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ENGLISH TEACHER’S REINFORCEMENT IN TEACHING LEARNING PROCESS AT SMAN 1 PANTI PASAMAN
Frisna Siska 1), Siska 2), Melati Theresia 3
123) English Education Program, STKIP PGRI West Sumatera, Jln. Gunung Pangilun 1. [email protected]
2. [email protected] 3. [email protected]
Abstract
The purpose of this research is to know the types of reinforcement that is used by the teacher in teaching learning process. So, this research used basic qualitative study.
Participant of this research is three english teachers who teach in SMAN 1 Panti Pasaman district. Data was gathered through observation by recording the process of teaching and learning that was done by the teacher. Observation is done by doing observation checklist and filling the fieldnote and also taking video recorder. There are two types of reinforcement which is proposed by Sanjaya in 2006, they are verbal and nonverbal reinforcement. The result of this research showed that English teachers in SMAN 1 Panti used both of the types of reinforcement in teaching learning process. Verbal reinforcement that was used was gave one word comment such as; good, gave words’
praise in phrase form such as; very good and gave correction to the students. Meanwhile, nonverbal that was used was gestural such as smile, nodded head, raised thumbs up, did movement toward student like stood beside student and walked toward student.
Penelitian ini bertujuan untuk melihat tipe penguatan apa yang digunakan guru didalam proses belajar mengajar. Oleh karena itu, penelitian ini menggunakan basic qualitative study. Partisipan dari penelitian ini adalah tiga orang guru Bahasa Inggris SMAN 1 Panti Kabupaten Pasaman. Data dikumpulkan melalui pengamatan dengan merekam proses belajar mengajar yang dilakukan oleh guru. Pengamatan dilakukan dengan observation checklist dan mengisi fieldnote dan juga video recorder. Ada dua tipe penguatan menurut teori Sanjaya tahun 2006 yaitu penguatan verbal dan penguatan nonverbal. Hasil dari penelitian ini menunjukkan bahwa guru bahasa Inggris di SMAN 1 Panti menggunakan kedua tipe penguatan, yaitu penguatan verbal dan nonverbal didalam proses belajar mengajar. Penguatan verbal yang digunakan guru adalah memberikan satu kata pujian seperti; bagus, kata-kata pujian dalam bentuk prasa seperti; sangat bagus dan memberikan koreksi kepada siswa. Sedangkan, penguatan nonverbal yang digunakan guru adalah gerak isyarat seperti tersenyum, menganggukkan kepala, mengangkat jempol, mendekati siswa seperti berdiri di dekat siswa dan berjalan kearah siswa.
Keywords : Teaching learning process, verbal and nonverbal reinforcement INTRODUCTION
Teaching is sequences of interaction activities that involve teacher and students in the classroom. Teaching learning process absolutely can not be separated with interaction. If there is no interaction, the
teaching learning process cannotrun well. It is because interaction in teaching learning process is needed in orderthere is feedback communication between teacher and students in the classroom. By having feedback communication, that will be useful
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for the process of achieving the purpose of learning process itself optimally. In addition, in achieving the purpose of learning process, the role of teacher is very important, because teacher as a manager who holds the class will run well or not. To be a good classroom manager, teacher has to create and maintain the classroom atmosphere as well as possible. So that, the students can be comfortable during teaching learning process. Besides, in creating and maintaing the good classroom atmosphere, teacher also should act as a motivator who should give motivation to students in order the students are motivated and excited in following teaching learning process. One of them is by giving reinforcement while teaching learning process. Because the purpose of giving reinforcement is to motivate the students and increase students’ confidence.
Moreover, it is supported by Syamdani et al (2014: 23), one of the competences that must be owned by a teacher is a skill in giving reinforcement. So that, it can motivate students in learning activity and improve students’ achievement.
They state that reaction that is given by teacher the moment that student participate is called reinforcement, or in other words reinforcement is response towards students’
behavior that possibly that behavior will be repeated in the future. It can be said that reinforcement is kinds of respond from the teacher towards student’s behavior which it’s purpose to give information or feedback for student on their behavior as a correction and motivation. Reinforcement is given by teacher to make students more participate in the classroom. There are two types of reinforcement. They are verbal and nonverbal reinforcement. These two types of reinforcement will be helpful teacher in responding students who participate during teaching learning process. In giving reinforcement, the teachers should vary it, because if teacher often gives verbal reinforcement without combining with nonverbal reinforcement, it will lose their effectiveness. So, teacher has to combine verbal and nonverbal reinforcement in teaching learning process. Because of that, the researcher wants to know the types of reinforcement that is used by english teachers in teaching learning process at SMAN 1 Panti Pasaman.
RESEARCH METHOD
The design of this research was basic qualitative study. The researcher used this research design because the researcher wanted to analyze types of teachers’
reinforcement in teaching learning process.
According to Ary et al (2010: 453), basic qualitative study also called basic interpretative study by some, provide rich descriptive accounts targeted to understand a phenomenon, a process, or a particular point of view from perspective of those involved.
To do this research, first the researcher prepared instrumentation. The researcher used observation: checklist, fieldnote and video recording. The researcher did observation: checklist, field note, and recording to answer research question. Then, the researcher asked a permission to the head master of SMAN 1 Panti and also the the English teacher who got involved in this research. In doing observation in the field, the researcher recorded the process of teaching and learning process and also filled observation checklist and fieldnote. After the data was gotten, the researcher analyzed the data by using data analysis from Ary et al (2010: 481), who claimed that the analysis of basic qualitative study data required into three steps. There were organizing and faamiliarizing, coding and reducing and interpreting and representeting.
FINDINGS AND DISCUSSION
To get the answer of research question, the researcher used observation to know about types of reinforcement that was used by English teachers in teaching learning process. The researcher got the result that;
the first types of reinforcement that was used is verbal reinforcement. Verbal reinforcement that was used is one word comment, words’ praise in phrase form and giving words’ correction toward student’s answer or student’s performance. The second types of reinforcement that was used is nonverbal reinforcement. Nonverbal reinforcment that was used is gestural reinforcement such as the teacher gave a smile towards student’s answer, the teacher also nodded her head towards student’s answer, and the teacher raised her thumbs up in responding student’s answer. The teacher also did movement toward student such as the teacher stood beside student and teacher
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also walked toward student. Then, one of the English teacher from three English teachers used nonverbal reinforcement such as gave a funny activity like giving funny activity to the students in every meeting. In conclusion, the English teachers in SMAN 1 Panti Pasaman used both of types of reinforcement which are verbal and nonverbal reinforcement.
It can be concluded that English teachers in SMAN 1 Panti Pasaman used verbal and nonverbal reinforcement in responding student’s answer and to appreciate student’s participation or student’s performance during teaching learning process. It shows that English teachers in SMAN 1 Panti have good skill in giving reinforcement to the students. In other words, those English teachers are able to teach well, because they use verbal and nonverbal reinforcement in teaching learning process. By giving reinforcement, the teacher can increase students’ motivation to more participate in following teaching learning process, because the purpose of giving reinforcement one of them is to increase students motivation in learning (Sabri: 2007). By giving verbal reinforcement, the students will know and feel that every response that is given by students, their teacher appreciate them by giving verbal reinforcement like praise or correction. Then, by giving nonverbal reinforcement, the students also will feel that their teacher do care about them because, their teacher not only stands or sits in front of the class but also the teacher walks around the class and stands beside them to see their activity in their seat.
CONCLUSSION
The researcher concludes that types of reinforcement that is used by English teachers in teachhing learning process at SMAN 1 Panti is verbal and nonverbal reinforcment. Verbal reinforcment that is used such as the teacher gives one word comment or praise, words’ praise in phrase
form and words’ correction to respond studnets’ answer or participation in teaching learning process. Meanwhile, nonverbal reinforcement that is used by the teachers are gestural reinforcement (gives a smile, nods head and thumbs up), movement toward students (stands beside student and walks toward student) and giving funny activity (gives a funny activity to the students). The researcher suggests in giving reinforcement the teachers have to know the reinforcement and types of reinforcement.
Then, the teacher should vary the reinforcement in order the reinforcement is meaningful and efficient for the students.
Overall, this research informs us that using reinforcement can help the teachers in responding student’s answer or student’s participation in teaching learning process.
ACKNOWLEDGEMENT
The researcher wants to express her gratitude to her first advisor and vice advisor who have guided, given suggestion and motivation for her in finishing this research from the beginning until the end.
REFERENCES
Ary, Donald. Et al. 2010. Introduction to Research in Education (8th ed).
Wadsworth: Cengange Lerning.
Sabri, Ahmad. 2007. Strategi Belajar Mengajar & Micro Teaching.
Ciputat: Quatum Teaching.
Sanjaya, Wina. 2006. Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana.
Syamdani, Dasrizal, and Kaksim. 2014. 8 Keterampilan Dasar Mengajar.
Padang: STKIP PGRI Sumbar Press.
