Sri Marmoah1) Atik Aprilyanti2) Batanghari University, Jambi [email protected], [email protected]
Abstract. Students get motivation from parent and teacher. In the world of education, teacher is a key to motivate students because students spend more time in school.Teacher needs reinforcement skill to motivate them. One approach to acquiring this information is to improve our understanding of what the students themselves perceive toward teacher’s reinforcement. The purpose of this research was to analyze the perception of teacher’s reinforcement in teaching English. The research design is descriptive qualitative research. The data were collected through observation, interview, and documentation. Based on the observation result the English teacher does variation component of reinforcement, except token reinforcement. Based on the interview result, the English teacher does the reinforcement skills in the classroom as well as possible. Student’s perception that teachers reinforcement has positive effect. Finally, student’s perception toward teacher’s reinforcement is positive perception because students feel positive effect based on goal of reinforcement.
Key Words: Reinforcement, Perception, Teaching English.
I. INTRODUCTION
Motivation is complex power, encouragement, strength need, and maintain the desired activity to achieve personal (Hoyt & Miskel in Abdul Rahman Shaleh.
2009:184). Students get motivation from parent and teacher.
In the world of education, teacher is a key to motivate students because students spend more time in school.
Teachers need reinforcement skill to motivate them. In reinforcement, teachers give compliment such as teachers say good, excellent, or to give reward such as tropi, pens or something can make student enjoy learning. The technique of reinforcement is teachers use variation reinforcement such as teachers use verbal (good, excellent), raise thumb, patting student’s shoulder, etc. Purpose of reinforcement is to increase students’ motivation and increase students’
attention to learning process. Reinforcement is very imfortant to create condusive class, students get optimal process learning and control behaviour students.
Teacher’s reinforcement has an effect for the students.
The perceived of students are different from the other students. Students look, feel, and hear what is teacher’s reinforcement is then the students interpret and give the sense. This is called perception. Perception is process individual to give sense about environment or around him (Makmun, 2013:62). Students perceive how teachers give reinforcement on them. Each student has different perception that is influenced by internal factor such as physiological, attention, interest etc and external factor such as motion, power of stimulus. The process of perception is stimulus received through the organs senses (sight, hear, touch) which is then interpreted, that individuals understand and perceive the stimulus that he receives. That mean, student has different perception to other student. Based on this case researcher wants to know how is student’s perception of teacher’s reinforcement at the tenth grade of SMA 03 Kota Jambi.
II. DISCUSSION
Based on the observation and the interview result the researcher found how student’s perception at the tenth grade students of SMA N 03 Kota Jambi. It will be describe below:
Based on the observation in five meetings that English teacher rarely provides reinforcement before lesson start. Teacher provides reinforcement, such as verbal reinforcement, proximity, activity reinforcement and gestural reinforcement before study start. Teacher never does contact and token reinforcement before lesson start. Teacher always provides reinforcement during the learning process.
The teacher rarely used activity, proximity reinforcemet at the end of the lesson. Teacher never did verbal, gestural, contact and token reinforcement at the end of the lesson.
Based on the observation that teacher uses verbal, gestural, proximity, activity and contact reinforcement.
Teacher uses verbal, gestural and activity reinforcement at the end of the lesson. Teacher does not token reinforcement before lesson start, process or the end of the lesson.
Teacher seldom uses word verbal reinforcement before the lesson start. Teacher always uses the word verbal reinforcement in the process learning. Teacher uses word verbal reinforcement such as good, very good, right. Teacher never uses the word verbal reinforcement at the end of the lesson Teacher usually says “very good” to praise the student. Teacher sometime says " right" to praise the student. Teacher rarely says "thankyou" when praising the student such as when students finish to take the rubbish in the class and teacher compliment about the class is clean.
Teacher praises students with word verbal reinforcement when the student can answer correctly teacher’s question.
Teacher never uses the sentence verbal reinforcement at the end of the lesson. Teacher never uses the sentence verbal reinforcement before lesson start. Teacher rarely uses sentence verbal reinforcement on while activity in the learning process. Teacher says “you are right” and “that's
good” to praise the students. Teacher says sentence verbal reinforcement when students can answer correctly. Teacher never uses sentence verbal reinforcement by the end of the lesson. Teacher says sentence with smiled and rise thumb.
Teacher does not say name of student when the teacher said word or sentence verbal reinforcement to prised the student.
Teacher does individually compliment. Teacher immediately provides reinforcement when the student can answer correctly.
According to Uzer Usman (2013:83) said that reinforcement should be obvious to anyone who indicated because otherwise it would be less effective reinforcement.
Therefore, teachers must first mention the name of the student and then looked at his face and then the teacher gives reinforcement
Teacher sometimes uses gestural reinforcement at the beginning of the lesson. Teacher always uses gestural reinforcement on while activity in the learning process.
Teacher uses gestural reinforcement such as smile, thumb rise and gave applause. Teacher always give smile when compliments the students or ask students to answer questions. Teacher often gives applause the students and rarely gives rise thumb. Teacher never does gestural reinforcement at the end of the lesson. Teacher uses gestural reinforcement accompanied by verbal reinforcement. The teacher gives smile instantly to students who can answer teacher’s question. Teacher gives rise thumb to individually.
Teacher gives applause then followed by other students.
Teacher sometime gives smile then said good or very good then rises thumb then gives applause.
Teacher always uses proximity reinforcement.
Teacher often walks to close students before the study start.
Teacher always walks to close the student in the learning process and sometimes the teacher walks to close the student at the end of lesson. Teacher walks to close student when students want to ask the teacher, the teacher asks the students, teacher listens the student’s answer, teacher looks at and examines student’s work. Teacher provides proximity reinforcement, such as walks close to the student. The teacher walks to close the student individually and sometimes in group. Teacher walks close to the student when the teacher asks student so that students were more focused to listen the teacher's questions. The teacher walks to close to the student when the student asked to teacher because sometime that class was noisy. Teacher walks to close the student with smiled.
Based on the observation in five meetings that teacher never gives activity reinforcement before the lesson start.
Teacher often gives game during the learning process and often at the end of the lesson. Teacher uses activity reinforcement such as guessing and magic trick. Teacher asks a student show to magic trick in front of class when student finish learn in the class. Magic gives students are happy. So, that the learning process becomes very enjoyable.
The teacher asks to play magic at the second meeting on Friday, the first and second hour. Teacher also gives guessing at the end of the lesson. Teacher asks student to answer teacher’s guessing. Student feel enjoy because students try to answer it. In a meeting teacher has two variation of game.
Based on observations during five meetings that teacher never uses contact reinforcement such as teacher pats student’s shoulder before the lesson start. Teacher often pats student’s shoulder in the learning process. Teacher never pats student’s shoulder at the end lesson. Teacher pats student’s shoulder when student make noisy in the class and rarely pats student’s shoulder for compliment. Students immediately stop fussing and focus back to the teacher.
Teacher rarely praises the student by saying good or very good with accompanying pats student’s shoulder.
Based on observations during five meetings teacher never gives token reinforcement to students who can answer the teacher's questions correctly at the start before learning, during the learning process or at the end of the lesson.
Based on the observation in the pre, while and post activity it shows that teacher’s reinforcement in teaching English at the tenth grade of SMA N 03 Jambi was good.
Teacher always gives verbal reinforcement. Teacher also uses gestural reinforcement, such as a smile, rise thumb and gives applause. Teacher also sometimes uses the contact reinforcement praise students who are accompanied by verbal reinforcement. But, the teacher always uses the contact reinforcement for negative behavior such students make noisy in the class. Teacher always uses proximity reinforcement when the students wants to ask, examines students’ work , when the teacher wants to ask and when teacher listens to the student’s answer.
According to Buchari Alma, (2012:41 said that there are six component in reinforcement :
1. Verbal reinforcement.
Example of verbal reinforcement. Words verbal:
teacher says good, very good. Sentences verbal: teacher says that's a good or you are right.
2. Gestural reinforcement.
Gestural reinforcement is shown through facial or other limbs. Such as smile, teacher gives applause, and rises thumb.
3. Proximity reinforcement such as teacher walks to close the student.
4. Contact reinforcement, example teacher pats student’s shoulder
5. Reinforcement activity, example: teacher does the game or fun activity for students.
6. Token reinforcement.
Based on the explanation above the researcher analyzes that teacher uses verbal, gestural, proximity, activity, and contact reinforcement. Teacher uses five components reinforcement but, based on Buchari Alma component reinforcement has six. Teacher does use token reinforcement. Teacher reinforcement is a good because teacher has uses five components reinforcement to students, teacher also provides students immediate reinforcement.
Teacher also gives reinforcement soon when the student does good behaviour.
Based on the observation the researcher concludes that result in the reinforcement English teacher does the verbal reinforcement component relate to the teacher praised such as the word "good" or "very good" with a smile and a pats student’s shoulder and gives applause.Teacher also uses a reinforcement component guessing game to the students.
That means teacher does variation component such as
verbal, gestural, proximity reinforcement, contact, activity and teacher does not token reinforcement.
Based on the result of the interview of the student at X.4 Science the tenth grade of SMA N 03 Kota Jambi that clearly show us that teacher uses word verbal reinforcement.
Teacher always says “good” to praise students when students can answer questions correctly. Teacher ussually says “very
good”. Teacher sometime says “very
nice”,”right”and“thankyou”. Students say that the teacher praises the students as verbal reinforcement when answering questions correctly. Students argue that when a teacher praises the students with verbal reinforcement word.
Students become excite because they feel successful, student feel active to answer question. Students to follow English lessons. Students proud about the teacher’s compliment.
Students get spirit and motivate to study, students assume the teacher is someone who has a good personal. But, unlike F9 who said "I am Happy and I proud" and researcher asked
"why?. Informant just said "Nothing". She feel happy and proud without any definite reason. The researcher concludes that the students’ perception toward teacher’s word reinforcement is positive perception because the students feel effect for them. Such as students get motivation and spirit to answer and study lesson, student get positive thinking about their teacher and their ability. But, F9 just feel happy and usually maybe F9 not focus or maybe her condition is not fit.
Teacher rarely uses sentences verbal reinforcement to praise the students, the students says that the teacher praises the sentence "clap your hand to your friend", "you are right",
"that's right", "you are smart. Students say that when a teacher praises that sentence, the students are happy with the answer. Students also feel to have a good communication with the teacher has good personal. Students get motivation and spirit to learn. But, unlike F4, F6, F7, F8, F9 and F12 which say that teacher never praises the sentence but, only words verbal. The researcher conludes the students’
perception toward teacher’s sentence verbal reinforcement is positive perception because the part of student feel positive effect for them. Sucha (Sc) as student get motivation to study English, student has positive thinking because they close to their teacher, teacher has a good personal and a good communication.
Based on the interview show that teacher uses gestural reinforcement such as expressions and body movements when praising students. Teacher uses gestural reinforcement such as smile, gives applause and rise thumb.
Students find when look at teacher’s the expressions and body movements. Students feel happy and proud because the answer is appreciated, students get motivation to learn and answer questions from the teacher, students were able and to felt smart to other friends, students feel that the teacher has good personal, students feel be diligent answer questions, students feel comfortable in the learning process, the students want to answer the question again, students feel that the teacher is someone who is fun and easy going.
Student feel that they close to teacher, students feel enjoy it, the students attempts to answer the teacher's questions quickly. Teacher gives expressions and body movements such as clapping and rise thumb when students can answer the questions correctly. The researcher concludes that
students’ perception toward teacher’s gestural reinforcement is positive perception because students have positive effect for their selves. Such as student get motivation to study and answer question, student has positive thinking about their teacher and their ability, student has initiative to answer quickly than his friend.
Based on interview shows, teacher provides proximity reinforcement such as teacher walks to close the student, teacher ever walks to close the students when students to ask, teacher listens to students' answers, teacher asks the students, students sleep in class, the teacher checks the work or task of student, student is sick. Teacher walks to close to the student when the teacher explains the lesson. F1 says he is nervous when teacher look at his work in the class, F8 says nerveous when teacher asks her to forward in front of the class. F3 and F12 say nerveous when teacher asks him, F11 says when teacher walks to close student who ask teacher is not polite because students should walk to close teacher. F7 says what the teacher does is ussuall and not effect when teacher walks to close student for asking.
Teacher asks students to come forward class. Teacher walks close to the student when teacher wants to check homework and assignments. Students feel nervous and uncomfortable when the teacher approaches the student’s noisy and then they control their self. Students become active within in the class. Students feel happy and proud because they can answer it. Students are happy when teacher listen to the answer question. Students feel ignored by teachers when students are ill in the class. Student nervous when teacher walks to close sudent when ask the students. Students pay attention to the teacher when the teacher explains leasson.
Students do complete homework at home. The researcher conludes that the students’ perception toward teacher’s proximity reinforcement is positive perception because average for them says it has positive effect for them such as students get motivation to learn, student can control themselves, students pay attention to teacher, student has positive thinking for them. May be, F1, F8, F3, F12 that they nerveous because they scare about their answer is false.
Based on interviews that teacher uses activity reinforcement such as guessing and magic trick. Teacher does game when conditions are students bored, sleepy, and tired because after SMA N 03 performing arts activities.
Teacher invites to play the game at the beginning and end of lessons or when the teacher comes late. Students are happy because learning is fun, not tired, not sleepy. Students become spirit and motivate to learn English subject. Students easy to memorize the vocab. F9 says that she is happy to play the game but there is no effect on the game because she does not understand about the game was provided by the teacher. The researcher concludes that the students’
perception toward teacher’s activity reinforcement was positive perception because students got motivation, students easy to learn English lesson. Except, F9 does not feel effect because she does not understand about game.
Based on interviews that teacher uses contact reinforcement. Teacher rarely pats student’s shoulder. The teacher pats the student’s shoulder when the student noisy in class, teacher praises students who can answer questions correctly, students sleep in class and teacher want to asked them. Student feel shy when teacher patted their soulder
when they are noisy in the class. Students focuse again to teacher’s lesson. F5 informant says " nervous and scare about teacher’s question so, we should focus on the teacher's questions ". F6 said that he feel close to the teacher. F7, F8, F9, F10 says that teacher never pats their shoulder as praise or reprimand. So,the students’ perception toward teacher’s contact reinforcement is good because average of students said it has effect for them. Such as student can control themselves when they are noisy in the class. Teacher sometime used contact reinforcement for not good behaviour of students and rarely to prises students.
Based on interviews shows that teacher does not use toke reinforcement. Students say that teacher never gives token reinforcement. However, F3 says that once that the teacher gave him candy when he can answer questions. F5 says just once teacher gave candy to him.
According to Buchari Alma (2012:40), the goal of reinforcement is to increase the students 'attention to the teacher, to facilitate the learning process, or raise students' motivation, self control in learning, directing students to a way of thinking that is a good or a private initiative.
Based on the explanation above the researcher analyzes that the English teacher already does variation reinforcement because teacher’s reinforcement has effect to student learning in process. Students’ perception toward Teacher’s reinforcement is positive perception. Effect reinforcement is students become motivate to learn, students can lead to better ways of thinking, lead to behavior learning of verbal sentence produktive. Effect of reinforcement is directing students thinking positive. Effect of gestural reinforcement is directing students good way, motivating students, facilitate student learning, increase students' attention, the student has a personal initiative. Effect of proximity reinforcement is improving students' attention, cause productive learning behavior. Effect of reinforcement activity is to facilitate the process of learning, stimulating students, creating learning behavior produktive. Effect of contact reinforcement is to control disruptive behavior.
There is not effect for token reinforcement to students because teacher does not token reinforcement.
Based on the interview result the researcher concludes the students’ perception toward teacher's reinforcement are positive perception. Because, students feel positive effect.
Teacher can make student feel easy to learn, enjoy, motivate to learn and controled of students’ behaviour. Teacher has arrangement level what component reinforcement teacher is used in the class. First, teacher used verbal reinforcement such as word reinforcement.Teacher said good, very good, right. Second, teacher uses proximity reinforcement such as teacher walked close students. Third, teacher uses gestural reinforcement such as smile, rise thumb and give applause to students. Fourth, teacher uses contact reinforcement, such as patting student’s shoulder. Teacher patted student’s shoulder just for male. Fifth, teacher used activity reinforcement, such as game guessing or asked student showed magic trick.
Sixth, teacher never uses token reinforcement.
Based on the interview result, the researcher concludes that students also feel another effect. F1 feel nervouse when teacher walks close to examine his working or assigment. F5 feel nervous and scare when teacher walks close to ask her because she feel something wrong with her.
F11 feel shock when teacher pats his shoulder so, he does not concentrate about what the teacher’s question and he felt that is not polite when teacher walked close to him for listen his question. Because, that should student walked close teacher when student asks teacher.
III. CONCLUSION AND SUGGESTION After the discussion, we can conclude that students’
perception toward teacher reinforcement at the tenth grade students of SMA 03 Kota Jambi is positive perception because the student feel good effect toward teacher’s reinforcement. Teacher does variation reinforcement.
Teacher uses verbal, gestural reinforcement, proximity reinforcement, activity reinforcement and contact reinforcement. Teacher does not token reinforcement.
Student feel get motivation to study, student can control behaviour, student feel easy to learning English , student has positive or student give attention to teacher in the learning process. Teacher uses principles of reinforcement such as variation, teacher gives reinforcement directly.
After analyzing the data and making the conclusion, the researcher provides suggestions in how the reinforcement at the tenth grade students of SMA N 03 Kota Jambi.
IV. SUGGESTIONS
To be more effective in his/her teaching, it is suggested that a teacher should: Firstly, the teacher should has a wide knowldge about the reinforcement and it can be implemented in process learning. Secondly, teacher should have the ability relate to creating and maintaining of optimal condition for learning process. Thirdly, hopefully the teacher shouldn’t forget to run variation reinforcement, should use principle of reinforcement. Fourth, the teacher should run his role as a teacher to support student’s motivation and he should have a good relationship with their students. Finally, another researcher should research about condition of student in learning.
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