AN ANALYSIS OF REINFORCEMENT STRATEGY USED BY ENGLISH TEACHERS AT SMPN 35 PADANG
IN THE ACADEMIC YEAR OF 2015 / 2016
Hendra Kunia
Pendidikan Bahasa Inggris, STKIP PGRI SUMATERA BARAT, Hendrakurnia804@gmail.com Pembimbing 1 : Melvina, M.Ed Dan Pembimbing 2 : Dona Alicia, M.Pd
Abstrak
Penelitian ini bertujuan untuk mengetahui reinforcement strategy yang digunakan dan diimplementasikan bagi guru didalam kelas. Dengan penelitian ini peneliti menemukan informasi mengenai reinforcement strategy yang digunakan dan bagaimana guru-guru mengimplementasikannya dalam mengelola kelas. Penelitian ini adalah penelitian deskriptif dan data diperoleh dari beberapa guru bahasa Inggris yang menggunakan reinforcement strategy. Jumlah guru yang diteliti berjumlah 3 orang di SMPN 35 Padang. Ketika melakukan pengamatan dengan menggunakan observasi catatan lapangan peneliti melihat semua aktivitas guru dan menceklis sesuai dengan indikator dari reinforcement strategy yang terbagi atas positive reinforcement strategy seperti reward yang terdiri dari prize, gift, motivation dan negative reinforcement strategy seperti punishment terdiri dari warning,dan discipline
Key Word : Reinforcement Strategy , English Teachers’
I. INTRODUCTION
The classroom management requires common sense, consistency, an often undervalued teacher behavior, a sense of fairness, and courage. These skills also require for teachers to understand the psychological and developmental levels of their students.
The students’ behavior and students’
attitude in learning process affect the ability of students’ to receive material in the learning process in the classroom which is conveyed by the teacher. Sometimes students have fun with activities such as playing with his or her friends when the teacher explains learning materials, but when the teacher gives a test or some questions to the students, they can not answer the questions.
Based on interview with an English teacher in junior high 35 Padang in Seberang Palinggam on Monday, May 19th, 2015 at 10:
15 am, they told to the researcher that there are many problems in the learning process.
For example, when the teacher asks
students, the students tend to be silent.
Then, when the teacher asks a question related to the material, the students replay the unrelated with the answer to the teacher’s questions. When the teacher gives directions in lessons, there are only a few of students follow the instructions.
Thus, researcher concluded that teachers have an important role in the learning process in the classroom management. If the problem above occurs, the learning process will not run well. For this case, the teacher should pay attention to the language and strategy because the strategy used by teacher can affect the motivation of the students. On the other hand, strategies that would analyzed in this research is the reinforcement strategy. Because it is very important to apply reinforcement in the learning process. Without the right strategies, it will be difficult to increase the motivation of the students in the learning process.
II. REINFORCEMENT
a. Definiton of Reinforcement
Reinforcement strategy is strategy used by some English teachers in teaching learning process. According to Russell and Norvig (2003:141) Reinforcement strategy is learning what to do how to map situations to actions so as to maximize a numerical reward signal. The learner does not tell which
actions to take, as in most forms of learning, but instead must discover which actions yield the most reward by trying them. Reinforcement strategy can see as somewhere between supervised and unsupervised learning. The learning system receives a feedback for its actions, but it does not provide with examples to learn from. it is the most general of the three cases, because it does not rely on a teacher but learns, as the name says, on the basis of received reinforcement.
According Prince ( 2013:84 ) Positive, and negative reinforcement occurs when a certain stimulus (usually an aversive stimulus) is removed after exhibition a particular behavior. The likelihood of the particular behavior occurring again in the future is increased because of removing/avoiding the negative consequence. Negative reinforcement should not be thought of as a punishment procedure. With negative reinforcement, you can increas a behavior, whereas with punishment, you are decreas a behavior. For example, reward in the learning process, teacher say to students who can answer the question, and teacher give a response, "you are very good, Yes right, it’s nice". As well as provide a punishment that could be a warning, discipline, and asking questions. For example, the teacher say "hello class can you listen me ?, are you here ?, Hello enough, please be quite". According to the type of reinforcement strategy can be applied by the teacher in the learning process.
Based on some of the experts can be concluded that there are two types of reinforcement, there is a positive reinforcement, and negative reinforcement. Both of these types have the same functional to increase the motivation of students in the learning process
b. Types Of Reinforcement
Reinforcement is used to help increase the probability that a specific behavior will occur in the future by deliver a stimulus immediately after response from behavior. There are
a. Positive Reinforcement in the classroom management like reward, that is reward given by the teacher such as, prize, gift, Motivation.
b. Negative Reinforcement in the classroom management like Punishment that given by teacher such as, warning and discipiline.
III. METHODOLOGY
In this research, the researcher conducted descriptive research. According to Gay and Airisian ( 2000 : 275), descriptive research is a method to describe and answer question about
particular localized occurences or context and perspective of a participant, group toward even beliefs and practice.
Researcher wanted to describe reinforcement strategy of English teacher at Junior High School 35 Padang and how the teacher implemented the reinforcement strategy in teaching learning process.
In this situation, researcher involved some English teachers at SMPN 35 Padang as resources of valuable data in this research. SMPN 35 Padang was located far from the center of Padang, in the Seberang Palinggam. At this school, there were three English teachers. Seventh grade is handled by a teacher of the seven classes, eighth grade is handled by a teacher from eight classes, and ninth grade is handled by a teacher of the seven classes. Researcher was interested in doing research in the school, because the teachers here applied reinforcement strategy in the learning process, and the researcher only described the teachers who implemented the reinforcement strategy. Thus, the participants of this research were some English teachers who is appropriate with the purpose of this research.
In this research, researcher used fieldnote, video record and interview as the instrument to collect the data. Firstly, researcher used observation as the instrument. Gay and Airaisan ( 2000 : 294) stated that observation can take many forms in descriptive research, depending on the involvement of the observer.
During observation, the researcher used video record. In order to record all activities which happened in classroom.
Secondly, the researcher found and got the data by distributing the interview questions to the participants and then asked the questions to them orally. Gay and Airisian ( 2000:280 ) stated that interview is a question draw up in writing form about anything that relate to the research. In this research, it is given to the teacher. It purposes to get data about the reinforcement strategy that is used by the teacher.
In collecting data, researcher did some activities, first, the researcher came to school, the researcher did the research.
Second, the researcher asked the permition to the administrator of school to do the research with English teacher at that
school and ask about the schedule of the teacher. Third, the researcher observed all of activities that related to reinforcement strategy which happened during process of teaching in classroom. Fourth, the researcher collected the data by asking or interviewing the teacher. The interview was same with indicators of observation that researcher take.
After researcher got the data in data collection, researcher did several procedures to analyze the data. Gay and Airisian ( 2000:239 ) explain that the procedures for analyzing the data consist of reading / memoing, describing, for classifying and interpreting. First, reading memoing ; in this process researcher focused on analyzing and reading the data about reinforcement strategy that English teacher used and implemented in the classroom. Second, describing ; in this step, researcher described and comprehended the data where the data came to usage and implementation of reinforcement strategy. Third, classifying ; for this step, researcher classifyed the data by categorizing and coding the data from the reinforcement strategy that teacher used and implemented the reinforcement strategy itself. In classifying the data, researcher used formula to maked researcher synthesize the data that have classified in classifying steps to found result of the data.
IV. FINDINGS AND DISCUSSION 1. Findings
The researcher found the results after conducting the researcher and analyzing the data. That is about how is students’ comprehension on correlative conjunction in sentences.
these were as follow:
Based on the description above, the data finding of this research was found that the English teachers implemented the positive and negative reinforcement in managing students during the teaching and learning strategy in order to motivate and achieve the students of SMPN 35 Padang. The researcher found that all of the teachers implemented reinforcement strategy : Positive and negative reinforcement.
In implementing the positive reinforcement, there are someways
done and implemented by the teacher, such as : the teachers used wise words to reward the students who could answer the teacher’s question correctly, the teachers gave opportunity to the students to request questions if they did not understand the lesson. The teachers gave best score for the students who could answer the teachers’ questions or active in the class. One of the teacher approached the students to ask to pay attention to her.
Furthermore, in implementing the negative reinforcement, all of the teachers gave punishment and warn the students who broke the rule or who didn’t pay attention to the teachers. The teachers also warn the students to clean the room before studying and put the rubbish into the dustbin. The teacher often asked the students to stop making noise and invited them to study seriously. At the end of the lesson, the teacher asked the students’ to discuss the material or did the assignment in order to make them understand the material of the lesson.
In other hand, none of the teacher gave a gift to the students as a reward because the teachers thought that it would spend a lot of money and would create jealously among the students. Thus, it can be said that the English teachers at SMPN 35 Padang implement the positive and negative reinforcement strategy during the teaching and learning process
2. Discussion
Based on the problems that happened in SMPN 35 Padang and the data description, the researcher interpreted that the theory of reinforcement strategy has been done by English teachers in this school.
They have known the theory and applied it during the teaching and learning process.
Based on the Russel (2003:141) there are two kinds of reinforcement strategy, such as, positive and negative reinforcement strategy. This strategy can be done by the teacher to help them in increasing students’
motivation and interest in teaching and learning process. It is a helpfull fool to change students’ behaviour.
By applying this strategy the researcher found that the three participants in this research applied this strategy during the teaching and learning process.
Based on the data description, the students looked motivated and interested in learning English. As a result, the teachers could help students to study seriously and happily and they could reach their goal of the lesson and they could study activity in the class. They were more discipline and paid attention to the teacher well.
V. CONCLUSION
As a result, the reseracher found that the teachers implemented reinforcement strategy in the process of teaching and learning English. They are how do the teacher implement observation of reinforcement startegy of English subject, and how do the teachers implement reinforcement strategy in teaching English at SMPN 35 Padang. Then to answer them, the researcher used two instruments ; observation ( field note and video record ), and interview to find the data. At this point, the researcher
recorded the teachers to get the data which were gotten from informant by using video recorder. In addition, the informants of this research were three English teachers of SMPN 35 Padang.
After the researcher got the data from the informants, the researcher will analyzed the data by using five steps of analyzing the data; data managing, reading memoing,clasifying, describing, and interpreting. As a result, the reseracher found that the teachers implemented reinforcement strategy in the process of teaching and learning English.
Then, from the data finding above, the reseracher concluded that the teachers implemented reinforcement strategy in teaching learning process. The teachers implemented two types of reinforcement strategy in English subject : positive reinforcement, and negative reinforcement. However, the teacher had the same types in assessing the students but the implementation was different each others. It depended on their own ways in implementing the types of reinforcement strategy in teaching English . Beside, the aim of this research is to improve instuctional method and provided students feedback.
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