THE IMPLEMENTATION OF REWARDS AND PUNISHMENTS TOWARD STUDENTS’ MOTIVATION IN ENGLISH LEARNING.

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Pratiwi Sri Nur Pebriani, 2013

The Implementation of Rewards and Punishments toward Students’ Motivation in English

Learning

“The Implementation of Reward

s and Punishments toward

Students’ Motivation in English Learning”

A Research Paper

Submitted to the English Education Department of FPBS IndonesiaUniversity of Education in Partial Fulfillment of the Requirements for Sarjana Pendidikan

Degree

Pratiwi Sri Nur Pebriani

(0804150)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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Learning

The Implementation of Rewards and Punishments toward

Students’

Motivation in English Learning

Oleh

Pratiwi Sri Nur Pebriani

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh

gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia

Oktober 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

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Learning

PAGE OF APPROVAL

THE IMPLEMENTATION OF REWARDS AND PUNISHMENTS TOWARD

STUDENTS’ MOTIVATION IN ENGLISH LEARNING

Pratiwi Sri Nur Pebriani

0804150

Approved by:

Main Supervisor Co. Supervisor

Prof. Fuad Abdul Hamied, M.A., Ph.D. Lulu Laela Amalia, S.S., M.Pd.

NIP. 195008211974121001 NIP. 197504092007102001

Head of English Education Department Faculty of Language and Arts Education

Indonesia University of Education

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ABSTRACT

This research titled THE IMPLEMENTATION OF REWARDS AND

PUNISHMENTS TOWARD STUDENTS’ MOTIVATION IN ENGLISH

LEARNING is aimed at investigating the kinds of rewards and punishments that the teacher implements in motivating the students, and the students’ response to the implementation of those strategies toward their motivation. The research applies a qualitative study in one junior high school in Bandung. The data are taken from interviews, observations, and questionnaire. This study shows that kinds of rewards implemented by the teacher in English learning are verbal and tangible rewards, whereas for punishments are verbal, action, and penalty punishments. The students respond the implementation of rewards and punishments positively when it is delivered properly. The result shows that when

rewards are applied appropriately, they can enhance students’ motivation. In

addition, the implementation of punishments in proper way can also increase both

students’ discipline and motivation in learning English. This study suggests that

the appropriate application of rewards and punishments can be an alternative way

that enhances students’ motivation.

Key words: Motivation, Rewards, Punishments, Students’ responses

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TABLE OF CONTENT

PAGE OF APPROVAL ……… i

STATEMENT OF AUTHORIZATION ………. ii

PREFACE ………. iii

ACKNOWLEDGEMENT …... iv

ABSTRACT ……….. vi

TABLE OF CONTENT ……… vii

LIST OF FIGURES ……….. xi

LIST OF APPENDICES ……….. xii

CHAPTER I INTRODUCTION ………. 1

1.1. Background ……… 1

1.2. Statement of the Problem ………... 3

1.3. The Aims of the Study ………... 3

1.4. The Scope of the Study ………... 3

1.5. The Significance of the Study ……… 3

1.6. Research Method ………... 4

1.7. Definition of Key Terms ……….... 4

1.8. Organization of the Paper ………... 5

CHAPTER II THEORETICAL FOUNDATION ………. 6

2.1. Motivation ……….. 6

2.1.1. Definition ………... 6

2.1.2. Kinds of Motivation ………... 7

2.1.2.1.Intrinsic Motivation ………... 7

2.1.2.2.Extrinsic Motivation……… 8

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4.1.1.1.Advice/Positive Feedback ……….. 26

4.1.1.2.Appraisal ………... 27

4.1.2. Tangible Rewards ………... 29

4.1.2.1.Applause ………... 29

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4.1.2.3.Stars ………... 31

4.1.2.4.Present ………... 32

4.2. Kinds of Punishments ………... 33

4.2.1. Verbal Punishments ……… 34

4.2.1.1.Scolding ………. 34

4.2.1.2.Warning ………. 35

4.2.1.3.Giving Questions ……… 36

4.2.2. Physical/Action Punishments ………. 37

4.2.2.1.Standing in front of the Class ………. 37

4.2.2.2.Move Students’ Seat……… 38

4.2.2.3.Additional homework ………. 39

4.2.2.4.Excluding from the Class ……… 40

4.2.2.5.Decrease the point ………... 41

4.2.3. Penalty Punishments ………... 42

4.2. Students’ Responses to Rewards……… 42

4.2.1. Verbal Rewards ……….. 43

4.2.1.1.Advice/Positive Feedback ……….. 43

4.2.1.2.Appraisal ………. 44

4.3. Students’ Responses to Punishments………. 50

4.3.1. Verbal Punishments ……… 50

4.3.1.1. Scolding ……….. 50

4.3.1.2. Warning ………... 51

4.3.1.3. Giving Question ……….. 52

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4.3.2.1. Standing in front of the Class ……… 53

4.3.2.2. Move Students’ Seat……… 55

4.3.2.3. Additional homework ……….. 55

4.3.2.4. Excluding from the Class ………. 56

4.3.2.5. Decrease the point ………... 57

4.3.3. Penalty Punishments ……… 57

CHAPTER V CONCLUSIONS AND SUGGESTIONS …………... 60

5.1. Conclusions ……….……… 60

5.1.1. The Kinds of Rewards and Punishments ……… 60

5.1.2. Students’ Responses to Rewards and Punishments ……… 62

5.2. Suggestions ………. 63

References

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The Implementation of Rewards and Punishments toward Students’ Motivation in English Learning

Chapter 1

INTRODUCTION

This chapter consists of the background of the study, the statements of the

problems, the aims, the scope, and the significance of the research, and the

research method in brief. The clarification of terms is also included to avoid some

misunderstandings, and at the end, the structure of the paper is presented.

1.1 Backgrounds

The term “motivation” is frequently used by the teachers to

describe the success or failure of the learners (Dornyei, 2001). It is also

applied for language teachers who teach foreign or second language. Many

aspects can determine the success or the failure in learning the language.

Gardner & Lambert (1960) found two factors that were equally related to

second-language achievement. The first is an intellectual or aptitude

factor, and the second is a motivational factor. Gardner (1985) and

Scarcella & Oxford (1992) as cited in Lucas (2010, p.3) also stated that

“Motivation is an important factor in learning a second and foreign

language“.

Ryan & Deci (2000), who discovered the self-determination

theory, classified the motivation into intrinsic and extrinsic motivation.

The students are motivated intrinsically when they do something because

they are interested in doing it. On the other hand, they are motivated

extrinsically when they do something based on some separable

consequences such as rewards or punishments. Having an intrinsic

motivation, the students are able to keep their interest in learning in a long

term. However, not everyone is intrinsically motivated in any particular

tasks, so that extrinsic motivation has an important role in motivating the

students.

Extrinsic motivation, such as rewards and punishments, may

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1997). However, it also may undermine intrinsic motivation (Deci, et al,

1999). It depends on how the teacher delivers the implementation of

extrinsic motivation. Skinner, as stated in Cameron (2001), who identified

different types of reinforces, explained that positive reinforces (rewards)

are consequences that increase the probability of a given behavior they

made contingent on, whereas negative reinforces (sanctions/punishments)

are consequences that increase the probability of a given behavior by

removing / reducing some negative external stimulus.

During the researcher conducted teaching practicum in one of

interest in learning and had quite low motivation in learning.

In the case of less motivated intrinsically, the students may be

more extrinsically motivated. The researcher tried to give extrinsic

motivation, where rewards and punishments strategies became one of the

alternatives to motivate the students. This is in line with Good & Brophy

(2008) who state that if school activities are inherently boring and

unrewarding, the teacher must rely on extrinsic rewards and punishments

with a view to forcing students to engage in these unpleasant tasks.

The previous research about rewards and punishment method was

conducted in French and Arabic Language learning activities. Therefore,

this research was conducted to find out how rewards and punishments

implemented in English classroom learning activities toward students’

motivation improvement in Junior High School level. This research

focused on what kinds of rewards and punishments that the teacher

implemented and what responses that the students gave to rewards and

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1.2 Statement of the Problems

The problems investigation is focused on the following:

1) What kinds of rewards and punishments does the teacher use in

motivating the students?

2) What are students’ responses toward the implementation of rewards

and punishments strategies?

1.3 The Aims of the Study

According to the research questions mentioned above, the purposes

of this research are focused on the followings:

1) The kinds of rewards and punishments used by the teacher in

motivating the students

2) Students’ responses toward rewards and punishments that were

implemented by the teacher

1.4 The Scope of the Study

The research was conducted in Junior High School level. There

were two foci in this research. The first one is identifying the kinds of

rewards and punishments that were implemented by the teacher in the

classroom learning activities in order to motivate the student. Furthermore,

the second one is finding out the students’ responses through the rewards

and punishments given by the teacher.

1.5 The Significance of the Study

This research is expected to give contributions for teachers of

English in Junior High School in both theoretical and practical side.

Theoretically, this research is conducted to give some suggestions

in rewards and punishments strategies that may be implemented and they

can be used as additional sources for the related research.

Practically, this research will help the teachers in arranging the

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through rewards and punishments strategies. It is expected to give some

inputs in choosing the rewards and punishments, which are appropriate

and effective for the students that lead to increase students’ motivation. It

is especially when the students are less motivated intrinsically.

1.6 Research Method

The research employs a descriptive qualitative research method

that attempts to describe the implementation of rewards and punishments

in improving students’ motivation. The participants of this research were the teacher and the students of a class in one Junior High School. The data

were collected by doing interviews, conducting observations, and

distributing questionnaire with open-ended questions. The data gathered

were transcribed, categorized, and analyzed systematically to answer the

research questions.

Further elaboration on the research method will be discussed in

chapter III.

1.7 Definition of Key Terms

Some terms below are clarified to avoid misunderstanding:

1) Motivation

In this research, motivation refers to combination of effort plus desire

to achieve the goal of learning the language plus favorable attitudes

towards learning the language (Gardner, 1985)

2) Extrinsic Motivation

Extrinsic motivation in this research is a motivation where the students

engage in learning "purely for the sake of attaining a reward or for

avoiding some punishment" (Dev, 1997, p.13).

3) Intrinsic Motivation

Intrinsic motivation in this research is a motivation where the students

engage themselves in learning out of curiosity, interest, or enjoyment,

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4) Reward

Reward in this research is some kinds of incentives that are given to

the students for certain positive behavior as the teacher’s appreciation

(Deci, Koestner, & Ryan, 2000)

5) Punishment

Punishment in this research is consequences that are received for the

reduction of students’ negative behavior to be disciplined (Maag,

2001)

1.8 Organization of the Paper

The paper is organized into five chapters consisting of background

of the research, theoretical foundation, research methodology, findings and

discussion of the research and the last is conclusions. The followings are

explanation in details on each chapter.

Chapter I contains of background of the study, statements of the

problem, the aims of the study, the scope of the study, significance of the

study, clarification of terms, and the organization of the paper.

Chapter II provides the literature review of the research.

Theoretical frameworks that are relevant to the rewards and punishments

strategies and students’ motivation are provided.

Chapter III consists of research methodology, including the

formulation of the problem, research design of the study, site and

participants, data collection, and data analysis.

Chapter IV presents the findings and discussions that described the

data, which has been analyzed.

The last is chapter V that concludes the result of the study and

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Chapter III

RESEARCH METHODOLOGY

This chapter describes the methodology that is applied in the research. It

consists of the formulation of the problem, research design, site, participants, data

collection method, and data analysis.

3.1 Formulation of the Problem

The problems of the research are formulated below:

1) What kinds of rewards and punishments does the teacher use in

motivating the students?

2) What are students’ responses toward the implementation of rewards

and punishments strategies?

3.2 Research Design

The research applied a descriptive qualitative research method that

attempts to describe the implementation of rewards and punishments in

improving students’ motivation. Creswell (2008) stated that this method is suitable for descriptive qualitative research regarding to describe a

phenomenon in depth. By using this method, this research was able to

describe the kinds of rewards and punishments that were implemented in

motivating the students and students’ responses toward the used of the methods could be revealed.

In order to answer the research questions, several instruments were

applied. The instruments that were used are teacher’s and students’

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3.3 Site and Participants 3.3.1 Site

This research was conducted in one Junior High School in

Bandung. The selected class was based on the discussion with the teacher,

where this class consisted of students with various motivations.

3.3.2 Participants

The participants of this research were the teacher and the students

of the class, which consisted of 39 students.

3.4 Data Collection Method

Conducting data collection in qualitative descriptive studies is

typically directed toward discovering the who, what, and where of events

or experiences, or their basic nature and shape (Sandelowski, 2000). It is

also said that the data collection techniques usually include open-ended

individual and/or focus group interviews. Data collection techniques may

also include observations of targeted events, interview, and questionnaire

(Creswell, 2008).

Several instruments were implemented in this research to collect

the data, at which point the instruments selected were confirming to the

experts’ statement above. In order to answer the first research question, the

researcher hold teacher’s interview and conducted classroom observations.

However, open-ended questionnaires were distributed to answer the

second research question, and students’ interview was also conducted for

further information.

The followings are the explanation of each instrument that was

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3.4.1 Interview

a. Teacher’s Interview

One of the instruments applied in collecting the data was interview.

Interview is an appropriate method to get deeper information in

qualitative research (Creswell, 2008). By doing interview, the

researcher can get deeper information that cannot be obtained in the

classroom observation.

The interview was conducted in one-on-one interview where the

researcher asked the questions directly to one interviewee in collecting

the data (Creswell, 2008). In this research, teacher’s interview was

conducted after and before the observation. In the initial interview, the

researcher asked some questions to the teacher focusing on her/his

motivational strategies and students’ response toward them, especially

in rewards and punishments that she might apply.

Other interviews were also conducted after the observation in order

to clarify and to get further explanation based on the data found. Based

on the teacher willingness, the interviews were conducted in using

strategy, especially rewards and punishments, based on their

questionnaire’s answer. The issues were about the kinds of rewards

and punishments they received and their responses on those strategies

towards their motivation. Students’ interview was hold in using first

language due to the limited ability of the students. By using the first

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During the interviews, the researcher included the audiotape

recording as suggested by Creswell (2008) to get more accurate

recording of the conversation. The researcher used second language in

interviewing the teacher and first language in interviewing the

students.

3.4.2 Observation

Another instrument used was classroom observations. Observation

is the process of gathering the information by observing the people and

place of the research objective (Creswell, 2008). In this research, the

researcher conducted classroom observations to find out the real teaching

– learning activities between the students and the teacher, particularly in terms of the implementation of motivation strategy, specifically for kinds

of rewards and punishments that were implemented in the classroom by

the teacher.

The researcher applied some processes in conducting the

observations. Regarding to what Creswell (2008) proposed, that the

researcher could obtain more understanding of the site proposed and

individuals by conducting multiple observations, the researcher

conducted four times observations in order to gain more information. In

the observations, field notes and video recordings were also conducted.

They helped the researcher to recheck the data easily in categorizing the

kinds of rewards and punishments that were implemented by the teacher.

3.4.3 Questionnaire

The third instrument that was applied in this research was

questionnaire. It was used to obtain the information from the students

based on their point of view. The language used in the questionnaire was

their first language, which is Bahasa Indonesia. It was intended to

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Distributed questionnaire was consisted of six open-ended

questions. It was formulated to gain students’ contribution in giving

information about their response to rewards and punishments motivational

strategy that were implemented by the teacher toward their motivation.

3.5 Data Analysis

The data gathered were separated according to each category.

Classroom observations results were analyzed, teacher and students’

interview result were transcribed, and the questionnaire result was

categorized. They were divided into some analysis steps in order to answer

the research questions. Based on Miles & Huberman (1984), there are

three steps in analyzing the data which are reduction, data display, and

conclusion (drawing or verifying).

The following are further explanation of each instrument result.

3.5.1 Interview

In this reserach, there were two interview subjects. The first subject

of the interview was the teacher, and the second one was the students’

interview. The researcher analyzed the interview results separately, which

were elaborated more below.

a. Teacher’s Interview

In analyzing the teacher’s interview result, the researcher

transcribed the recording. It was implemented to discover the kinds of

rewards and punishments that were usually used by the teacher.

The researcher categorized the kinds of rewards and punishments

that were mentioned by the teacher. Furthermore, the interview

transcription was connected to the classroom video observation that

had been analyzed to correlate the teacher’s statement with the real

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The data that had been synchronizing then were displayed in the

form of narrative text where later on would be elaborated to draw a

conclusion.

b. Students’ Interview

Similar to what had been done to the teacher’s interview, students’

interview results were transcribed to be analyzed. Firstly, the students’

responses were categorized into rewards and punishments that were

implemented by the teacher. After that, the interpretation was

displayed then a conclusion was drawn to answer the research

questions.

3.5.2 Observation

The data from the observations that consisted of field notes and

video recordings were analyzed one by one. The researcher analyzed the

video to categorize the teacher’s actions in terms of motivational strategies

applied in the classroom. In the reduction step, the researcher coded the

kinds of rewards and punishments that were found in the video. When

there were some data confusion or the researcher needed more information

about why the teacher did so in the observation’s time, the researcher

conducted post interview. It was implemented to validate the findings.

3.5.3 Questionnaire

The students’ responses in questionnaire were analyzed in two

steps. The first one, it focused on categorizing the kinds of rewards and

punishments that the students mentioned. The second one was finding out

the students’ responses toward the implementation of rewards and

punishments. It concerned on their motivation, whether it was high or low

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After doing the categorization and analysis, a conclusion can be

drawn in order to answer the research question related to students’

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Chapter V

CONCLUSIONS

This chapter presents the conclusions and suggestions of this research. The

conclusions are based on the previous chapter, regarding to the findings and

discussions. Furthermore, the suggestions are included for English teacher and the

future research.

5.1. Conclusions

Based on the research problems proposed in this research, there are

two conclusions for this research. The first one focuses on the kinds of

rewards and punishments that the teacher implements in the classroom to

motivate the students. The second one focuses on students’ responses to

rewards and punishments that are implemented by the teacher. Further

elaboration of the conclusions is presented below.

5.1.1. Rewards and Punishments

There are six kinds of rewards and nine kinds of punishments that

were found during the research.

It is found that each instrument used revealed six kinds of rewards

that appear in the classroom activities. Teacher’s interview and students’

questionnaire result presented the same kinds of rewards; which are

applause, point, advice/positive feedback, stars, and appraisal. Giving

presents appeared as another kind of reward that occurred in observations

but could not be found in the interview and questionnaire result. This

occurs because the teacher rarely used presents as rewarding system for

the students so it was never mentioned in the interview. While for the

students, they did not realize the presence of presents as rewards, since

presents were rarely given. After the researcher confirmed the situation

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activity to implement a present as the reward so she used that kind of

reward.

Rewards that were found are similar with the kinds of rewards that

were proposed by Deci, Koestner, & Ryan (2001). They consist of

tangible and verbal rewards. It is also supported by Brown’s (2001)

statement in the kinds of things that can reward the students. Some of the

external rewards that were used may increase nor decrease the intrinsic

motivation; it depends on how the teacher implements it. The teacher

should use the external rewards in the term of informing rather than

controlling so the students will not rely on the rewards to improve their

motivation in learning.

Whereas for punishments, it was found that based on the interview

result there were seven kinds of punishments that the teacher might

implement in the classroom activities, which are giving question, excluded

from the class, scolding, warning, standing in front of the class,

decreasing students’ point, and moving students’ seat position. According

to the questionnaire, the students felt that there were five kinds of

punishments that were usually implemented by the teacher; they are

scolding, warning, standing up in front of the class, decreasing students’

point, and moving students’ seat position. While the classroom

observations result showed similar numbers of punishments that the

teacher applied in the interview, seven kinds of punishment appeared, out

of excluding from the class and decrease the students’ point; including

penalty and additional homework.

The differences between interview, questionnaire, and classroom

observations result are due to the possibility of the situation in

implementing each kind of punishment and the students’ awareness of the

kinds of punishments that were given. The kinds of punishments that were

implemented by the teacher are in line with Keh (2012). They belong to

verbal, action, and penalty punishments. Munn & Mellor (2001) also

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activities. The teacher’s intentions by implementing the punishment are to motivate the students to be better, to make them discipline, and to reduce

their negative behavior.

5.1.2. Students’ Responses to Rewards and Punishments

Referring to the second conclusion, kinds of rewards and

punishments that were implemented by the teacher acquired variety

responses from the students. Toward rewards strategies that were

implemented, the most positive responses appear for points participation

and presents/prizes, almost three quarter of the students were highly

motivated by getting points or prizes as their reward. Some of the students

were slightly unmotivated when the teacher used applause and appraisal

system, especially when it was implemented too often. For

and explain their reason in English when they came late. It also happened for giving extra homework, asking questions, and moving students’ seat. While for scolding, the students felt unmotivated after they received it,

their desire in learning English decreased afterwards.

In conclusion, the students were basically motivated to learn

English by the implementation of rewards and punishments strategies. In

this research, each type of rewards and punishments gives different effect

towards the students’ motivation. It can be both highly or slightly

motivated. The teacher’s role in implementing these strategies is

important, she/he should pay more attention in selecting the appropriate

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5.2. Suggestions

Based on the previous findings and discussions, there are several

suggestions for English teachers and further research, related to this

research.

Concerning this research, rewards and punishments could be an

alternative way to motivate the students in English classroom learning.

The teacher can apply the kinds of rewards and punishments strategies

based on this research. The combination of the strategies above with

several other aspects such as paying attention to the language used when

the teacher gives advice/feedback, warning, or scolding, as well as

selecting an appropriate situation in implementing the rewards, will lead

well towards their motivation.

Giving points or penalties may become choices to motivate the

students, especially for their speaking skill since the research showed that

many students felt motivated to speak English more when those strategies

were implemented.

Meanwhile, this research also suggests that the further research

might analyze the implementation of rewards and punishments toward

each skill of English learning; speaking, writing, reading and listening.

The application of rewards and punishments strategies will be more

effective later on by having deeper analysis focusing on each skill. The

students’ responses will also be more specific in each kind of rewards and

punishments that they receive. It is expected to know further about each

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The Implementation of Rewards and Punishments toward Students’ Motivation in English Learning

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