In a big number of studies, some researches argue positively while the others argue negatively.
English Education Department of University Muhammadiyah Yogyakarta”, will expose the effect of reward and punishment implemented at EED UMY toward student motivation in learning. The conceptual framework of this study is described on the following figure:
Chapter Three Methodology
This chapter talks about the methodology used for this study. In this chapter, there are points discussed which includes research design, participants and setting of the study, data collecting method, instrument of the study and data analysis.
Research Design
This study employed qualitative approach as research design. It was to help the researcher to reach his aim for the study, which was to find out students’
perception on reward and punishment implemented at English Education
Department of University Muhammadiyah Yogyakarta (EED UMY) toward their motivation in learning. Therefore, qualitative research design was chosen as the way to reach that aim. Qualitative research enabled the researcher of this study to acquire deeper and more detailed understandings about a phenomenon, which was the effect of the implementation of reward and punishment toward student motivation.
Reward and punishment implementation was still debated by experts related to its effect. Some experts argued that reward and punishment are good for student motivation while the other experts argued that reward and punishment are bad for student motivation. Afterwards, the researcher wanted to see how EED UMY students through qualitative research perceive the issue of reward and punishment. The use of qualitative research was appropriate for a study if the researcher is eager to understand a situation of the theory’s implementation (Cohen, Manion and
The decision to choose qualitative research design for this study was already appropriate to the researcher’s aim. It was to discover students’ perception on
reward and punishment implemented at EED UMY toward their motivation in learning. Qualitative research design helped the researcher to have this study appropriately well done, and it was agreed with the title of this study, “Students’ Perception on Reward and Punishment Implemented at English Education Department of University Muhammadiyah Yogyakarta”.
Setting and Participants of the Study
Setting. The researcher chose EED UMY as the setting to conduct this study. As a student of EED UMY, the researcher saw and experienced the ‘reward and punishment’ issue of this study happening at EED UMY. Additionally, this kind of study had not been conducted at EED UMY. Therefore, the selection of EED UMY as the setting of this study had been appropriate to the purpose of this study and the significances of this study, and was meaningful for the researcher and EED UMY institution.
Participants. The researcher approached students of EED UMY to
participate and cooperate in this study voluntarily, and the students who agreed to be the participants of this study were pseudonymous. The researcher took four
because they still actively attending classes. The consideration of having four participants for this study was as Khan (2014) argued that in a qualitative research, the quality was the most important thing, not the quantity. That means having four participants would be considered sufficient to obtain data for this study. Moreover, there was no rule for the size of sample in qualitative research (Cohen et al., 2011), and it was typical for a qualitative research to study a few individuals because the objective of qualitative research was to present deep and reach data of information provided by individuals.
The study used purposive sampling technique to select the participants. It is a way of selecting people as participants who are best to give information about a specific phenomenon (Cohen et al., 2011). Based on this study’s case about the effect of reward and punishment, this study selected characterized participants in order to provide specific and useful information. The participants for this study were students that had ever received reward and punishment. Based on the researcher’s experience, EED UMY lecturers would give reward in a form of a good comment (compliment) to students who performed well in an assignment or assessment, and punishment in form of considered “absent” to students who came late. Thus, the sampling looked for students who ever had received good comment in an
assignment or assessment, and were ever considered absent because they were late to attend a class. The researcher looked for the participants with those specific conditions by asking them whether they ever had received a reward and a
Data Collection
The researcher finished the data collection of this study through conducting interview with the participants. Interview provides an access into participants’ head to measure what they know, like, dislike and think (Tuckman in Cohen et al., 2011). Interview is useful for qualitative research in gathering facts, accessing beliefs, identifying feeling and motives, commenting on some standards, exploring behavior and eliciting reasons and explanation (Silverman in Cohen et al., 2011).
The researcher had four interviews with one participant for each interview. The interviews were semi-structured interviews. Those were to follow participants’ direction of their response during the interview process, though the researcher had guideline to keep the interviews in track. The interviews with the participants were led in one-on-one interview and were done at a still place to give the participants a privacy, so that the participants could share their opinions and their ideas
comfortably. For the duration, the interview took 17 minutes for Participant 1, 12 minutes for Participant 2, 13 minutes for Participant 3 and 12 minutes Participant 4. Their interviews were recorded as well because later, the recorded interviews would help the researcher to transcribe the interview.
Instrument of the Study
Data Analysis
Chapter Four Finding and Discussion
This chapter presents analysis of collected data in order to answer the research question oh this study. The data were gathered through interview with the participants of this study. In here, the students’ perception of the effect of reward and punishment implemented at EED UMY is elaborated into some findings and the discussion.
As introductory question, the researcher asked the participants about the kinds of reward and punishment implemented at EED UMY. The rewards implemented at EED UMY are in form of gift, praise, extra points and chance to participate in the class. Meanwhile, the punishments are given in various forms; first, students are not allowed to sign the attendance list or considered-absent if they come late; second, the late comers might not be able to enter the class as the class is locked, and they will stay outside and missed the class; third, students will get point deduction of the gained score if they are late to submit an assignment.
Students’ Perception on the Effect of Reward
In this study, the researcher found the effect of reward implemented at EED UMY toward student. The researcher also found the students are aware of those kinds of reward. The rewards are gift, praise and extra points. Participants also reported that chance to speak, discuss and more opportunity to talk in the discussion in the class are a form of rewards.
elaborate the students’ perception on the effect of reward implemented at EED
UMY.
The effect of reward on student motivation. From the participants’ perception, this study has found that student motivation can be affected by reward. The effect of reward on student motivation can be seen in these following findings.
Rewards increase student motivation to learn and to work harder. Level
of student motivation is influenced by external reinforcement or reward (Matera, 2010). In that case, it means that reward can affect student motivation. This can also be seen from the participants’ statement below.
Rewards … give me a big motivation in learning. (P1.13)
When Participant 1 received a reward, he perceived it as a big motivation in learning. This means his motivation to learn will increase after he received a reward.
In other interviews, Participant 2 and Participant 3 turned out to make a same point: Reward boosts me to learn more enthusiastically. (P2.10)
Reward builds up my motivation, and makes me learn more enthusiastically. (P3.12)
They both explicitly said they were more motivated to learn after given a reward. Their motivation increased, and they were more enthusiastic to learn because they have received a reward.
From another experience, Participant 4 once received an extra point for answering lecturer question, and she told that:
From that experience, the researcher noticed that Participant 4 become more diligent to read and write after receiving a reward in the form of extra point. The motivation of Participant 4 to learn and work hard had been increasing since she received a reward. In further effect, it had her skills of reading and writing improved.
In addition, the participants also said that a reward in form of praise would make students contended and motivated. It is seen in the following quotations:
A praise from lecturers made me motivated to work hard and do better, or at least the same with what I did. (P1.14)
Appreciation [praise] from the lecturer for my performance made me motivated. (P2.12)
To be told that I have an improvement by lecturers makes me more enthusiastic to learn. (P4.11)
Reward in form of verbal or praise made them motivated to learn and to work hard. Students’ performances that were praised (rewarded) have a good effect for them. They became more enthusiastic to learn and to work hard since they received a praise from lecturers. This praise is considered as a reward by the students.
encouraged a warm praise for students’ works will increase their motivations.
Therefore, rewards delivered from lecturers to students can make student motivated to learn and to work hard.
Rewards increase students’ interest in a particular subject. Rewards can
change the interest of an activity, which is originally disliked, becomes enjoyed (Ilegbusi, 2013). That means students’ interest to a subject can change or increase because of reward. In this case, the researcher found the similar statement from a participant.
Participant 3 told the researcher that:
Praises from a lecturer … made us [students] love more the lecturer’s learning [class]. (P3.6)
From the statement, the researcher found that students of EED UMY turned to enjoy the subject or class that gave them more reward. The reward that has been particularly mentioned by the participants is reward in form of verbal
acknowledgement like praises. This point is coherent with Ilegbusi (2009) who stated that students who derived satisfaction from a learning activity were motivated toward additional learning. Related to reward what Ilegbusi means is a student that is given a reward, which is favorable, in a particular class or particular subject matter would love to spend more hours to learn deeper in that class, and it is seen from the statement of Participant 3. Therefore, rewards, which have increased
Rewards motivate students to repeat their good performance. Students who are given a reward for their action are likely to repeat the action (Chen, 2011). The frequency of a behavior will increase when it is treated with a reward. The similar situation is found in the participants’ perception about reward.
Participant 1 said that:
Rewards are addictive when we received them … (P1.13)
Similarly, Participant 4 who ever had received an extra point for answering a lecturer’s question also said that:
Given the reward [extra point] made me … wanted to do that [answer lecturer’s question] again. (P4.5)
From their statements, the researcher noticed that students who have received a reward would repeat their performance in order to get the reward. Participant 1 explicitly said that rewards are addictive for students. Students who have received a reward will try to repeat his performance in order get the reward again. Participant 4 explained that she wanted to answer lecturer’s questions in other chances since she received a reward for that. This finding is coherent with Chen (2011) who said that the frequency of the behavior could increase after reward is given. Students that get a reward are very possible to repeat their well behavior or action again in the future in order to get the reward.
behavior or performance in order to get more rewards. Therefore, the effect of reward on student motivation is positive in which it can increase student motivation. Students’ Perception on the Effect of Punishment
From the data, the researcher found some effects of punishment on student motivation from EED UMY students’ perception, and the researcher also found there are at least three kinds of punishment existing at EED UMY. First, students are considered absent if they come late to the class. Each class usually give a tolerance of lateness up to 15 minutes. Second, students possibly can be locked outside the class as well if they come late to the class. Third, students will get score deduction if they are late to submit assignments. For example, some lecturers deduce 5% of gained score if students are late in submission by one day, and ‘zero’ score for one week.
Those kinds of punishment have various effects toward student, especially dealing with student motivation. The effects of punishment implemented at EED UMY toward student motivation are detailed in these following analyses.
The effect of punishment on student motivation. According to the
interview with the participants, this study actually found many effects of punishment on student motivation. The following findings are what the participants perceive about the effect of punishment on their motivation.
Punishments increase student motivation in learning. Moberly et al.
Participant 1 perceived that punishment has the same effect as reward has: Just like reward perhaps, punishment motivate us to do better. (P1.26), Participant 2 also explained that punishment increase motivation as she said:
Punishment increases my motivation in order to prove that I avenge my fault by showing that I could. (P2.29)
Similarly, Participant 4 clearly said:
Punishment can increase motivation. (P4.24)
For some students, punishment may cause anger and embarrassment, but the participants’ perception leads to a point in which punishment can motivate them, or increase their motivation. Those perceptions are in line with Matera (2010) who said that punishment affects strengthening the motive (motivation) of students to learn or to work hard. Students that have received a punishment are motivated by that
punishment, and will give extra efforts to show better performance.
Punishments decrease student motivation. There are some controversies
regarding with the effect of punishment on student motivation (Ilegbusi, 2013). Beside the positive effects, the researcher noticed a finding that punishment does not have significant effect on student motivation. This can be seen from this finding.
Participant 1 said his most frightening punishment and its effect, which was: Having lecturer too sensitive on me makes me demotivated and later, keeping distance with the lecturer. (P1.22)
Punishment [locked outside] got me depressed, tired of punishing lecturer, upset and fretful. (P2.26)
The effects of punishment declared by the participants above were negative. Participant 1 got demotivated when a lecturer is sensitive to him, and later, that would make him keeping distance with the lecturer. Participant 2 who have experienced to be locked outside the class perceived that kind of punishment was unfair (P2.27). That punishment make Participant 2 depressed, tired of learning, upset and fretful. Their statements are in line with Philpot in Matera (2010) who explained that the punishment handed out to the students will drive them to become demotivated, disinterested or emotionally detached from the person, assignment, or even the environment, and Kohn in Moberly et al. (2005) who said that punishment can lead to children feeling anger. Therefore, students can fell demotivated,
depressed, upset, and tired of learning after receiving a punishment as some EED UMY students feel.
Punishments do not have significant effect on student motivation. As
previously mentioned, punishments may have positive or negative effect on student. Implementing a punishment needs a careful consideration, and this make some teachers hard to decide. Ilegbusi (2013) stated that it is difficult to use punishment effectively to motivate students. That means punishment is ineffective to increase student motivation. In this study, a participant actually perceives the same way about that.
Participant 3 said,
From the perception of Participant 3, the researcher noticed that sometimes, punishments do not significantly influence student motivation. Participant 3 stated that his motivation was not affected by punishment because his intrinsic motivation to learn can be wobbled by punishment. That is related to Ilegbusi (2013) who stated that the use of punishment as a form of motivation generally is less effective.
Therefore, student motivationactually cannot be affected by punishment in a condition where motivation to learn is intrinsic.
The effect of punishment on students’ behavior. According the participants’ perception, it could be inferred that punishments affect students’ behavior after the students get punished. The participants’ perception about that can be seen in the following explanation.
Students will not repeat their mistake after they received punishment.
Punishment itself is positively able to eliminate wrong response (behavior or action) and speed up learning as a common-sense that someone will not continue to do what was punished (Ilegbusi, 2013). It shows that punishments make students not to repeat punished behavior or action. The researcher found this issue at EED UMY Participant 1 and Participant 2 said that:
Punishments encourage me in order not to repeat the punished action. (P1.24)
After punished, I did not repeat the mistake. (P3.22) Additionally, Participant 4 gave detailed explanations:
Points deduction motivates me so that I always pay attention to lecturer’s instructions. (P4.23)
From the statements above, it can be seen that punishments make the
receivers learn not to repeat their mistakes. Participant 1 explained that he would not repeat his punished action as Participant 3 said he did not repeat his mistake after receiving punishment. Participant 4 was also motivated not to repeat her faults, which she will be on time to attend class and will pay attention to lecturers’
explanation next time. This is in line with Holth (2005) who stated that punishment will decrease the frequency of behavior as aversive stimulus to the behavior. If reward is stimulus that increase the frequency of behavior, punishment is aversive stimulus that decrease the frequency of behavior.
Chapter Five
Conclusion and Recommendation
This chapter shows the final result of this study after data collecting and analysis. The result presents conclusion and recommendation of this study. This chapter will expose students’ perception on the effect of reward and punishment
implemented at EED UMY toward student motivation.
Conclusion
The conclusion of this study is to see whether or not the research question of this study has been answered from the findings. The research question is ‘what is students’ perception on the effect of reward and punishment implemented at EED
UMY toward student motivation?’ For the conclusion, this study has summarized all the findings to know the effect of reward and punishment implemented at EED UMY toward student motivation from the students’ perception. The effect of reward
on student is positive, while it does not occur to punishment, which has various effects.
From the participants’ perception, Rewards shows that motivation of EED UMY students increases. Rewards in form of both tangible (i.e. chocolate) or
intangible (e.g. praise, agreement, chance to share idea, extra point and appreciation) have same effect on students. Rewards influence student motivation in several ways. First, students of EED UMY are motivated to learn more enthusiastically and to work harder after they are given a reward. If students’ performance are rewarded, they will be effortful do better. A reward in form of praise from lecturers even will lift up students’ learning motivation. Second, rewards can increase students’ interest
learn more in that class, and they will enjoy spend more hours in that class again. Last, students will repeat their action or performance when they received a reward for doing so. By appreciating their students’ behavior or action, which are pleasing, lecturers will make students want to do those behavior or action again in other chances like wanting to answer lecturer’s question after receiving a reward for that. Reward has proved that it can increase student motivation in learning by EED UMY student motivation increasing affected by reward.
Regarding with the effect of punishment on student motivation, this study found that punishments have various effects toward EED UMY student motivation. First, just like rewards, punishment increase student motivation to learn and work hard. When students are punished by a lecturer, they are triggered to do or perform better in order to prove to the lecturer that they could do well. Second, punishments make students not repeating their punished action or behavior. Students try to come on time after considered absent in attendance list or locked outside the class, and they will pay more attention to lecturers after getting point reduced. Third,
punishments turned out to be not significantly influential toward student motivation in learning. For some EED UMY students, even though they are punished, the students do not look influenced by the punishment because the student’s intrinsic motivation still take the lead. Last, punishments can decrease student motivation, though it can increase student motivation as well. When receiving a punishment, EED UMY students sometimes feel unfair with the punishment and instead, it makes them depressed, tired of learning and upset.
motivation. Student of EED UMY can be motivated to learn and work hard by reward or punishment. EED UMY students will repeat their rewarded action or behavior, and will not repeat their punished action or behavior. The students are more interested in learning by reward, and they get depressed, upset and tired of learning by reward, especially unfair reward. Based on that, this study found that student motivation can increase by reward and punishment, and decrease by punishment.
Recommendation
This study also gives some suggestions regarding to students’ perception on the effect of reward and punishment implemented at EED UMY toward student motivation. The suggestions are how those will contribute in the future. In this following, the suggestions are presented.
For the students. Students of EED UMY are aware that reward and punishment purposefully implemented to them is only for students’ own goodness.
Reward means their performance and behavior are excellent, and they should keep it maintained or improve it. Punishment means that they have made a mistake, and they should correct it soon and do not repeat it again. Therefore, they have to use reward and punishment as a motivation for themselves to learn and to work harder.
correct the mistake. If students did an inappropriate action or behavior, a punishment appropriately given.
For the institution of EED UMY. EED UMY should develop their system about rules and regulation. Make some specific clear rules and regulation for lecturers of what agreement they have to make and apply in their class with their students. It is for the importance of both students and lecturers in order to create a comfortable learning environment.
References
Byrd, A. L., Loeber, R., & Pardini, D. A. (2014). Antisocial behavior, psychopathic features and abnormalities in reward and punishment processing in youth. Clinical Child and Family Psychology Review, XVII(2), 125-156.
Chen, I. (2009). Behaviorism and Developments in Instructional Design and Technology. In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk, Encyclopedia of Distance Learning, Second Edition (pp. 153-172). Hershey: Information Science Reference.
Cohen, L., Manion, L., & Morrison, K. (2011). Research Method in Education. Oxon: Routledge.
Cohen, L., Manion, L., Morrison, K., & Wyse, D. (2010). A Guide to Teaching Practice. Oxon: Routledge.
Gilkey, J. W. (2014). Brain and learning. Journal of Arts and Humanities, III(1), 50-56.
Holth, P. (2005). Two Definitions of Punishment. The Behavior Analyst Today, VI(1), 43-47.
Horner, R. H., & Spaulding, S. A. Rewards. (2009). Psychology of Classroom Learning, II, 755-757.
Ilegbusi, M. I. (2013). An analysis of the role of rewards and punishment in motivating school learning. Computing, Information Systems & Development Informatics, IV(1), 35-38.
Lai, E. R. (2011). Motivation: A literature review (Person Research’s Report). Available from academia.edu.
Langa, C. (2014). Rewards and Punishments Role in Teacher-Student Relationship from the Mentor's Perspective. Acta Didactica Napocensia, VII(4), 7-12. Leung, Y. (1991). Rewards and Punishments in Schools: a study of their
effectiveness as perceived by secondary school students andtheir teachers (Master Dissertation). Available from ProQuest LLC. (MI No. 48009)
Matera, B. D. (2010). The Effects of Rewards and Punishments on Motivations of the Elementary School Student (Doctoral Dissertation). Available from ProQuest LLC. (MI No. 48106)
Moberly, D. A., Wadder, J. L., & Duff, R. E. (2005). The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 359-366.
Richardson, K., Rosenthal, M., Burak, L. (2012). Exercise as Punishment: An Application of the Theory of Planned Behavior. American Journal of Health Education, XLIII(6), 356-365.
Sullo, B. (2009). The Motivated Student : Unlocking the enthusiasm for learning. Alexandria: ASCD.
1
Research Question Theory Interview Question
1. What are the effect of reward and punishment implemented at PBI UMY towards student motivation in learning?
1. Extrinsic tangible reward that is given makes students motivated to learn as they will be motivated to work hard if there is reward following (Ilegbusi, 2013)
The formal use of reward in school causes students failed to develop their interinsic motivation or self-managed motivation (Horner et al., 2009), and a reward can be manipulative to cause intrinsic motivation to decline (Moberly et al., 2005).
A teacher that used a warm approach and encouraged students with warm praises in his class could motivate students to high marks, and it even continued when the teacher was away (Ilegbusi (2013).
2. Punishment itself is positively able to eliminate wrong response (behavior or action) and speed up learning, and later, strengthen the motive (motivation) to learn or to do works of students (Ilegbusi, 2013).
The conditioning of fear of punishment is the primary consideration causing that removal of the punished response (Ilegbusi, 2013).
Students might be motivated to high marks in the class, but students motivated by fear of punishment will stop work as soon as the teacher left the class (Ilegbusi, 2013)
1. Reward apa yang pernah kamu terima di PBI UMY terutama dari dosen-dosen?
lain yang pernah kamu terima? 2. Bagaimana perasaan kamu saat
diberi reward?
3. Reward apa yang paling kamu suka?
4. Apa makna reward itu sendiri buat kamu?
5. Bagaimana pengaruh reward atau penghargaan terhadap motivasi kamu?
2 8. Punishment/hukuman apa yang
paling kamu tidak suka atau takuti? 8.1 Kenapa punishment itu yang paling kamu tidak suka/hindari? 9. Apa makna Punishment/hukuman
buat kamu?
10.Bagaimana pengaruh
Punishment/hukuman terhadap motivasi kamu?
3 Appendices 2. Selective Coding
What is students’ perception on the effect of reward and punishment implemented at EED UMY on student motivation?
Statement Finding
P1.13 Reward itu sifatnya adiktif saat menerimanya, dan memberikan motivasi yang besar dalam belajar.
P1.14 Pujian dosen membuat aku bersemangat untuk berusaha lebih keras dan melakukan yang lebih baik atau setidaknya sama dengan sebelumnya.
P2.10 Reward mendorong saya lebih bersemangat dalam belajar. P2.11 Reward lumayan memotivasi.
P2.12 Apresiasi dosen atas performaku membuat membuat aku lebih bersemangat. P3.12 Reward membangun motivasi saya dan membuat saya lebih bersemangat dalam belajar.
P4.6 Poin tambahan membuatku makin senang membaca dan menulis dan itu meningkatkan kemampuanku.
P4.11 Dibilang ada kenaikan (pujian) oleh dosen membuat ku lebih giat belajar.
Rewards increase student motivation to learn
4
What is students’ perception on the effect of reward and punishment implemented at EED UMY on student motivation?
Statement Finding
P3.6 Pujian dosen mengangkat semangat kita dan membuat kita lebih senang sama pelajaran dosen tersebut.
Rewards motivate students toward additional
learning
P4.5 Diberi reward membuat aku semangat belajar dan mengulangi tindakan (P4.3 Dapat poin tambahan saat jawab pertanyaan dosen.) tersebut.
P1.13 Reward itu sifatnya adiktif saat menerimanya
P3.13 Reward memacu kita untuk melakukan yang lebih lagi karena mungkin nanti akan diberi lagi, tapi tujuannya bukan cuma untuk pujian semata.
Rewards motivate students to redo their well
action
P1.26 Sama kaya reward mungkin, secara gak langsung mendorong kita melakukan hal lebih baik lagi.
P2.29 Punishment meningkatkan motivasi untuk ngebuktiin kalo saya membalas kesalahan saya dengan menunjukan saya bisa.
P4.24 Punishment bisa meningkatkan memotivasi.
Punishments increase student motivation in
5
What is students’ perception on the effect of reward and punishment implemented at EED UMY on student motivation?
Statement Finding
P1.22 Dibaperin dosen membuat aku demotivated, terus jadi jaga jarak dengan dosen tersebut.
P2.26 Dihukum bikin down, males, kesel dan mankel.
Punishments demotivate student motivation.
P3.28 Punishment tidak mempengaruhi motivasi saya karena itu tergantung motivasi dari dalam diri saya sendiri.
Punishments do not have significant effect
on student motivation
P1.24 Punishment memotivasi aku agar gak ngulangin tindakan itu lagi.
P4.22 Punishment gak boleh tanda tangan memotivasi aku buat on time kalo bisa in time.
P3.22 Setelah dihukum saya berubah jadi nggak ngulangin kesalahan.
P4.23 Pengurangan nilai memotivasi aku buat selalu memperhatikan instruksi dosen.
