In this case the researcher tries to study about An analysis of giving reward and punishment as extrinsic motivation in reading skills for eighth grade students in junior high school PGRI 1 Batanghari East Lampung. Then, Minimum Mastery Criteria (MQC) in eighth grade at PGRI Junior High School 1 Batanghari East Lampung.
Problem Identification
Of the problems, the researcher would like to know whether the application of reward and suffocation as extrinsic motivation in reading ability. Therefore, the researcher is interested in conducting the research titled "An Analysis of Giving Reward and Punishment as Extrinsic Motivation in Reading Skills in Eighth Grade Junior High School PGRI 1 Batanghari East Lampung.
Problem Limitation
Problem Formulation
Objectives and Benefits of the Study
The researcher expects that the result of the study can be used to increase the quality of teaching and learning, especially in the English subject at PGRI 1 Batanghari East Lampung Junior High School.
Prior Research
Technique Reading comprehension
The activities can help teachers and students with many classroom subjects, such as English. A reading technique used in the classroom should be chosen based on the students.
Teaching Reading comprehension
There must be commitment from both the teacher and the students in the class discussing a passage. In the process of teaching and learning teaching in the classroom, the teacher can ask the students to read orally.
- Kinds of Motivation
- Exstrinsic Motivation
- Rewards and Punishments
- The Implementation of Rewards and Punishments
With intrinsically motivated behaviors, the rewards are intrinsic, eg, the joy of performing a particular activity or satisfying one's curiosity.20. Reading comprehension is one of the most essential skills that must be developed and cultivated in a child at home and at school, because it is the main factor for success in academic life. According to a theoretical perspective, reading comprehension is an interactive process of extracting meanings from a text.
It is composed of a set of cognitive activities such as "understanding words, guessing the meaning, goal-directed response and integration." There are various components that influence students' reading comprehension. Researchers showed that the impact of technology using Web Quests improved student motivation and reading comprehension. This analyzes the students' an analysis of giving reward and punishment as extrinsic motivation in reading comprehension The eight classes from the junior high school PGRI Batanghari 1 East Lampung.‖.
Data Source
According to Nunan, a case study is an empiricist who investigates a present phenomenon in its real-life context; when the boundaries between phenomenon and context are not clearly visible; and in which several sources of evidence are used.30 It means that the researcher investigated a problem in which a source was used as evidence. According to Cresswell, a case study is an in-depth study of a limited system (eg, activity, event, process, or individuals) based on extensive data collection. In this research, the writer would conduct an in-depth study to analyze the students.
Then the author would make an interpretation from the data that would have been collected. Meanwhile, the results of the primary source of this research are the students' reading product. The secondary source of this research is everything related to this study that can support this research such as students eight grade Junior High School PGRI 1, books, articles, journals and some relevant documents from the English teacher.
Data Collection Technique
Writers will directly observe a participant reading a narrative text using conjunction at PGRI 1 Batanghari Junior High School.
Data Analysis Technique
In this step, the writer had observed the activity and situation using format observation. Data collection is the step when the researcher will collect the data from observation and documentation to complete the research. Data reduction means that the researcher will summarize, select the main point, focus the important things and look for the theme and pattern.
Therefore, the data that has been reduced would give the broad overview that can help the researcher to collect the further data. In the case of displaying the data, it will be easier for the researcher to understand the data and plan the next step based on what was understood. The researcher will verify the data of the research by making the conclusion of the data findings.
Research Approach
Description of Research Location
Junior High School (SMP) PGRI 1 Batanghari East Lampung regency is located in Banarjoyo village in 46 districts of Batanghari. SMP PGRI 1 Batanghari is one of the institutions established by PGRI Foundation and is located at Jln DRs. The school was established at the request of the community, who wanted his son's son to continue his education in high school.
Supporters and participants of community leaders at that time, in 1976/1977 SMP PGRI 1 Batanghari started to run. Encouraging and enabling graduates to continue schooling at a higher level in pharmacy schools. Improving the quality of learning and ensuring understanding of discipline in accordance with school regulations.
The research
Students’ Response of the Giving Rewards and Punishments in Teaching English
The result was also reinforced when the researcher interviewed Sofia, after the teacher made the students more fun, happy and excited. Based on the observation and interview, the researcher found that the students' response applied in SMP PGRI 1 Batanghari East Lampung about the students who were more enthusiastic, fun, happy and exciting in school. Based on the observation, the researcher noticed that when the student named Selfi is rewarded by the teacher, the students are more motivated.
The result was also strengthened when the researcher interviewed Selfi after the teacher gave the reward, the students are more motivated. Based on observation and interview, the researcher found that students' response was used in SMP PGRI 1 Batanghari East Lampung regarding students' motivation in school. The result was also strengthened when the researcher interviewed Rani, after the teacher rewarded, the students are more diligent in teaching English and have more will to learn.
Based on the observation and interview, the researcher found that the students' responses were used in SMP PGRI 1 Batanghari East Lampung that students are nervous in school. The researcher analyzed the distribution of rewards and punishments in teaching English to ninth grade students of SMP PGRI 1 Batanghari East Lampung. The reward types are praise, symbolic rewards, symbolic rewards, and tangible rewards and activity rewards. At the first observation, the researcher found, as part of the main activity, the distribution of rewards and punishments by teaching English about the type of reward.
The third finding, within the main activity, the researcher found the giving of rewards and punishments in teaching English. The researcher analyzed reward and punishment in teaching English to ninth grade students of SMP PGRI 1 Batanghari East Lampung, the types of punishment are psychological punishment, word and sentences, stimulating psychological punishment and unpleasant punishment. In the second observation, the researcher found the giving of rewards and punishments in teaching English about the type of punishment in the main activity part.
CONCLUSION
Student reactions to the implementation of punishments when teaching English, students are embarrassed, students have less self-confidence, and students are nervous. Based on the results of the study, it could be concluded that the researcher found the implementation and the students' reactions of rewards and punishments in teaching English of SMP PGRI 1 Batanghari East Lampung.
SUGGESTION
Siswa membaca dan menyimak beberapa teks naratif yang berkaitan dengan pengalaman pribadi di masa lampau dari berbagai sumber, untuk. Dengan bimbingan guru, siswa mengidentifikasi fungsi sosial, struktur teks (termasuk gagasan utama dan informasi rinci), dan unsur kebahasaan dari masing-masing teks tersebut. Secara kolaboratif, siswa membaca referensi dari berbagai sumber, termasuk buku teks, untuk menemukan fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif tentang orang, binatang, dan benda.
Siswa mendiskusikan kesulitan yang mereka hadapi dalam membaca, menyimak dan menulis teks naratif dengan fokus pada tujuan komunikasi, struktur dan unsur kebahasaan. Siswa menerima umpan balik dari guru dan teman tentang fitur sosial, struktur teks, dan unsur kebahasaan yang digunakan dalam teks. 2. Menyusun teks naratif lisan dan tulis sangat pendek dan sederhana, terkait pengalaman pribadi di masa lampau dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
Materi Pembelajaran
Fungsi Sosial dari ungkapan
Struktur Teks ( gagasan utama dan informasi rinci )
Kegiatan Pembelajaran Pertemuan Ke 1
Secara bersama-sama, siswa mencari dan mengumpulkan beberapa teks naratif yang berkaitan dengan pengalaman pribadi di masa lampau, pendek dan sederhana, dari berbagai sumber, antara lain internet, film, koran, majalah, buku pelajaran, dll. Siswa membaca semua teks naratif yang dikumpulkan tentang pengalaman pribadi di masa lalu. Siswa membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif terkait pengalaman pribadi masa lalu yang dikumpulkan dari berbagai sumber yang telah disebutkan di atas.
Siswa menyusun beberapa teks naratif sangat pendek dan sederhana yang berkaitan dengan pengalaman masa lalu pribadi yang ada dalam kehidupan siswa di rumah, di kelas, di sekolah dan di sekitarnya dalam bahasa Inggris, dengan struktur teks dan unsur kebahasaan yang sesuai dengan fungsi sosial yang sebenarnya. dicapai (bangga, memperkenalkan, mengidentifikasi, memuji, mengkritik, dll). Bersama-sama, siswa mencari dan mengumpulkan berbagai teks naratif yang berkaitan dengan pengalaman masa lalu pribadi dengan sangat singkat dan sederhana dari berbagai sumber, termasuk internet, film, surat kabar, majalah, buku teks, dll. Setiap anggota kelompok bergiliran mengajukan pertanyaan tentang beberapa yang sangat pendek dan menyusun teks naratif sederhana yang berhubungan dengan pengalaman pribadi masa lalu yang ada dalam kehidupan siswa.
Penilaian Hasil Belajar 1. Teknik Penilaian
Siswa yang memiliki nilai di atas 70 mendapatkan pengayaan berupa tugas mandiri untuk pembuatan teks narrative.
Rubrik
VERY GOOD TO EXCELLENT - effective complex constructions - few errors of agreement, tense, number, word order/function, articles, pronouns and prepositions. VERY GOOD TO EXCELLENT - demonstrates mastery of conventions - few errors in spelling, punctuation, capitalization and paragraphing.
DOCUMANTATION PICTURE
CURRICULUM VITAE
