(A Descriptive Qualitative Research at First Grade in SMA Negeri 3 Bantaeng)
THESIS
Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Part Fulfillment of the Requirement for the
Degree of Educatio in English Department
ULFAMININGSIH 10535 11117 16
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2021
مــــيحرلا نمـحرلا هـللا مــــــسب
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SURAT PERNYATAAN
Name : Ulfaminingsih
Nim : 10535111171
Jurusan : Pendidikan Bahasa Inggris
Program : S.1
Judul Skripsi : The Students Perception Of Rewards and Punishment Toward Their Motivation in English Learning At First Grade In SMA Negeri 3 Bantaeng
Dengan ini menyatakan,
Skripsi yang saya ajukan didepan tim penguji adalah “hasil karya saya sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun”.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia menerima sanksi apabila dikemudian hari pernyataan ini tidak benar sesuai dengan aturan yang berlaku.
Makassar, November 2020 Yang membuat pernyataan
Ulfaminingsih
مــــيحرلا نمـحرلا هـللا مــــــسب
v
SURAT PERJANJIAN
Name : Ulfaminingsih
Nim : 105351111716
Jurusan : Pendidikan Bahasa Inggris
Program : S.1
Judul Skripsi : The Students Perception Of Rewards and Punishment Toward Their Motivation in English Learning At First Grade In SMA Negeri 3 Bantaeng
Dengan ini menyatakan perjanjian sebagai berikut :
1. Mulai dari penyusunan proposal sampai selesainya skripsi saya, saya akan menyusun sendiri skripsi saya, dan tidak dibuatkan oleh siapapun.
2. Dalam penyusunan skripsi, saya akan selalu melakukan konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi ini.
4. Apabila saya melanggar perjanjian seperti yang tertera pada poin 1, 2, dan 3 maka saya bersedia menerima sanksi sesuai aturan yang berlaku.
Demikian surat perjanjian ini saya buat dengan penuh kesadaran dan tanpa tendensi dari pihak manapun.
Makassar, November 2020 Yang membuat perjanjian
Ulfaminingsih
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AKNOWLEDGMENT
Alhamdulillahi rabil 'alamin, the researcher expresses the highest gratitude to Allah subhanahu wa ta'ala for blessings, love, opportunity, health, and grace for completing this thesis. This thesis entitled "The Students Perception Of Rewards and Punishment Toward Their Motivation in English Learning At First Grade In SMA Negeri 3 Bantaeng" was submitted as the final requirement in completing a bachelor's degree at the Faculty of Teacher Training and Education, Muhammadiyah University of Makassar.
In arranging this thesis, a lot of people have provided motivation, advice, and support for the researcher. In this valuable chance, the researcher intended to express his gratitude and appreciation to all of them. This goes to :
1. Prof. Dr. H Abd Rahman Rahim, SE, MM is the rector of the University of Muhammadiyah (Unismuh) Makassar for the 2016-2020 period.
2. Prof. Dr. H. Ambo Asse, M.Ag. The Rector of the Muhammadiyah University of Makassar for his advices during the researcher studies at the University.
3. Erwin Akib, S.Pd., M.Pd., Ph.D, the Dean of the Faculty of Teacher Training and Education.
4. Ummi Khaerauti Syam, S.Pd., M.Pd, the Head of English Education Department of the Faculty of Teacher Training and Education.
5. Dr. St. Asriati AM, S.Pd., M.Hum, as the first consultant who gave her valuable time and suggestion in doing this thesis and Muh. Asrianto Setiadi, S.Pd., M.Pd as the second consultant who has provided valuable guidance,
vii
motivation, correction and helping to revise mistakes during the entire process of writing this thesis.
6. All English lectures of FKIP UNISMUH who cannot be mentioned one by one because due to limited space. Thanks for all knowledge and advice that given to the researcher, may Allah bless you forever.
7. The headmaster, teachers, and students at SMA Negeri 3 Bantaeng who have helped her to conduct the research in their school.
8. Thanks for my beloved parents Muhammad Arifin and Nurbiah who have given her support, motivation and prayer and working hard to see their daughter success to finish her study. And her beloved younger brother Fhatir Akbar who support her to complete this Thesis.
9. For her beloved friends Hikmawati, Riska Devitalisa, Istiqama Mangalia, Jannatul Uyun and all members of D’mbredets class who have given their support to the researcher to completed her Thesis.
Finally, for all everybody who gave valuable suggestion, guidance, assistance, and advice to support this thesis may almighty.
May Allah SWT always be with us and gives power guidance in our life, Aamin.
Makassar, February 2021
Ulfaminingsih
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LIST OF CONTENTS
APPROVAL SHEET. ... i
COUNSELLING SHEET ... ii
SURAT PERNYATAAN ... iv
SURAT PERJANJIAN ... v
ACNOWLEDGMENT ... vi
LIST OF CONTENTS ... viii
LIST OF APPENDICES ... x
ABSTRACT ... xi
CHAPTER I INTRODUCTION ... 1
A. Background ... 1
B. Problem Statement ... 5
C. Research Objective... 5
D. Research Significance ... 5
E. Scope of the Research ... 6
CHAPTER II REVIEW OF RELATED LITERATURE ... 7
A. Review of Related Literature ... 7
B. Theoretical of Rewards and Punishment... 10
1. Reward ... 10
2. Punishment ... 18
C. Students Motivation Related to Reward and Punishment in Learning ... 23
D. Perception of the Effect of Reward and Punishment Toward Students Motivation in Learning ... 28
E. Conceptual Framework ... 31
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CHAPTER III RESEARCH METODE ... 33
A. Research Design ... 33
B. Research Subject ... 34
C. Research Instrument ... 34
D. Procedure of Collecting Data ... 35
E. Techniques of Data Analysis ... 36
CHAPTER IV FINDINGS AND DISCUSSION ... 38
A. Findings ... 38
B. Discussion ... 57
CHAPTER V CONCLUSION AND SUGGESTION ... 65
A. Conclusion ... 65
B. Suggestion ... 67 BIBLIOGRAPHY
APPENDIX
CURRICULUM VITAE
x
LIST OF APPENDICES
List of Interview
Interview with Students
xi ABSTRACT
Ulfaminingsih (10535111716), “The Students Perception Of Rewards and Punishment Toward Their Motivation in English Learning At First Grade In SMA Negeri 3 Bantaeng”, Thesis of English Education Departement, Faculty of Teachers Training and Education, Muhammadiyah University of Makassar.
Supervised : St. Asriati AM, and Muh. Asrianto Setiadi.
This research was conducted to determine students' perceptions and effect of reward and punishment for their motivation in learning English.
The subject of this study was the 1st grade students of SMA Negeri 3 Bantaeng. This study uses a qualitative method. This research design uses observation, interviews, and documentation, that consisted of data reduction, display, and verify conclusions.
This study reveals that students' perceptions of reward and punishment in learning English are something that is very fun and enjoyable when applied in the learning process because it can increase enthusiasm for learning.
The effect of rewards and punishment on student motivation in learning English are: first, reward increases student motivation to be more active in learning, second, the reward increases students' interest in English subjects; and third, rewards motivate students to repeat their good achievements. Regarding the effect of punishment on student motivation, this study found that punishment has various effects on student motivation. First, punishment also increases student motivation to be more diligent in study. When students are punished by the teacher, they are triggered to do or do better to prove to other students that they are able to improve their achievement in English learning. Second, punishment prevents students from repeating the same action or behavior again. Students try to arrive on time after they are deemed late for class, and they will pay more attention to teacher warnings after being punished. Third, punishment turned out to make students feel embarrassed, lose self-confidence, and feel nervous about being in a school environment.
Keywords: Rewards, Punishment, Learning English
xii ABSTRAK
Ulfaminingsih (105351111716) “Persepsi Siswa Tentang Penghargaan dan Hukuman Terhadap Motivasi Belajar Bahasa Inggris Kelas Satu Di SMANegeri 3 Bantaeng”, Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar. Pembimbing: St. Asriati AM dan Muhammad asrianto Setiadi.
Penelitian ini dilakukan untuk mengetahui persepsi siswa dan pengaruh penghargaan dan hukuman terhadap motivasi mereka dalam belajar Bahasa Inggris.
Subjek penelitian ini adalah siswa kelas 1 SMA Negeri 3 Bantaeng.
Penelitian ini menggunakan metode kualitatif. Desain penelitian ini menggunakan observasi, wawancara, dan dokumentasi, yang terdiri dari reduksi data, penyajian data, dan verifikasi kesimpulan.
Penelitian ini mengungkapkan bahwa persepsi siswa tentang penghargaan dan hukuman dalam pembelajaran Bahasa Inggris merupakan sesuatu yang sangat menyenangkan ketika diterapkan dalam proses pembelajaran karena dapat meningkatkan semangat belajar.
Pengaruh penghargaan dan hukuman terhadap motivasi siswa dalam belajar Bahasa Inggris adalah: pertama, penghargaan meningkatkan motivasi siswa untuk lebih aktif dalam belajar; kedua, penghargaan meningkatkan minat siswa pada pelajaran Bahasa Inggris; dan ketiga, penghargaan memotivasi siswa untuk mengulang prestasi baiknya. Mengenai pengaruh hukuman terhadap motivasi siswa, penelitian ini menemukan bahwa hukuman memiliki berbagai pengaruh terhadap motivasi siswa. Pertama, hukuman juga meningkatkan motivasi siswa untuk untuk lebih ajin belajar. Ketika siswa dihukum oleh guru, mereka mereka terpicu untuk melakukan atau berbuat lebih baik untuk membuktikan kepada siswa lain bahwa mereka mampu meningkatkan prestasi mereka dalam pembelajaran Bahasa Inggris. Kedua, hukuman mencegah siswa mengulangi tindakan atau perilaku yang sama lagi. Siswa berusaha datang tapat waktu setelah dianggap terlambat masuk kelas, dan mereka akan lebih memperhatikan peringatan guru setlah mendapat hukuman. Ketiga, hukuman ternyata membuat siswa malu, kehilangan percaya diri, dan merasa gugup berada di lingkungan sekolah.
Kata Kunci: Penghargaan, Hukuman, Belajar Bahasa Inggris.
1 BAB I
INTRODUCTION
A. Background of Study
In Indonesia, English is an important foreign language for developing science, technology, culture and communication with others that are introduced in the world. Because it is too important, English needs to be introduced to children. Children have good memory capacity which is very valuable in language learning. Teaching English requires special ways and appropriate methods to overcome some problems and difficulties because English is different from our native language and sometimes, is considered not important to learn. And the evidence is that more and more shows that many students in Indonesia have problems and difficulties in mastering English well. For this reason, students should be motivated to be more active in learning English.
Motivation is an attempt to foster a drive most influences the form of one's behavior. Motivation can be grow inside a person, but motivation is also stimulated by factors of the outside. Motivation is important for someone, especially in the process learning. In teaching and learning activities, motivation can be said as the overall driving force within the learner that gives rise desire to learn, which ensures continuity of learning activities and which give direction to learning activities, so that the desired goals by learners can be reached. Therefore, the teacher must carry out activities learning that can arouse the motivation to learn English in students carry out
their duties as educators or professional staff in charge in planning and implementing the learning process, assessing results learning, mentoring and training of students to achieve a goal that is achieved.
Learning motivation in following the learning process is a form response from students, where the motivation comes from within (motivation intrinsic) and from the outside (extrinsic motivation), and their response to the process the implementation. This is an effort to reach the goal predetermined learning.
As stated by Uno (2010) that motivation is an impetus found in a person to try to make changes in behavior that are better in meet their needs.
Reward is everything that someone gets for doing good or positive thing.
According to Slameto (2010: 171), reward is an award which the teacher gives to students as a gift because the student has behave well and have successfully carried out the tasks given by the teacher well. Meanwhile Purwanto (2011: 182) expressed reward is a tool to educate children so that children feel happy because his deeds or work are rewarded. In line with that Hamalik (2009: 184) says that reward has a purpose for arouse or carry an interest, this reward is only a tool for generating interest alone is not the goal.
The purpose of giving rewards to students is as motivation of the teacher to keep the spirit of learning.
According to Matejcek (2007) there are some general guidelines for the use of reward and punishment in the care of students. Reward can be used to encourage your child's good behavior. They also help make your child do the things you want him to do. The reward that occurs immediately after a
behavior is the best. Sometimes the reward cannot be given immediately but must be given wherever possible. Reward don't work well when they are given long after a behavior. This applies especially to toddlers and preschoolers. Their memories are not as good as for older children. Reward one of the strategies in learning is an excellent application because it can increase interest in learning and motivation to achieve satisfactory student achievement. Students also provide positive stimulation to students.
Meanwhile, Punishments in education is the reaction to a lack of discipline so the first step to preventing the need for punishment is to teach and encourage discipline. Punishment is similar to reinforcement in that both are defined by its effects. According to Lefrancois (2006: 40), Punishment also has two types, positive and negative. Positive punishment is "when a positive contingency is removed". An example of this could be a penalty. It is also known as removal punishment. Negative punishment is "when a negative contingency follows a behavior". This is what most people commonly think of when they think of the term punishment and is sometimes referred to as presentation punishment. According to Skinner (1989: 43), there are two types of punishment: positive punishment and negative punishment. Positive punishment are provide a positive stimulus to the students both in term of students motivation, achievement and the other aspect that relate it. On the contrary, negative punishment to provide a different effect to the students who violate the rules in the school.
According to Skinner (1989: 47), The advantages of punishment are:
First, Restrict behavior. Punishment prevents repetition of unexpected behavior. Second, educational, to educated the students to be a good behavior.
Third, strengthen motivation to unexpected behavior. Fourth, controlling to prevent the students to undesirable behavior, so the learning process be conducive.
Based on the researcher’s experience as a students, the result of the use of reward and punishment in learning have different effect. Some students respond positively and other students respond negatively. Students who respond positively because in the use of reward and punishment they fell motivated to study harder. While students who respond negatively because they feel don’t like the punishment given by the teacher or feel unfair. But in this case the teacher’s goal of giving rewards and punishments is to enhance good students attitudes and behavior, and weaken bad attitudes and behavior.
The application of rewards and punishment also requires good consideration, because this application involves a learning atmosphere, and affects students psychologically.
Based on the background above, the researcher is interested in conducting a research about, “The Perception of Rewards and Punishment Towards Students Motivation In English Language At First Grade in SMAN 3 Bantaeng “
B. Problem Statement/Research Question
1. What are students perception of rewards and punishments in learning English at first grade in SMAN 3 Bantaeng ?
2. What is the effect of reward and punishment towards students motivation in learning English at first grade in SMAN 3 Bantaeng?
C. Research Objective
Based on the problem of the research, the objective of the research as follows:
1. To describe students perception of rewards and punishments in English learning at first grade in SMAN 3 Bantaeng.
2. To describe the effect of reward and punishment towards students motivation in English learning at first grade in SMAN 3 Bantaeng.
D. Research Significance a. For researcher
This research, in the process, provides a great experience and desires to learn and research issues specifically about rewards and punishment. Whit this researcher is able to improve the ability to examine the phenomena around.
b. For other researcher
I hope this study can help other researchers to study the problem of reward and punishment, especially about students perception in giving reward and punishment to motivate students.
E. Scope of the Research
This research is more focuses on the rewards and punishments applied by the teacher in class and also this wants to see it from the point of view of students. In addition, rewards and punishments affect various fields of students such as physical, behavioral, psychological, emotional, and motivational. Therefore, the limitations of this study are also limited to the effect of rewards and punishments applied in SMA Negeri 3 Bantaeng on students' motivation in learning English.
7 BAB II
REVIEW OF RELATE LITERATURE
A. Review of Related Literature
There are many studies related to the researcher’s study, such as research which was done by Hakim (2017) conclude that the researcher founds the implementation of reward and punishment and students respons in teaching English at ninth grade students of MTs N 2 Boyolali Filial Pulutan. The implementation of reward and punishments in this school has several forms of reward and punishment. First, the kinds of rewards that are carried out are giving interesting gift, giving applause and expression and giving high points or scores from the teacher to students. Reward are given because students have shown success for their efforts. The second about the type of punishment applied is self-introduction in front of the class, singing in front of the class and jumping the squad. The punishment given because the student is not optimal for his efforts.
Therefore, giving rewards and punishment in teaching English automatically gets students' responses. First, students' responses to the implementation of awards in teaching English are students more enthusiastic, happy and fun, students are more motivated, and students are more diligent and more eager to learn to teach English. Second, students' responses to the implementation of punishment in teaching English, students are embraced, students less confidence and students are nervous.
Khalil (2016) conclude his research that implementation of the rewards and punishments can increase student motivation, this indicated by 96% of students who have good motivation, which where the amount can be categorized very well / motivation to learn greatly increased. Whereas only 4% of students have motivation is low, and not one student has very motivation low. Basically, the factors that can support the implementation of reward method and punishment is students are afraid of getting punishment so this encourage students to continue learning and always do their obligations.
Besides being afraid of being punished, they are also afraid will skip lessons.
While the inhibiting factors are, the teacher is too tired to determine the reward and punishment per week, because if prizes and penalties do not change, students will get bored, and also students will feel less sincere or forced to study.
Yanti (2016) conclude her research that rewards and punishment can motivate students to perform better attitude in the learning process. Reward is to maintain success and attract students to do activities. Punishment is controlling the unwanted desirable behavior. Some examples of prizes used in class are approval, consumer goods, entertainment, high test scores and lecturers praise. This type of punishment is a psychological punishment, words and punishment, psychic punishment stimulus and uncomfortable punishment. Reward are given by lecturers as positive feedback for students who do teaching and learning process well. Reward are given in English
UMY School of Education because to make students think positively, to make students motivated, to build student desires, and to create good ones.
Based on the experience of researchers as students, the use of rewards and punishment in learning English has a different effect. Some students respond positively and other students respond negatively. Students who respond positively because in the use of reawards and punishment they are motivated to be more active in learning. While students who respond negatively because they do not like the punishment given by the teacher or feel unfair. But in this case the researcher wants to know in depth about how students' perceptions of the implementation of reward and punishment to motivate students in learning English.
Based on some of the above studies it can be concluded that the implementation of rewards and punishments is very influential on student motivation especially in learning English and can also make students behave better. The similarities some of the studies above will be investigated by researchers are equally rewarding if students achieve something or are able to do good. Providing punishment if students break the rules of the teacher or do something that is not good. The giving of rewards and punishments aims to motivate students to be more active in learning, and also give a deterrent effect if students do subsistence with the intention not to be repeated again.
The difference between the above research and what the researcher wants to study is that the researcher wants to know how the students' perceptions of
gifts and punishments in motivating English learning by interviewing and giving questions to students.
B. Theoretical of Reward and Punishment 1. Reward
a. Definition of Reward
Reward are important strategies used by teachers to ask questions student motivation in the learning process and to increase its effectiveness and efficiency. Initially, ideas come from when a child is doing something good and receive some kind of compensation or gift.
In the world of education, the concept of appreciation has been had basically the same principle. Lepper, Greene and Nisbett (1973: 129) performed many experiments to study the effects of students who give credit for doing something given duty. Reward prove to be an effective element in increasing student motivation and learning achievement in class because most students try to avoid negative assessments and trying to get a positive assessment from the teacher for their abilities and efforts.
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”. 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” . A good response of behavior that is repeated means have been positively reinforced or rewarded, and the reinforcement itself has become reward.
The application of the reward system in education efforts is rooted in Skinner's theory. In fact, American psychologist Skinner (1904- 1990) is one of the first psychologists to investigate the process of language acquisition in terms of language behavior. His theory remains one of the most controversial theories that still have an impact on language teaching methodologies. Among various theories of language acquisition and language learning, the operant conditioning theory remains one of the most influential principles in Indonesia language teaching methodology.
Sometimes students grow up with less worship and attention.
Reward and punishment is usually applied to build students‟ motivation in learning, especially in English Education Department. The process to apply the reward to increase behavior is called reinforcement; there are two form of reinforcement, positive and negative. Regarding the teaching and learning process, reward is the thing given to the students
for their splendid deeds. According to Hill (1965: 112) reward may be symbolic (gold stars, medals, or honor rolls), material (a piece of candy, a sum of 9 money or the right to participate in the student activities), or psychological (knowledge of progress, recognition of adequacy or growth toward adequacy).
b. Types of Reward
Skinner (1989: 32), he divide the types of reward are positive and negative reward.
a) Positive Reward
Positive reward is an intangible award of recognition, a sense of achievement, or a conscious satisfaction. For example, it is the knowledge that you did something right, or you helped someone and made their day better. Because intrinsic rewards are intangible, they usually arise from within the person who is doing the activity or behavior. So “intrinsic” in this case means the reward is intrinsic to the person doing the activity or behavior.
b) Negative Reward
The removal of an unpleasant reinforce can also strengthen behavior. This is known as negative reinforcement because it is the removal of an adverse stimulus which is, rewarding to the animal or person. Negative reinforcement strengthens behavior because it stops or removes an unpleasant experience. For example, if students do not do the work from the teacher, then students will get
additional assignments. But if students are able to complete the task then avoid getting additional assignments, thereby strengthening the behavior of completing the task.
c. Kinds of Reward
According to Cascio (2007: 273), the kinds of rewards are praise, symbolic rewards, token rewards and tangible and activity rewards.
a) Symbolic Reward
Symbolic rewards are rewards in the form of objects that represent exemplary performance of character or achievement.
Perhaps the most common form of symbolic reward is the gold star.
Others could be the inclusion of the student's name or photograph on a bulletin board or poster. Symbolic rewards operate similarly to praise in that they are public demonstrations of favor toward a student. The gold star or photograph on the bulletin board proclaims that the student has done something admirable. Symbolic rewards, unlike praise, have the ability to last longer than a single spoken statement, and can serve as reminders for students to maintain their good standing.
b) Praise
The most common awards given by teachers to students are verbal praise such as praising students when doing positive things.
This behavior can be a character trait such as reason, compassion, all
intelligence or wish fullness. Praise is also given or used to congratulate on the achievements that have been achieved.
c) Token Rewards
Tokens are physical rewards that represent value, or a form of currency that can be redeemed for a prize. Chips and point tallies are common tokens, and can either be held in trust by you, or by the students themselves. Redeemable prizes can be whatever you choose that you find ethical and reasonable, and you should have a strict system in place for the allocation of points, and for the redemption of prizes. For example, prizes could be priced according to their worth to the students.
d) Tangible and Activity Rewards
Tangible and activity rewards are awards that are given directly to students. Tangible is a gift obtained from positive behavior or positive things that have been done by the students, such as get toys, stationery, and school supplies. Activity rewards are awards given to students such as being the class leader, being chosen as the first person to present the assignment, and others.
In its application a teacher can choose the kinds of rewards from the four types of rewards above that are suitable for students and adapted to the circumstances. In giving rewards a teacher should be able to find out who is entitled to a reward teacher must always remember the purpose of the reward from the reward. A student who
at one time showed more results better than usual, maybe very good or deserves to be rewarded. In terms of this is a teacher should be wise, not to reward envy other students who feel themselves smarter, but does not get a reward.
After being described about the purpose of the rewards as well as the kinds of good rewards given to students, then there are some conditions you must noticed by a teacher before giving rewards to students namely:
a) Teacher needs really know their students and know to value appropriately to provide educational rewards, because rewards and awards that are wrong and not right can bring unintended consequences.
b) Rewards given to a student as much as possible cause jealousy for other students who feel his job is also better, but does not get a reward.
c) Rewards should be given to students after doing good things or showing their achievements without being promised or promised beforehand. The reward being promised in advance will only make students rush in work and will cause difficulties for other students.
d) Teachers must be careful in giving rewards, don't let them rewards given to students are accepted as wages not as a form of reward for their achievement.
d. Function of Rewards
Using reward in the classroom helps teacher increase student’s motivation. Reward convey information about one’s skill or competence when they are linked to actual performance or progress, such as when a teacher praises students for learning new skill or acquiring new knowledge (Schunk, 2008: ). Santrock (2004: 53) goes on to point out that classroom reward can be useful. Referring to the statement above, when reward is given by the teacher, the students can associate acting and behavior in feeling of happiness. Usually, students will do something that trigger reward continuously. Beside, reward has a purpose to make the students do everything more diligently to increase the score. Rewards can be an effective way to encourage students. It can be as tasks or materials that initially motivate students become involved in learning.
The goal that must be achieved in awarding rewards is to further develop student motivation in doing an action, then the act arise from the awareness of students themselves. And with the reward is expected to build a positive relationship between teacher and student, because reward is part of the manifestation of love a teacher's affection for students. So, the purpose of the reward is that with the results achieved by students, the teacher aims form better and harder conscience and will
to students in learning. A reward can also be a motivator or motivation for students to learn even better.
According Skinner (1989: 35), The function of rewarding for students:
a) The value of educating, because it shows that the child's behavior in accordance with what is desired.
b) Motivation, so that accepted behavior is repeated again.
c) Reinforcement, for socially acceptable behavior.
d) Happy students, rewards motivate pupils to be more productive by creating a feeling of pride and achievement. Successful students are happy students.
e) Increase the spirit of learning, make the individual more diligently.
According to Soejono (1980: 161), giving rewards by a teacher as an educator might have several purposes.
a) Giving rewards can increase the better norm of students‟
behavior.
b) Giving rewards can maintain and expand the students‟ behavior.
c) Giving rewards are indicators of increasing competence.
d) Rewards give the good situation to student in the classroom.
2. Punishment
a. Definition of Punishment
Punishment is suffering that is given or intentionally caused by educators after students make mistakes or violations. With this, punishment can also be used as a preventive or repressive effort.
Punishment is also often termed aversive stimulus. Sidman as cited in Holth (2005) defined punishment as anything that can reduce the frequency of undesired action or behavior. According to Skinner, punishment is to give painful or undesirable consequences in order to suppress response of behavior reappeared in the future (as cited in Chen, 2011). Advocated by Holth (2005), punishment is defined as a 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.
According to Malik Fadjar ’punishment is an educational effort to correct and direct students in the right direction, not practice punishments and tortures that block creativity ". While according to Roestiyah "punishment is a thing that is done no fun from people who are higher up for violations and crime, intends to correct the mistakes of children ".
From some of the opinions above, it can be concluded that punishment is a thing / sanction that is less enjoyable and is done intentionally to students so as not to repeat again and aims to motivate students to be more creative and clever.
Punishment also has two types, positive and negative. Positive punishment is when a positive contingency is removed. An example of this could be a penalty. It is also known as removal punishment.
Negative punishment is when a negative contingency follows a behavior. This is what most people commonly think of when they think of the term punishment and is sometimes referred to as presentation punishment. An example could be the spanking of a child after misbehaving.
b. Types of Punishment
Punishment is used to help decrease the probability that a specific undesired behavior will occur with the delivery of a consequence immediately after the undesired response/behavior is exhibited. When people hear that punishment procedures are being used, they typically think that something wrong or harmful is being done, but that is not necessarily the case. According to Skinner (1989: 48), There are two types of punishment: positive and negative, and it can be difficult to tell the difference between the two.
Positive punishment is the part of punishment, which also focuses on decreasing the rate of any specific undesired behavior from an
individual. The concept works by presenting a certain negative consequence to the individual once an undesired behavior has been exhibited. When any individual is subjected to negative consequence, the individual is less likely to repeat the same behavior in the future.
Some example of positive punishment aregive additional assignment to students who do not do homework.
Negative punishment is the part of punishment, which also focuses on decreasing the rate of any specific undesired behavior from an individual. The concept works by removing a certain favorite or desired item from the individuals life. When a certain desired stimulus/item is removed from an individuals life, the undesired behavior is exhibited, and there is less chance of the behavior occurring again in the future.
c. Kinds of Punishment
According to Herman (1980: 61), the kinds of punishment divided into three:
a) Psychical punishment
Physical punishment is physical punishment for those who give punishment to someone who is against, such as hitting and pinching.
The verdict has been enforced since long ago, but now it has rarely been found.
b) Word and Sentence
In administering punishment, a teacher can use threatening and mocking words or sentences. This can be done when students do not
comply with class rules such as not paying attention to learning and noisy in class. Therefore to maintain class activity and focus on learning, the penalty will be applied if there are students who violate it.
c) Inconvenient punishment
Teacher can use this kind of punishment such as having students stand in front of the class, get out of class, stand next to the teacher, sit next to the teacher, or write sentences and rewrite 10 or more times. These punishment are punishments that are often used or encountered in class. This is intended so that students are wary of inappropriate behavior.
Before a teacher gives punishment as an example of the kinds of punishment above to students who committing an offense, the teacher should pay attention to the conditions of punishment which is educational as follows:
a) Punishment given to students should not be arbitrary but can be accounted for as violated.
b) Punishment is improving from the previous one.
c) Punishment should not be used as a threat or retaliation for bad things that have been done by students.
d) Every punishment is given consciously and has already been considered.
e) For students, punishment should be a regret for not doing things that violate again.
f) Punishment must maintain good relations between teachers and students.
d. Function of Punishment
Punishment should be consistent and applied every time the students engage in the misbehavior. Punishment is applied in teaching and learning activities for certain purpose, most generally to encourage and enforce proper behavior defined in society or family (Ma’rifah, 2010). When lecturers want to decrease children undesirable behavior (such as teasing and hogging), punishment should be used only as the last resort and always inconjunction with providing the child information about appropriate behavior. Punishment must be given depending on the students action instead of lecturer’s mood.
In connection with punishment given to students, the goals to be achieved is not to hurt or to maintain the teacher's honor or vice versa so that the teacher is obeyed by students, but the purpose of punishment is actually is that students who violate feel deterrent and will not repeat again.
The purpose of giving punishment is of two kinds, namely purpose in the short term and long term goals. Goals in the short term is to stop a student's wrong behavior, while aiming inside the long term is to
teach and encourage students to be able to stop yourself the wrong behavior and will never do it again.
According Skinner (1989: 53), There are four important functions of punishment that play a major role in the formation of expected behavior:
a) Restrict behavior, Punishment prevents repetition of unexpected behavior.
b) Educational, to educated the students to be a good behavior
c) Strengthen motivation to avoid unexpected behavior and positive impulse.
d) Controlling, prevent the students to undesirable behavior.
C. Student Motivation Related to Reward and Punishment in Learning 1. Definition of Motivation
Motivation is defined as encouragement or moral support, reasons, goals, and actions. This is identical to the motivator which is interpreted as a motivator, mobilizer, motivator, and advocate and motivator as stated by Moh. Uzer Usman, (2001: 28) argues that motivation is a process for activating motives into actions or behaviors to meet needs and achieve goals, or circumstances and readiness in individuals that encourage their behavior to do something in achieving certain goals. Thus motivation as an effort to respond to every intuition so as to produce an action or behavior. In this case the learning behavior that occurs in situations of teaching and learning interaction in achieving goals and learning
outcomes. According to him, motivation has three characteristics, namely as a result of need; , directed towards a goal; and, sustaining behavior.
Motivation is an independent internal drive possessed by individuals (Ferguson as quoted in Matera, 2010). Motivation refers to the reasons underlying behavior (Lai, 2011). As quoted by Lai (2011), Gredler, Broussard and Garrison generally describe motivation as a trait that moves us to do or not do something. Whatever is the reason or purpose of doing something is motivation. Motivation is only defined as something that moves people to take an action.
According to Eysenck, et al, (2003: 170); formulating motivation as a process that determines the level of activity, intensity, consistency, and general direction of human behavior, is a complex concept and is related to other concepts such as interests, self-concepts, attitudes, and so on.
Students who seem to be unmotivated, but not in things expected by teachers. Maybe students are motivated enough to excel at school, but at the same time there are other forces such as the influence of peers to not excel at school. Whereas according to Sardiman (2004: 75); Motivation as a whole driving force in students that causes learning activities and gives direction to learning activities, so that what you want to achieve can be achieved.
Motivation is a process to activate an action or behavior to meet the needs and achieve goals or circumstances and readiness in the individual that encourages his behavior to do something in achieving certain goals.
The teacher's task is to raise and increase student motivation so that he wants to carry out learning. Motivation can arise from within the individual and can also arise due to outside influences.
Based on the various opinions mentioned above it can be concluded that learning motivation is the teacher's effort in encouraging students to carry out learning activities and take place effectively so that learning objectives are achieved and also motivation is an element that can provide encouragement or desire for someone to be able to do an activity, in this case related to learning activities.
2. Forms of Motivation
According to Rohani (2004: 13) forms of motivation of a teacher is divided into 2 (two), namely:
a. Intrinsic motivation is motivation arising from within the individual himself without coercion of the encouragement of others, but for his own volition. For example, students who learn, because they want to get knowledge and knowledge, values or skills in order to change their behavior. Intrinsic motivations are inherent in the learning situations and meet pupil-needs and purpose. That is why intrinsic motivation can also be said as a form of motivation in which learning activities begin and continue based on impulses from within and are absolutely related to their learning activities.
According to (Sincero,2012) there are many factors that promote intrinsic motivation. Some of these include challenge, curiosity, control, fantasy, competition, cooperation and recognition :
a) Challenge is a factor that means a person is more likely to be motivated if the task involves activities that include continuously intermediate or escalating levels of difficulty towards personally meaningful goals.
b) Curiosity is a force in a person‟s environment that either gets his attention for new knowledge/skills or presents incongruity between his present knowledge/skills and the possible knowledge/skills that the activity may offer.
c) Control is a factor that means it is human nature for a person to want to have some degree of control over his situation. Intrinsic motivation may emerge from a person‟s autonomy in his actions.
d) Fantasy is a factor that is in the form of mental images that stimulate a person to behave to achieve the fantasy. For instance, a student sees himself as a successful engineer after college.
e) Competition is a factor that involves comparison of a person‟s performance with other‟s performance.
f) Cooperation is a factor that involves achieving a sense of satisfaction when a person helps other people towards the fulfilment of their goals.
g) Recognition is a factor that also includes the sense of satisfaction when others appreciate their achievements.
b. Extrinsic motivation is motivation that arises due to influences from outside the individual, such as invitations, orders or coercion from other people so that with such circumstances someone wants to do something. For example, someone learns because they know tomorrow there will be a test in the hope of getting a good grade, so that it will be praised by the teacher, or his friend or it could be, someone is diligently studying to get the gift promised by his parents.
So, the purpose of learning is not to gain knowledge or knowledge, but want to get good grades, praise or gifts from others. He studied for fear of punishment from the teacher or parents. Learning time that is not clear and depends on the surrounding environment can also be an example that someone learns because of extrinsic motivation.
3. Motivation in Language Learning
According to Brewer & Burgess, motivation is a basic and essential part of learning. Gardner considers, believes that with the intention of being motivated, the learner necessitates, requires, and needs to have something to anticipate, foresee, expect and long for, a reason, principle, or rationale having to do with aim or target. And according to Cook, the performance and presentation of a number of learners in the context of second or foreign language learning is improved and superior than others.
The reason is that they are better motivated.
Motivation in language-learning plays a vital role. It is motivation that produces effective second-language communicators by planting in them the seeds of selfconfidence. It also successfully creates learners who continuously engage themselves in learning even after they complete a targeted goal. Deci, Kasser & Ryan said, The relationship between students and schools is an interactive one that can synergize both positive and negative. Students influence the motivation and behavior of schools as schools affect students. But it is important to remember that part of the teaching task is to encourage students who facilitate positive cycles rather than negative cycles (IGAWA, 2014).
D. Perceptions of the Effect of Reward and Punishment Toward Student Motivation in Learning
According to Leavitt in Sobur (2003: 445) defines perception in the strict sense is vision, how does one see things, while in the broadest sense is a view or understanding, that is how someone views or interprets something.
According to Desiderato in Rahmat (2007: 51), perception is the experience of objects, events or relationships obtained by concluding information and interpret messages. So perception is give meaning to sensory stimuli.
Motivation has a strong relationship between gift giving and punishment as Matera (2010) explains that the level of student motivation is influenced by external reinforcement (reward and punishment). In relation to reward and punishment for student motivation, Banko, Cameron, Pierce, and So show that the level of student motivation increases when prizes appear, but Kohn
argues that once prizes are no longer distributed to the same students, their intrinsic motivation to complete the same task decreased and even damaged (Matera, 2010). Reward and punishment really have a relationship with student motivation, and researchers have conducted various studies on this case.
According to Ilegbusi (2013), investigations so far on the issue of gifts and punishment have given controversial results, and some of them have argued positively while others have argued negatively. Proponents of the application of reward and punishment systems believe in the use of gifts and penalties to motivate students is good. Extrinsic real rewards given make students motivated to learn because they will be motivated to work hard (Ilegbusi, 2013). It even occurs for intangible prizes such as Moberly et al.
(2005) propose verbal recognition or praise from the teacher that has the same effect as stickers and candy (real prizes). Ilegbusi (2013) adds evidence from studies where a teacher who uses a warm approach and supports students with warm praise in his class can motivate students to score high, and that even continues when the teacher leaves. He (2009, p.36) also added, "Students who are successful and who therefore obtain satisfaction from motivated learning activities lead to additional learning. Lee Canter's theory of discipline and behavioral management leads teachers to recognize positive behavior and use a hierarchy of discipline. Consequences for inappropriate behavior to positively influence student motivation (Moberly et al., 2005) Punishment itself can positively eliminate wrong responses (behavior or actions) and
accelerate learning as common sense that a person will not continue to do what Punishment (Ilegbusi, 2013) Then, it affects the strengthening of motives (motivation) to study or do student work Punishment has the opposite effect of reward behavior to students such as inappropriate behavior reappears after a temporary sentence is taken off (Matera, 2010). We see that punishment is needed to move (motivate i) students to avoid and not repeat inappropriate behavior. who believe in the positive effects of this problem can count on the explanation above.
It can be assumed that motivation is the main key to achieving success in this world, be it related to work, education or everything else in life.
Motivation related to anything, especially in reading motivation. As students who use English as a foreign language, they should be able to practice reading more both in class and elsewhere with the aim of increasing vocabulary and understanding text. So it also depends on the educator, the teacher, they need to emphasize student achievement in reading.
The type of award applied by the teacher in learning English is praise, respect, prizes, and tokens of appreciation for punishment is physical punishment, punishment with words that are unpleasant, physical punishment with unpleasant stimuli, and punishment in the type of activity that is not pleasant. When the prize is applied correctly, can increase student motivation.
Therefore, students feel happy and happy teacher friendly, so many students who are really happy or enjoy learning English. The result, their score is good. When punishment is applied, it is made by students better and they will
not repeat the same mistakes again and they will also feel the consequences of their actions, so that they will respect themselves. Students respond positively to the application of rewards and penalties at the time shipped correctly.
E. Conceptual Framework
Learning English
Punishment Reward
Students Perception and Effect of Rewards and Punishment
Students Motivation in Learning English
In learning English, rewards and punishment are applied. In this study, researcher wanted to know the perceptions and effects of rewards and punishment towards students motivation in learning English.
33 BAB III
RESEARCH METHOD
A. Research Design
This research used descriptive qualitative. Djam’an Satori (2012:23) said that descriptive research declares and interprets current events, conditions or situations. This research is mainly done when a researcher wants to get a better understanding of the topic.
Researcher who use qualitative research adapt people-center and holistic perspectives to understand human experience, without focusing on certain concepts. The original context of the experience is unique, and rich knowledge and insight can be general in depth to present a vivid picture of the reality of the participant and the social context. These events and circumstances are important for researchers (Holloway 2005: 4).
The implementation of rewards and punishment is still being debate by experts regarding its effect. Some experts argue that rewards and punishments have a positive effect on student motivation such as being more active in learning, and not delaying assignments given by the teacher, while other experts argue that rewards and punishments have a negative impact on
student motivation as students feel teachers are unfair, students not deterr from what has been done, and less motivation to be more active in learning.
After that, the researcher want to see how students at Bantaeng State High School 3 through qualitative research understand the problem of reward and punishment. The use of qualitative research is appropriate for research if researchers want to understand the situation of implementing theory (Cohen, Manion and Morrison, 2007). If the purpose of the research is to explore the phenomenon under study, it is advisable to use qualitative methods ”(Khan, 2014, p.300).
B. Research Subject
The subjects of this study were the first grade students of SMA Negeri 3 Bantaeng, totaling ten out of thirty-three students. The researcher only interviewed ten students because indeed in that class reward and punishment were applied in learning English and also these ten students had a pretty good response and network when conducting telephone interviews, and the reason researchers did not interview all students in the class was because we could also find out what the current condition is especially with students living in the village who still have network difficulties.
C. Research Instrument 1. Observation
Observation is one of the most common data collection techniques in qualitative research methods. Observation is essentially an activity using the senses, being able to see, smell, hear, to obtain the information needed
to answer research problems. Observations were made to find out the correct use of rewards and punishments in that class.
2. Interview
The researcher use interview to know the students perception and effect of rewards and punishment toward their motivation in learning English. The interview guidelines consisted of twenty main questions, which ten questions were about rewards, and ten more questions were about punishment. The researcher also use an audio recording device, namely a cell phone to record the interview process, then the results of the interview will be converted into a transcript.
3. Documentation
Documentation is used to obtain data and information in the form of books, archives, documents, written numbers and pictures in the form of reports and information which can support research. Documentation is used for collecting data. Documentation used in this study is the conversion of the recorded interviews, namely transcript.
D. Procedure of Collecting Data
In this study, the data collection process began with school observations to find out what rewards and punishments were actually applied in learning English and also in this activity the researcher asked student contacts from the teacher to conduct interviews. Then the researcher conducted interviews with the students one by one online, namely via a cellular telephone which was then recorded as data. In the interview, the researcher used a structured
interview in which the instrument had prepared ten questions for rewards and ten questions for punishment. The last, the documentation that is carried out to collect all recorded data is converted into a transcript.
E. Technique of Data Analysis
Analyzing data refers to processing the data that the researcher will collect. This can make it easier for readers to understand the essential meaning and important pieces of data. According to Miles and Huberman in Denzin & Lincoln (1994: 429) in analyzing data, it is necessary to go through several steps, namely data reduction, data presentation, drawing conclusions and verification. This process occurs before data collection, during study design and planning, during data collection as preliminary and preliminary analyzes are carried out, and after data collection as the final product is approached and completed.
1. Data Reduction
Data reduction includes the process of selecting, focusing, simplifying, abstracting, and transforming 'raw' data that appears in written field notes.
Data reduction occurs continuously throughout the life of the project which is qualitatively oriented. This is part of the analysis.
2. Data Display
The second main analysis flow is data display. The screen arranges a collection of information that allows drawing conclusions and taking notes. The most common form of display for qualitative data is narrative text.
3. Verify the conclusion
The last stage of the analysis activity is verification of conclusions. From the start of data collection, qualitative analysis begins to decide what is meant, noting order, patterns, explanations, likelihood of survival, causal flow, and propositions. Final conclusions may not appear until data collection is complete.
38 BAB IV
FINDINGS AND DISCUSSION
This chapter describes the analysis of data collected to answer the researcher's questions in this study. Data collection was carried out by conducting interviews with research participants, namely students. Students 'perceptions about reward and punishment for students' motivation to learn English which are applied in SMA Negeri 3 Bantaeng are described in several findings and discussions.
According to Cascio (2007: 273), the types of reward are praise, symbolic reward, token reward and tangible reward and activity. Several kinds of rewards were found in this study. The kinds of rewards given to students are learning equipment, points, applause, and interesting activities.
Types of punishment according to Herman (1980: 61) are psychological punishment, words and sentences, psychological punishment stimulus and uncomfortable punishment. In this study, researchers found several types of punishment applied in this school. This type of punishment is singing in front of the class, prohibited from attending class or studying, threatening students with words or sentences.
A. Research Findings
In conducting this research the researcher collected data through interview with first grade students of SMA Negeri 3 Bantaeng. Researcher conducted interviews to students through interviews the type of conversation
to create students comfortable and provide information. From the data collected, researchers provides information about students' perceptions of reward and punishment for their motivation in learning English. For further information, the researcher explained in the discussion.
1. The Students Perception of Reward and Punishment Toward Their Motivation in English Learning
a. The Students Perception about Rewards Extract 1
1. Does the teacher often give rewards in teaching English?
If so, why?( Apakah guru dalam mengajar Bahasa Inggris sering memeberikan pujian dan penghargaan?
Jika iya, kenapa?
Answer:
R1: Yes, because I always study well and do my assignments properly (Iya, karena saya selalu belajar dengan baikdan mengerjakan tugas dengan benar) R2: Yes, often as a form of appreciation for student learning. (Iya, sering sebgai bentuk penghargaan untuk belajar siswa.)
R3: Yes, so that students are excited to learn again.
(Iya, agar siswa semangat untuk belajar lagi.)
R4: Yes, to motivate students to study hard. (Iya, untuk memotivasi siswa rajin belajar).
R5: Yes, to increase the enthusiasm of students to go to school and study hard. (Iya, untuk menambah semangat siswa untuk kesekolah dan rajin belajar).
R6: Yes, because the teacher feels happy that there are students who understand the lesson. (Iya, karena guru merasa senang ada siswa yang mengerti pelajarannya).
R7: Yes, because we can do our assignments on time and pass the exam. Iya, kaena kita bisa mengerjakan tugas dengan tepat waktu dan lulus ujian.
In the question above regarding the frequency of the teacher in giving rewards, 7 students in grade one at SMA Negeri 3 Bantaeng said that teachers often gave rewards to increase the enthusiasm of students to go to school and be more active in learning. Students also said that they would be more motivated in learning English if they got a reward.
However, rewards do not need to be given continuously, it is better if reward is given only when students are able to answer quizzes, are on time to participate in learning and complete assignments, behave well and are able to pass the exam. They feel that the rewards given at certain times are more surprising or more special than the rewards that are given every day will seem ordinary and boring.
Extract 2
All students interviewed said that when they were able to learn and do English assignments well, the teacher would give praise and rewards.
There are also students who say that the teacher gives additional value when they are able to learn well, therefore they feel more enthusiastic about learning.
Extract 3
2. What do teachers do when you can study and do good English assignments?(Apa yang guru lakukan ketika kamu bisa belajar dan mengerjakan tugas bahasa inggris dengan baik ?
Answer: Give rewards and praise. (Memberikan pengargaan dan pujian).
3. How would you feel if the teacher gave you rewards? What is your reason?(Bagaimana perasaanmu jika guru memberikan penggargan?) Answer: I Fell happy.(Saya merasa senang.
