THE STUDENTS’ RESPONSE OF INTANGIBLE REWARDS IN MOTIVATING STUDENTS TO LEARN ENGLISH
(A Descriptive Research at the eight grade of SMP Muhammadiyah 12 Makassar)
A Thesis
Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fullfillment of the Requirement for the
Degree of Education English Department
PUTRI DAMAYANTI 105351116316
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS MUHAMMADIYAH MAKASSAR
SURAT PERNYATAAN
Nama : Putri Damayanti
NIM : 105351116316
Program : English Education Department
TITLE : The Students’ Response of Intangible Rewards in Motivating Students to Learn English (A Descriptive Research at the eight grade of SMP Muhammadiyah 12 Makassar)
Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia menerima sanksi apabila pernyataan saya tidak benar.
Makassar, Oktober 2020 Yang membuat perjanjian
Putri Damayanti
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS MUHAMMADIYAH MAKASSAR
SURAT PERJANJIAN
Nama : Putri Damayanti
NIM : 105351116316
Program : English Education Department
TITLE : The Students’ Response of Intangible Rewards in Motivating Students to Learn English (A Descriptive Research at the eight grade of SMP Muhammadiyah 12 Makassar)
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesai skripsi saya, saya akan menyusun sendiri skripsi saya.
2. Dalam menyusun skripsi, saya akan selalu konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi saya.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2, dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Oktober 2020 Yang membuat perjanjian
Putri Damayanti
MOTTO AND DEDICATION
MOTTOS
No Matter what happens in life, keep a good heart.
~
When you stand up to pray, pray as if it is your last
prayer.
DEDICATIONS
A Thesis for My Beloved Family
To my mom and my dad, thank you for Everything.
I Love You Both…
My lovely Sisters, cute Nephew, Niece And
Everyone Who Loves the Researcher
Also…
For My Own Self
I Deserve this Billion Times
ABSTRACT
PUTRI DAMAYANTI, 2020. The Students’ Response of Intangible Rewards in Motivating Students to Learn English (A Descriptive Research at the eight grade of SMP Muhammadiyah 12 Makassar) English Education Department, Faculty of Teacher Training and Education, Muhammadiyah University of Makassar. Supervised by St.
Asriati and Eka Prabawati Rum.
The objective of this research were to describe the types of intangible rewards are given by the teacher in motivating students and to describe the students’ responses to the intangible reward in motivating students.
The approach of this research was descriptive qualitative method. The subject of this research was the eight grade of SMP Muhammadiyah 12 makassar. The sample of this research was class A that consisted of 20 students. The researcher used observation checklist and interview as instrument of collecting the data.
The findings of the research showed that there were two types of rewards used by the teachers motivating students in learning English at the eight grade of SMP Muhammadiyah 12 Makassar. They were; praise/verbal reinforcement and written praise.
The researcher found that intangible rewards gave the positive effects for the students that were; reward created the class more interesting, increased the positive behavior or expected behavior of students in the classroom, made students feel happy and more active participate in class, increased the feeling of competition among students in the classroom, and can encourage the students in completed their task and homework. As the point, all the positive effects of rewards above can enhance the students’ motivation in learning English.
Keywords: Motivation, Intangible, Rewards, Students, Response..
ABSTRAK
PUTRI DAMAYANTI, 2020. “Respon Siswa dari imbalan yang tidak berwujud dalam Memotivasi Siswa dalam Belajar Bahasa Inggris (Penelitian Deskriptif Kelas VIII SMP Muhammadiyah 12 Makassar)”. Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar.
Dibimbing oleh St. Asriati dan Eka Prabawati Rum.
Penelitian ini bertujuan untuk mendeskripsikan jenis-jenis imbalan yang tidak berwujud yang diberikan oleh guru dalam memotivasi siswa dan mendeskripsikan respon siswa terhadap imbalan yang tidak berwujud dalam memotivasi siswa.
Pendekatan penelitian ini adalah metode kualitatif deskriptif. Subjek penelitian ini adalah siswa kelas VIII SMP Muhammadiyah 12 makassar. Sampel penelitian ini adalah kelas A yang terdiri dari 20 siswa. Peneliti menggunakan lembar observasi dan wawancara sebagai instrumen pengumpulan data.
Hasil penelitian menunjukkan bahwa ada dua jenis reward yang digunakan guru dalam memotivasi siswa dalam pembelajaran bahasa Inggris di kelas VIII SMP Muhammadiyah 12 Makassar, yaitu pujian / penguatan verbal dan pujian tertulis.
Peneliti menemukan bahwa intangible rewards memberikan dampak positif bagi siswa yaitu; reward dapat membuat kelas menjadi lebih menarik, meningkatkan perilaku positif atau perilaku yang diharapkan dari siswa di dalam kelas, membuat siswa merasa senang dan lebih aktif mengikuti kelas, meningkatkan rasa persaingan antar siswa di dalam kelas, dan dapat mendorong siswa dalam menyelesaikan tugas dan pekerjaan rumah mereka. Intinya, semua efek positif dari reward di atas dapat meningkatkan motivasi siswa dalam belajar bahasa Inggris.
Kata Kunci: Motivasi, Imbalan, Imbalan Tak Berwujud, Respon.
ACKNOWLEDGEMENT
In the name of Allah the Most Gracious Most Merciful
Alhamdulillahi Rabbil ‘Alamin Assaholatu Assalamu ala ‘alihi Muhammad, the researcher express her gratitude to the almighty Allah Subhanahu Wata’ala that has given his guidance, mercy and health to complete writing of this thesis. Shalawat and salam are addressed to the final and chosen messenger, the prophet Muhammad Shallallahu Alaihi wa Sallam.
The researcher realized that in arranging this thesis, many people have given their help, motivation, suggestion, and useful advice. Therefore, the researcher would like to express her appreciation and sincere thanks to:
1. My lovely parents (Sunardi Sanusi and Juliana), thank you so much for the loved, sacrifice, affection, motivation, patience, and greatest prayer for my bright future.
2. Prof. Dr. H.Ambo Asse., M.Ag, as the Rector of Muhammadiyah University of Makassar
3. Erwin Akib, S.Pd., M.Pd., Ph.D, as the Dean of the FKIP Muhammadiyah University of Makassar
4. Ummi Khaerati Syam, S.Pd., M.Pd, as the Head of English Education Department of FKIP Muhammadiyah University of Makassar
5. Dr. St. Asriati AM, S.Pd.,M.Hum and Eka Prabawati Rum, S.Pd.,M.Pd, as the researcher advisors. Who help very much from the beginning to the end of this work.
6. All the lecturers of English Education Department for teaching precious knowledge and share wonderful experiences.
7. Nurmiati Halim,S.Ag.M.Pd,I, as the headmaster of SMP Muhammadiyah 12 Makassar, thanks for accepted the researcher doing this research.
8. Nurul Ishlah Mawaddah,S.Pd as the English Teacher of SMP Muhammadiyah 12 Makassar , thanks for support and suggestions.
9. The students of SMP Muhammadiyah 12 Makassar especially class VIII for being participants in this research.
10. The researcher’s beloved family, my sisters; Dina Kamsiani, Popi Andriani, Umi Kurniati and all members of family cannot be mentioned here. Thanks for your help and motivations.
11. Unforgettable thanks to my close friends especially Permata Sari, Nur Bonita Sari, Ni’matwati, Rahmayanti.B, Hariana, Awalia Razkya Fadilla, and Muhammad Siddique, who always motivate and give their support, thanks for being good friends and also all of my friends in E (Empire) class English Education Department (generation of 016) that could not be mention one by one.
Finally, the researcher realized that this thesis is still need suggestions and critics, but it is expected to be useful for us. Therefore, the improvement of this thesis is needed.
Makassar, Oktober 2020 The researcher
TABLE OF CONTENTS
COVER ... i
APPROVAL SHEET ... ii
COUNSELLING SHEET... iii
SURAT PERNYATAAN ... vii
SURAT PERJANJIAN ... viii
MOTTO AND DEDICATION ... ix
ABSTRACT ... xi
ACKNOWLEDGEMENT ... xiii
TABLE OF CONTENT ... xv
LIST OF TABLE... xvii
LIST OF FIGURE ... xviii
LIST OF APPENDICES ...xix
CHAPTER I INTRODUCTION A. Background of the Research ... 1
B. Problem Statement ... 6
C. Objective of the Research ... 6
D. Significance of the Research ... 6
E. Scope of the Research ... 7
CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Related Research findings ... 9
B. Some Pertinent Ideas ... 11
C. Conceptual Framework ... 24
CHAPTER III RESEARCH METHOD A. Research Design ... 26
B. Operational Definitions ... 26
C. Subject of the Research ... 27
D. Instrument of the Research ... 27
E. Procedure of Collecting the Data ... 29
F. Technique of Data Analysis ... 29
CHAPTER IV RESEARCH FINDINGS
A. Findings ... 31 B. Discussion ... 53 CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion... 65 B. Suggestion ... 65 BIBLIOGRAPHY ... 67 APPENDICES
CURRICULUM VITAE
LIST OF TABLE
Table 4.1 : Intangible Rewards Types ... 31 Table 4.2 : The Students Response toward Intangible Rewards. ... 44
LIST OF FIGURE
Figure 2.1 : Conceptual Framework... 24
Figure 4.1 : Teacher’s Gestures when Explaining the Material ... 33
Figure 4.2 : The Situation of Teaching and Learning Process ... 34
Figure 4.3 : The Teacher Gave Some Verbal Praises ... 35
Figure 4.4. Teacher’s Comments on Student’s Assignment ... 37
Figure 4.5. Teacher’s Comments on Student’s Assignment ... 38
Figure 4.6. Teacher’s Comments on Student’s Assignment ... 40
Figure 4.7. Teacher’s Comments on Student’s Assignment ... 41
Figure 4.8. Teacher’s Comments on Student’s Assignment ... 43
LIST OF APPENDICES
Appendix A : Attendances List of students’ Class VIII A SMP Muhammadiyah 12 Makassar
Appendix B : Observation Checklist of Teaching and Learning Process Appendix C : The Students’ Interview
Appendix D : Documentation
CHAPTER I INTRODUCTION A. Background
English is an international language that was learnt and used by many people in the world. No one could deny the importance of this language in communication around the world. Therefore, Indonesia as developing country required its citizens to learn English as early as possible. Thus learning English became an important subject from which taught formally from elementary school up to the university level. In learning English, the students dealt with any linguistic factors and non-linguistic factors which influenced them in learning and mastering English. Linguistic factors refered to language knowledge such as grammatical structure, vocabulary, and so on, while non-linguistic factors refer to psychological aspect such as interest and motivation.
As mentioned above, motivation is one of the psychological aspects that affected the students in learning English. It played a very important role in language teaching and learning. One of the ways to achieve the fruitful results of the teaching and learning process was to make the students interested and motivated towards the teaching and learning process. Without this, learning took place by no way. This is one of the problems most commonly faced by teachers because all students are motivated differently and of course it takes time and a lot of effort to learn to get a classroom full of students enthusiastic in learning, pushing themselves to excel, so that the goals of learning and teaching can be achieved.
Learning process would be successful when the students have motivation to learn. Ekiz & Kulmetov (2016) argued that without motivation even adults with the most extraordinary skills cannot achieve long-term goals, and neither are suitable curricula and good teaching sufficiently on their own to guarantee student accomplishment. Accordingly, it must be possessed by all the students as a basis in doing their activities in learning. Motivation refers to the desire or eagerness to do something in order to achieve certain goal. It is not only an intensive desire for learning and acquiring knowledge but also an inner cause that push students forward in learning with enthusiasm and willingness (Kong, 2009). Motivation can be described in many types and the main broad categories are intrinsic and extrinsic motivation. The students are motivated intrinsically when they perform or do something because they are interested on it. While, the students are motivated extrinsically when they perform or do something to obtain something else and it is often influenced by external incentives (i.e.
rewards & punishments) (Hoffmann et al., 2009).
Intrinsic motivation was considered better than external motivation. Having an intrinsic motivation, the students are capable to keep their interest in learning in a long time. But in fact, not everyone is intrinsically motivated in any distinctive tasks, so it must be extrinsically stimulated. Brophy as citied in Uyen (2016) stated that if a learner is not intrinsically motivated to do well, using extrinsic motivators such as rewards or punishments can sometimes prod the students into action. Therefore, external motivation likes rewards are claimed as
substantial motivational tools because it can create interest among the learners and also motivates them towards the learning.
Cotton (1988) defined the use of rewards in the classroom as “instructional reinforcement”, which is “the provision of verbal, symbolic, tangible or other rewards for desirable academic performance or effort at the classroom level.”
Practice of reward during the time of teaching and learning process is crucial for creating interest in the students and motivating them towards the learning because it makes the classroom activities interesting and increases the feeling of competition among the students (Kharel, 2012). The aims of rewards used by the educators are not only motivate the students in learning and do their homework well, but also work wonderful in improving students’ desirable behavior in the classroom (Uyen,2016). For instance, in individual classroom, the teacher use rewards, such as, toys, candy free time, praise, classroom currency, and even homework passes, to encourage academic proficiency and appropriate classroom behavior (Hoffmann et al.,2009). Nelson et al (2010) claimed that the delivery of praise is another effective strategy for reinforcing learner performance and positive behaviors, as well as building learner's self-esteem. Self-Brown and Mathews as citied in Drexler (2010) found a positive outcome when praise was used. They states that the students who exposed to positive verbal feedback set more learning goals opposed to the students who did not receive verbal feedback. Using rewards in educational settings have been a topic of debate for many years especially in motivation and education research. Some argued that external rewards give negative effect on the students’ intrinsic motivation. Akin-
Little & Little (2004) stated that rewards can disrupt the students’ intrinsic motivation which decrease it once the rewards are removed. This is in line with Deci’s finding. Deci as citied in Hoffmann et al., (2009) who examined the influence of external reinforcement specifically monetary rewards as well as positive feedback and verbal reinforcement, on the intrinsic motivation of college-age the students which finds that intrinsic motivation for a task decreased over time when money was given as a reward for a tasks that participants originally see themselves as intrinsically motivates to perform, whereas verbal reinforcement and positive feedback increased intrinsic motivation for the activity. However, Cameron and Pierce as citied in Dexler (2010) conducted a meta-analysis which found that intrinsic motivation was not negatively affected when extrinsic rewards were received. The results of their meta-analysis also indicated that rewards may increase motivation by increasing task interest.
Based on the researcher experienced in internship 3 and other observation before conducting research at SMP Muhammadiyah 12 Makassar, the researcher found that there are some problem of the students in learning English as a reason that make researcher conducted this research. The first, the students lacked of motivation in learning English because the teacher did not implement an interesting way in the class room. The teacher was the one who have to handle and guide students to study and complete their task. The second, the students lacked of focus in learning material because did not not any a good interaction between the teacher and the students. The students did not focus with the
material which explained by the teacher and they were busy with other things such us talked with friends. Therefore, it needed an interesting ways in teaching English through implementing rewards as a motivation for the students in learning process.
Seeing the condition above, it is the responsibility of the teacher to create favourable ways for learners. One way that was implemented in this research is through rewards. One types of rewards that used was intangible rewards.
Intangible rewards are an award that given to someone for doing a great things so they get an appreciation such as verbal praise, written praise, grades, smiles, pats on the back, hugs, extra attention, special privilege. Intangible rewards can be one of the reasons for the students to improve their performance while learning and also as a way for encourage them to work harder in complete the assignments given by the teacher in the classroom or for homework. Using rewards can improve the students achievement and self confidence in learning individually or in groups because they feel cared for and trusted. The teacher also implemented the learning method in order to achieve the certain goals of learning process. The teacher used problem based learning method to support the implementation of rewards in learning English which consisted of basic concept, defining the problem, self learning, exchange knowledge, and assessment. That method drove students to increase their self motivation in learning English.
Based on the background above, the researcher was interest to conduct this research under the title “The Students’ Response of Intangible Rewards in Motivating Students to Learn English.
B. Problem of the Research
The research questions assisted the researcher to focus on investigated the question which then needed to be answered. This observation intended to answer the following questions based on the background above, which was listed as follows:
1. What types of intangible rewards were given by the teacher in motivating students at SMP Muhammadiyah 12 Makassar?
2. How were the students’ responses to the intangible rewards in motivating students at SMP Muhammadiyah 12 Makassar?
C. Objective of the Research
In accordance with the research questions, the objectives of the research were stated as follows:
1. To describe the types of intangible rewards were given by the teacher in motivating students at SMP Muhammadiyah 12 Makassar.
2. To describe the students’ responses to the intangible reward in motivating students at SMP Muhammadiyah 12 Makassar
D. Significances of the Research
The result of this research be expected to be useful information for many people such us :
1. For the Researchers
This research became evaluation for the researcher or the other readers to get more information about the types of intangible rewards were used to increase the students motivation and also how were the students responded towards extrinsic motivation during learning process and it can be as a reference fot the next researcher.
2. For the Students
This research may give contribute for the students motivation in learning English and make rewards as a driver in developing their intrinsic motivation in order to achive the goals of education.
3. For the Teachers
This research gave information for the teacher about intangible rewards that can motivate the students to learn english , so its expected that the students can more active in learning process. In addition, the teacher applied the intangible rewards in their classroom to make the teaching more interesting and enjoying. It was expected to open up the teachers’ insight on the importance of using extrinsic motivators (rewards) in enhancing the students’ motivation in the learning and teaching process.
E. Scope of the Research
In this research, the researcher used implementation of reward as an activity in teaching and learning process. The researcher focused on intangible rewards in motivating student to learn English that consisted of two types:
verbal praise and written praise and the students’ response to the intangible
rewards in motivation at the eighth grade of SMP Muhammadiyah 12 Makassar in the school year 2020/2021.
CHAPTER II
REVIEW OF RELATED LITERATURE A. Previous Related Research Findings
A few researchers have been carried out the studies about the use of rewards in motivating the students. They are somehow related to this research.
Hakimin (2018) in his research article entitled “the Implementation of Rewards and Punishments in Teaching English at Ninth Grade Students of Mts N 2 Boyolali Filial Pulutan in Academic Year 2017/ 2018” reveals the goals of his research those are to describe the implementation of rewards and punishments in teaching English at ninth grade students of MTsN 2 Boyolali Filial Pulutan and to describe the students‟ respons of the implementation rewards and punishments in teaching English at ninth grade students of MTsN 2 Boyolali Filial Pulutan. This research found that the implementation of rewards and punishments in this school had some forms of reward and punishment. First, about kinds the rewards that implemented are giving some interesting gift, giving applouse and expression and giving point or high score from the teacher to the students. Reward awarded because the student has shown success for his efforts. Second, about kinds the punishments that implemented are self introduction in front of the class, singing in front of the class and squad jump. Punishment given because the student less than the maximum for his efforts.
Fadila (2015) in her thesis entitled “the Use of Reward Toward Young Learners’ Motivation in the Classroom (A Case Study in Junior High School in Cilegon) describe the aimed of her thesis that is to investigate the kinds of rewards
that the teacher implemented in motivating the students and the students’
responses to the teacher’s rewards. The participants of this research were one EFL teacher and first grade students of junior high school Cilegon. To obtain the data, observation and interview were conducted. The result showed that kinds of rewards implemented by the teacher in English learning were tangible and intangible rewards. The students respond the implementation of rewards positively when it delivered properly. Moreover, when rewards implemented properly, they can enhance their motivation in learning English.
Silviana (2014) in her thesis entitled “the Effect of Giving Reward on Students Motivation in Learning English of The Eighth Grade Students of SMP NU Putri Nawa Kartika in the Academic Year 2013/2014” reveals the purpose of her research are to find out the effect of giving rewards in motivating the students in learning English and factors which support the students’ motivation. The design of this research was descriptive qualitative. To obtain the data, the researcher used questionnaire and observation. The result showed that (1) the effects of giving reward are motivating the students; it could increase the students’ motivation in learning English, it made them happy in learning English, be active in learning English. (2) the factors which support the students’ motivation are the spirit from themselves and their thought about English, and also the teacher’s personality. As a conclusion, the research argued that giving reward can motivate the students in learning English.
Kharel (2012) in his thesis entitled “Practice of Reward in ELT Classroom”
reveals the aimed of his thesis that is to investigate the practice of reward in the
teaching of English to the speakers of other languages (TESOL) classrooms by the secondary level English teachers and its effectiveness in the TESOL context like Nepal. The participants were 10 male teachers and one hundred students (50 boys and 50 girls) who were studying in private schools of Tulsipur Municipality at Dang District. The data were collected from observation and interview. The result concluded that practice of reward brings positive consequences in the teaching learning process.
Based on the research findings above, they have difference and similarity focused in their research. The difference from this research with the fourth previous research above was this reseach focused on certain typed of rewards that implemented by the teacher. While the fourth previous research above focused on common rewards in motivating the students to learn English. The similarity between the fourth of research above with this research was focused on implement rewards in the classroom, so the students can inrease theirself motivation in learning English.
A. Some Pertinent Ideas 1. Rewards
a. Definition of Rewards
Reward refered to the things that the teacher gives to the students as a result of their good performance. When a student was rewarded for the task that she has performed, she is likely to doing the task giving more interest towards the task assigned the next time.
Guendouze (2012) point out reward is an essential strategy used by the teacher in order to rapid the students' motivation in learning process and to increase its effectiveness and efficiency. Santrock (2010) states that a reinforcement (rewards) is a consequence that increases the likelihood that a behavior will occur. For instance, the teacher says to a student “I’m really proud of the story that you wrote, Dilla. Good job for you. Wish you will perform the same thing the next time”. If she works harder and writes an even better story the next time, it means that the teacher’s positive comments are said to reinforce, or reward, the student’s writing behavior.
Based on the definition above, it can be concluded that reward is something given by the teacher to the students as a form of appreciation of the results of their performance. For instance, the teacher praises the students because they work are good by saying “ I have checked your story. It was very interesting. And I like it.
Keep it”, drawing symbols like smile, stars, etc on their worksheet, or give them some prizes (candy, books, accessory, etc). Reward is one of the way or strategies for the teachers to improve the students' learning motivation so that the students are encouraged to do sustainable efforts in order to achieve learning objectives.
b. Types of Rewards 1) Tangible Rewards
Tangible Rewards refered to the items that people can hold, see, or touch (prize, stickers, food, etc). In giving rewards, make sure that it contains information about the students' abilities that will increase their intrinsic motivation. For example, the teachers use the rewards systems in the form of
giving stickers to the students who accomplish their work. The more work they accomplish the more stickers they will receive.
2) Intangible Rewards a. Definition
Intangible Reward refers to a class of rewards which have no material or monetary value but can keep the employee feeling recognized and motivated (Kharel, 2012). It provides continual intangible rewards to help the students stay motivated and energized. Intangible rewards are an award given to someone for doing a great things so they get an appreciation such as verbal praise, written praise, grades, smiles, pats on the back, hugs, extra attention, special privilege, etc.
b. The Aims of Intangible Rewards
These rewards have the aims for encouraging the students to learn. Although this award is not concrete, but appreciations form such as praise, smiles, movements and others can also be one of the stimulus given for the students to increase their enthusiasm in learning. Some examples for intangible rewards can be a thank you letter, an appreciation note, open appreciation in a meeting, a special lunch, encouragement to pursue own ideas, transferring to a place of choice etc (Moreno, 2010).
c. Types of Intangible Rewards
Cotton (1988) mentioned two kinds of rewards; 1) verbal praise, and 2) written praise. These two kinds will be described in the following line.
1) Verbal Praise; the teachers may praise the students for correct responses during class discussions, accurate homework, improves test scores, etc. For instances by saying “good job, I like it, perfect, etc” when the students perform a good behavior or do a good thing.
2) Written Praise; by drawing symbols like smile, stars, or comment on the students sheet as positive feedback of their work.
d. Benefits of Intangible Rewards
Santrock (2010) mentioned some benefits of intangible rewards, they are:
1) Increase the student enthusiasm for learning
Giving Intangible rewards for the students will encourage them to work harder in complete the assignments given by the teacher in the classroom or for homework.Granting these rewards even though its not concrete such us a thumbs up, praise can increase students' confidence in learning individually or in groups because they feel cared for and trusted.
2) Improve the students concentration
Intangible rewards can be one of the reasons for the students to improve their performance while learning. They will tend to be serious in studying because they know that every gesture is watched by the teacher. They become more thorough when finishing an assignments and feel very satisfied if the results of their work get a good appreciation from the teacher.
3) Encouraging the students to improve their academic achievement
The students who often get rewards will make them more enthusiastic in learning and trying as much as possible so that each task they do is completed on time and carefully completes it.
4) It can create an interestinng learning process
When the students learn in classroom, they often lack of focus and lose of motivation to study English. Intangible rewards can arouse students' enthusiasm for learning to be more interested in the material taught by the teacher. Learning will also be more effective and a good interactions occur between teachers and students.
c. Principles of Using Rewards
Five principles that need to be considered as follows:
1) Choosing appropriate reinforcing agents. This principle means that different agents have different results for various individuals. Even the same agent yields differing results on the same person under various conditions. This should be carefully considered in any situation and with any individual.
2) Reward immediately after the behavior to obtain the best result. This principle means that don’t delay to give rewards immediately. A reward will be most effective when it directly follows the behavior so that the desirable behavior is validated.
3) Extent of reinforcement. This principle means that the decision on the extent of reinforcement can be made based on a number of parameters. The extent to which the subject is deprived of the reward is an important factor. For instance, consider a teacher who always encourages the students with or without reason
for all their behaviors. The reward offered by this teacher becomes much less effective.
4) Newness of situation and reinforcing agent. This principle means that individuals prefer being involved in new situations rather than doing repetitive tasks.
5) Constructiveness. This principle means that the students must be rewarded in a way that is constructive and precludes pride, self-appreciation and self- centeredness. Reward must make the students being a better person and guide them toward goals. It must also guide to increase effort and overall create a better human being.
d. Schedules of Reinforcement (Reward)
1) Continuous Reinforcement Schedule: It means that every correct response during acquisition is reinforced (rewarded).
2) Fixed Interval Reinforcement Schedule: It means that reinforcement is given for a response made only after a set interval of time. For instance, only a response following a three minutes interval is reinforced.
3) Fixed Ratio Reinforcement Schedule: It means that every (nth) response is reinforced. For instance, every fifth response.
4) Variable Interval Reinforcement Schedule: It means that reinforcement is given for responses made at the end of time intervals of variable durations.
5) Variable Ratio Reinforcement Schedule: It means that reinforcement is given after making a specific number of responses (e.g. five). The reinforcement is given on the average of every five responses.
6) Concurrent Schedule and Matching Law: It means that a schedule involving two alternative responses each of which is maintained by an independent schedule of reinforcement.
7) Concurrent Chain Reinforcement Schedule: It means that on such a schedule the responses during an initial phase determine what response alternatives and what reinforcement schedules are available during the terminal phase.
e. Strategies for Rewarding
Uyen (2016) offers some strategies that can help the teachers who want to use reward in their class in order that the teachers’ rewarding can be successful as follows:
1) The teacher have to use rewards as incentives for meeting performance standards on tasks or skills that need a great deal of practice or drill and repetition rather than use it as primary incentives to commit things that the teachers expect will be intrinsically motivating for the students.
2) The teachers need to consider that rewards only can act as motivators for those the students who believe that they have a opportunity to earn the rewards if they put forth reasonable efforts.
3) Rewards are effective only when the students value the reward.
4) Rewards are most effective when they are conveyed in appropriate ways which provide the students with informative feedback about their performance.
5) It is important for the teachers to explain the importance of learning, performance, improvement, and use the incentives as markers for mastering
key concepts or improving skills, rather than as the entire point of doing the work.
6) The teacher should be conscious of some perilous things because the students may reduce their performance and intrinsic motivation when the students are too dependent on rewards.
7) Rewards are presented in ways that call a great deal of attention to them in front of the rest of the students. It can be very embarrassing moment for the student who receives the award.
8) Rewards are given for more participation in an activity rather than contingent on achieving specific goals.
9) Rewards are artificially tied to the behaviors as control devices rather than being natural outcomes of the behaviors.
2. Motivation a. Definition
Learning process will be successful when the students have motivation to learn. Accordingly, it must be possessed by all the students as a basis in doing their activities in learning. Motivation is considered significant in its role in language learning success. Along this line of thoughts, the students’ motivation toward English language learning can, to a certain degree, influence their learning results. Therefore the teacher should indeed encourage the students in which it will motivate them in order to improve their achievement in learning.
In term of psychology, motivation is the processes that energize, direct, and sustain behavior (Santrock, 2010). Lai (2011), motivation refers to reasons that
underlie behavior that is characterized by willingness and desire. More specify, in Language learning, point out motivation is the extent to which the individual works or strives to learn the language because the desire to do so and the satisfaction experienced in this activity. Kong (2009) point out motivation is not only an intensive for learning and acquiring knowledge of English, but also an inner cause that push the learners forward in English learning with enthusiasm and willingness.
Based on the definition above, it can be concluded that motivation is encouragement, direction, willingness to do something in order to achieve a certain goal. When the students have motivation in learning, it will direct their behavior towards their specific goals which they strive. For instance, a student is interested to be an English teacher and it is her biggest motivation to study English. She studies about English because she wants to get knowledge about it, she loves it, and also to reach her goal to be an English teacher in the future. This desire encourages her to do positive efforts for example in the classroom, she is always active in learning, diligently collect tasks, always ask if there is something that she didn’t understand, and so on.
b. Theories of Motivation
1) Behavioral Theories of Motivation
According to this theory, learner motivation is the result of seeking rewards and avoiding punishments. The students will be motivated to do things that are reinforced and unmotivated to do things for which they are likely to be punished.
This theory focuses on the use of reinforcement to promote academic motivation
and the use of punishment to decrease the students’ motivation to engage in academically nonproductive activities. This theory mainly follow B.F. Skinner's operant theory (operant conditioning theory) which based on a stimulus response- consequence model. According to this theory, a stimulus can produce a response which in turn provokes a consequence. The consequence is any stimulus or event that affects the future rate of responding or the probability that the response will be emitted when the stimulus is presented (Santrock, 2010).
Reinforcement, which can be positive or negative, increases the probability of the response occurring in that situation, while punishment decreases the rate or likelihood of responding. Positive reinforcement strengthens a behavior by providing a consequence an individual finds rewarding. For example, if your teacher gives you money each time you complete your homework (i.e., a reward) you will be more likely to repeat this behavior in the future, thus strengthening the behavior of completing your homework. While punishment is defined as the opposite of reinforcement since it is designed to weaken or eliminate a response rather than increase it. It is an aversive event that decreases the behavior that it follows.
Therefore, behavioral theory of motivation is closely linked to extrinsic motivation because it relies on external incentives to promote academic performance.
2) Cognitive Theories of Motivation
Around the middle of the twentieth century, cognitive theories were developed as psychological views of behavior. According to this view, people do
not respond only to external events or to physical conditions like thirst or hunger;
they also respond to their perceptions of these events. Schunk as citied in Santrock (2010) stated that cognitive theories of motivation focus on the students’ thoughts, beliefs, expectations, attitudes, and how they create or reduce motivation to learn.
In contrast to behavioral theory which sees the students’ motivation as a consequence of external incentives, the cognitive theory emphasizes intrinsic (internal) sources of motivation, such as curiosity, interest in the task for its own sake, the satisfaction of learning, and a sense of accomplishment.
c. Types of Motivation
1) Integrative and Instrumental Motivation
Types of motivation that is integrative and instrumental. Integrative motivation refers to learning the language with the intention of participating in the culture of its people. It is based on interest in learning the second language because of their need to learn about, associate or socialize with the people who use it or because of purpose or intention to participate or integrate in the second language using the same language in that community; but sometimes it involves emotion or affective factors a great deal. While, instrumental motivation involves the concepts of purely practical value in learning the second language in order to increase the learners’ careers or business opportunities, giving them more prestige and power, accessing scientific and technical information, or just passing a course of their study in school.
2) Intrinsic and Extrinsic Motivation
Santrock (2010) classified motivation into intrinsic and extrinsic motivation.
The students are motivated intrinsically when they perform or do something because they are interested on it. While, the students are motivated extrinsically when they perform or do something to obtain something else and it is often influenced by external incentives (i.e. rewards & punishments) (Hoffmann et al., 2009). Intrinsic motivation is considered better than external motivation. Having an intrinsic motivation, the students are capable to keep their interest in learning in a long time. But in fact, not everyone is intrinsically motivated in any distinctive tasks, so it must be extrinsically stimulated. Therefore, external motives likes rewards are claimed as substantial motivational tools because it can create interest among the learners and also motivates them towards the learning.
d. Relationship between Intrinsic and Extrinsic Motivation
Both intrinsic and extrinsic motivations are important, inseperable and complementary to each other in English learning. Intrinsic motivation is the type of inner drive that propels the students forward and onward with continuous energy fueled by its own curiosity and interest. However, in the real world not all the students are automatically energized to perform this on that task, or to learn about this or that topic. Sometimes, a good grade, that threat of failing and praise move the students from an inactive to an active state. The use of rewards as extrinsic motivators have sometimes been found to increase intrinsic motivation, on the other hand it can decrease it.
A number of studies have been conducted to investigate the effects of rewards on the students’ motivation either positive or negative. Positive effect of rewards as found by Kharel (2012) that practice of rewards create the feeling of competition among the students and it makes the students active participant in the classroom activities. More specifically, Deci as citied in Cameron et al. (2001) claimed that rewards such as verbal reinforcement and positive feedback can enhance the students’ intrinsic motivation. However, some argue that rewards also have negative effect on motivation. Akin-Little & Little (2004) says that incentives or extrinsic rewards could be detrimental to the students’ intrinsic motivation, resulting in reduced motivation to perform a task once the reinforcer is removed. Addition, Deci as citied in Cameron et al. (2001) stated that external rewards negatively impact towards intrinsic motivation. He argues that intrinsic motivation will lessen if an extrinsic reward is achieved in a situation where individuals normally perceive themselves to be the origin of their behavior.
However, Cameron and Pierce as citied in Drexler (2010) conducted a meta- analysis which found that intrinsic motivation was not negatively affected when extrinsic rewards were received. The results of their meta-analysis also indicated that rewards may increase motivation by increasing task interest.
Thus, it can be concluded that the role of rewards in learning can increase the students’ intrinsic motivation, but on the other hand can decrease it. It’s depends on how the teachers apply it. When they use the rewards appropriately, then it will be effective to enhance the students’ motivation. “When rewards are tied to competence, they tend to promote motivation and interest. When they are not,
Teaching & Learning Process in Online Application ( Google Meet and Google Classroom)
Using Rewards in Motivating Students in Learning English
Intangible Rewards
they are unlikely to raise motivation and may even diminish it once the rewards are withdrawn” (Schunk, 2011, as cited in Santrock, 2010).
C. Theoretical Framework
The theoretical framework of this research can be described as in the following:
Figure 2.1. Theoretical Framework Students’ Response towards Intangible Rewards Used by
the Teachers Praise/Verbal
Reinforcement
Written Praise
The Theoretical framework above showed the process of research in teaching and learning process. Regarding to the teaching and learning process, reward is the thing that is given to the students for their splendid deeds (Kharel,2012). That is one ways for teachers in motivating students to learn.
Moreno (2010) argued that rewards are positive reinforcements aimed at increasing the probability the students will perform a desirable academic task. It is line with the theory from Santrock (2010) argued that one of the positive effects of rewards at the time of teaching learning process is it can create the class more interesting and it is supported by Guendouze (2012) that stated that practice of reward during the time of teaching and learning process was crucial for creating interest in the students and motivating them towards the learning because it made the classroom activities interesting and increases the feeling of competition among the students. In this research, the researcher used rewards as a way to motivate the students in learning English and focused on intangible rewards used by the teachers in classroom. There are two types of intangible rewards in this research that was observed by the researcher, namely praise/verbal reinforcement and written praise (Cotton,1988).Those types of rewards gave impact the students’
motivation in the learning and teaching process. The researcher observed the students’ response toward the reward that teacher has been given.
CHAPTER III RESEARCH METHOD A. Research Design
This research employed descriptive qualitative method research design. This research described the types of intangible rewards used by the teacher, and the students’ responses towards rewards. To obtain the data, the researcher used direct observation method to see and described types of intangible rewards used by the teacher such us verbal praise which consisted of nice, very good, good job (Cotton, 1988) . In this pandemic, the teacher just applied online class application without any direct meeting. Therefore, to observe the teaching and learning process, the researcher used google classroom application and google meet application. Next, the interview used through whatsapp application to gain more information about the students’ responded towards intangible rewards that affected to their motivation to learn English. The researcher also interviewed the teacher to gain the information about the effects of intangible rewards that she felt when she implemented it in her classrooms. All the data be processed and presented into descriptive form to make the readers easier to get the complete information from the research results.
B. Operational Definitions
To avoid misunderstanding and ambiguity, some terms used in this study are clarified as follows.
1. Motivation are encouragement, direction, willingness to do something in order to achieve a certain goal.
2. Rewards in this research means that some kinds of incentives that are given to the students for certain positive behavior as the teacher’s appreciation. It refers to verbal praise and written praise.
C. Subject of the Research
The research conducted at SMP Muhammadiyah 12 Makassar. The participants of this research were a teacher and the students at eight grade consisted of two classes. Class VIII A consisted of 20 students. Class VIII B consisted of 21 students. The researcher chose class VIII A because the researcher have observed the students condition and characters. It was relevant with the problem reseaarch that would be conducted by the researcher.
The researcher chose class VIII A to know their responses towards rewards that given by the teacher and interviewed them.
D. Instrument of the Research
To gain the data, the researcher used classroom observation and interview.
1. Classroom Online Observation
The first technique applied in data collection of this research was classroom online observation. According to Cowie as citied in Hood (2009), observation are the conscious noticing and detailed examination of participants’ behavior in a naturalistic setting. In this research, observations conducted at the eight grade class in order to find out the real teaching and learning activities between the students and the teacher, especially in terms of implementation of motivation strategy, specifically for types of intangible rewards were used by the teacher in motivating students and also the students’ behavior during the teaching and
learning process. The nature of observation in this study was non-participant observation in which the researcher observed the learning process through google classroom and google meet application but did not interact or participate, only observed all the activities between the teacher and the students. In the observations,process, the observation checklist was used. It helped researcher to recheck the data easily in categorizing the types of intangible rewards were used by the teacher such us verbal praise which consisted of nice, very good, and other praise in order to motivate students during the learning and teaching process.
2. Interview
The second technique used in data collection of this research was interview that consisted of four items. The interview was conducted after doing the observation through google classroom and google meet application which aimed to explore the views, experiences, belief of individual on specific matter, and also to provide a deeper understanding about the phenomena. It is administered in a form of semi-structured interview. The researcher interviewed the teacher and the students through whatsapp application.The interview consisted of several questions related to their point of view about the effects of rewards, and the students related to their responses towards intangible rewards used by the teachers which can affect their motivation in the learning English.
This interview used open ended question in which that a question cannot be answered with a simple “yes” or “no” in order to get the broad answers from the participants (Doyle,2019). During the initial process with the students, the researcher explained the nature of the research and that all questions in interview
were delivered in Bahasa Indonesia to make the students more understand without limiting or inhibiting them. There were twenty students that interviewed. The researcher asked them some questions about their responded towards rewards used by the teacher at least 10-15 minutes and recorded by the researcher with participants’ permission.
E. Procedure of Collecting the Data
In collecting the data, the researcher communicated with the teacher at first to find the information about class schedule especially it is pandemic, either the teacher have direct interaction with the students in the classroom or just meet through google clasroom and google meet application. After knowing it, the researcher attended the class through google classroom and google meet application to observe types of intangible rewards used by the teachers such us nice, very good, good job and other praise in teaching and learning process and to see the students’ behavior during the teaching and learning process. In this case, the researcher used classroom observation. After that, the researcher interviewed the teacher and the students through whatsapp application to get information related to their point of view about the effects of rewards, and the students related to their responded towards rewards used by the teacher which can affect their motivation in learning English.
F. Technique of Data Analysis
In analyzing data from the observation and interview, the researcher used qualitative data analysis based on Miles & Huberman (1994) which consisted of
three stages. They were data reduction, data display and conclusion drawing/verification.
1. Data reduction.
This refered to the process whereby the mass of qualitative data that researcher may obtain such as interview transcripts, observations notes and check list. In process of data reduction, the researcher transcribed the data from the interview into written transcript at the first. The mass are reorganised, for example writing summaries, discarding irrelevant data and so on. At this stage, the researcher try and discard all irrelevant information, but did ensure that researcher have access to it later if required, as unexpected findings may need researcher to re-examine some data previously considered unnecessary.
2. Data display.
The analysis focused to the data which is suitable to the research questions which have been formulated. The researcher made a good display of data in the descriptive form that very esssential to draw conclusions from the mass of data.
This is a continual process, rather than just one to be carried out at the end of the data collection (Miles and Huberman,1994).
3.Drawing conclusion /verification.
The last stage was conclusion drawing/verification when the researcher draw conclusion based on data display. This analysis allowed researcher to begin and to develop conclusions regarding the research problem. These initial conclusions can then be verified, that is their validity examined through reference to research existing field notes or further data collection.
CHAPTER IV
FINDINGS AND DISCUSSION A. Findings
The researcher has observed that in teaching and learning process, SMP Muhammadiyah 12 Makassar applied online application system during pandemic including the class that researcher took as the sample. The class used two types of teahing and learning online class application. They were google meet and google classroom. Firstly, google meet as teaching and learning class application as the place for the teacher and the students to meet and interact through online system.
The teacher explained the material and made some interaction with the students.
The second was google classroom. Through this application, the teacher gave assignment (written application system) and the students sent their assignment through this application also.
According to these two teaching and learning online application, the researcher found some finding related to the problem statement that formulated before, they were:
A. The types of intangible rewards that were used by the teacher at SMP Muhammadiyah 12 Makassar
Table 4.1. Intangible rewards types that given by the teacher No Types of Intangible Rewards Intangible Rewards that were used
1. Verbal Praise Good Job
Very Good Excellent
Nice I like it
2. Written Praise The teacher gave grade on the students’
sheet
The teacher gave positive comment on the students’ sheet
The teacher gave mark on the students’
sheet (smile symbol)
1. Verbal Praise
The researcher has oberved during four weeks (8 times meeting) at Monday and Tuesday started at 24th of August until 16th of September 2020. The researcher found some verbal praises that were used by the teacher at google meet application. Five responses that were very often used by the teacher were “ good job”, “very good”, “excellent”, “nice” and “I like it”. During the teaching and learning online class, the teacher always responded the answer or another students good behavior with showed that five verbal praises. This online class started at 11.20-13.00 WITA at Monday and Tuesday. Then in every chance, the teacher always said that words followed by giving thumb and clapped teachers’ hand.
Look at the picture below :
Picture 4.1. Teacher said verbal praises and showed some gestures (giving thumb and clapping hand) when explaining the material
The picture above showed that the teacher responded the students’ answer with verbal praise in google meet at the first week when researcher observed that class. The teacher was so excited in explaining the material under the topic the
“students’ ability” material. The teacher showed giving thumb and clapped hand for many times and smiled to the students. The teacher said “very good” and
“good job” in responding the answer from the students. The condition of online class during the teaching and learning process was very relax without any pressure.
The students were enjoy and gave full attention to the teacher’s explanation as the picture below :
Picture 4.2 the situation of teaching and learning process through google meet
The picture above showed the condition of online class through google meet when the researcher observed that sample. The students actively joined the teaching and learning process. When the teacher explained the material,the students gave their full attention with kept silent and wait their turn to answer the question or gave their opinion if the teacher asked to them. Their expression seemed very happy when teacher gave some intangible reward. Even though any error internet connection that got by some students, but it was just happened in short period,then the teaching and learning process could run well.
At the first and second week of online class, the verbal praise that was said by the teacher were dominated by “very good” and good job”. Then at third and fourth week, teacher said new verbal praises, they were “excellent”, “nice” and “I like it”. This things happended when teacher responded student’s right answer and in other time, the teacher said “I like it” when seeing the students’ behavior during the online class that they were very active in responding the teacher’s question, such as competited to rise hand and the students know about behaved calm and silent timing during the teacher explained the material. The teacher’s expression was very happy when she saw good students’ behaviour, so she said that verbal praise.
It could be seen from the picture below :
Picture 4.3 the teacher gave some verbal praises toward good sudents’
behavior
At the third and fourth week, class VIIIA came to different material, it was about the rule and obligations at the school. The explanation of the teacher was not too fast. It was really understandable. In teaching the material, teacher chose the simple words and sometimes the teacher made some jokes,so the teaching and learning process was not so serious. The reward that given by the teacher was really success to make interesting teaching and learning process. The students were very excited to join the class
During the online class,the researcher found good interaction between teacher and students. The teacher explained some material clearly then asked to the students about some question. The teacher called name of students one by one then they answered the question. The rewards were given by the teacher to the students that made good behavior or answered correctly. The number of students that always joined at google meet were about 15 students.
2. Written Praise
The other teaching and learning online class application was the google classroom. In this application, the teacher showed the other types of intangible rewards that was written praise. In the students’ assignment, the teacher gave
“grade” and comment on the students’ sheet as a positive feedback of students’
work. The resercher found the teacher gave comments and grade to the students after correcting the assignments. Giving marks was another type of reward for the works done by the students which could enhance their learning and made them careful while doing their work. The number of students that always submitted the task were about 17 students.
Responding to her task, the teacher gave marks by writing 1. I can flay football
2. I can swim
3. I’m good at speaking English 4. I’m good at motorbikes 5. I’m good at playing baseball Look at the picture below:
Picture 4.4. Teacher’s comments on student’s assignment
The picture above was taken at the second meeting in class VIIIA. The researcher took two sample of students’ assignments which were containing the teacher’s feedback on it. The picture above showed the students’ assignment that they have sent to the teacher and then the teacher gave score or grade for the student in order to make the students understood their work level. Which one was right and which one was wrong. The other picture showed the teacher gave some comments for students’ assignment so it was being a response of students’ work.
The picture above showed that students were told to make some sentences related to their ability in doing something. Let see picture 1, student A wrote
Well done.
Revise the tenses.
Responding to her task, the teacher gave marks by writing
It could be seen that the teacher gave praise to student A for what he has done by saying "well done". His work was considered good by the teacher and the teacher was seen satisfied with the results of his work. In addition, the teacher also suggested him to revise the tenses that he was used. Therefore, the score 90 with very good category was deserved by him as the result of his performance. The other written praise by the teacher was also showed at the second material in the students’ assignments.
It could be seen from the picture below:
Picture 4.5. Teacher’s comments on student’s assignment
1. I think you shuld buy a medicine 2. I advise yu to study hard
3. I suggest that you go to libray 4. I recommen you to read this book 5. Maybe you shoul take a rest
Good job. Write carefully the word.
From the picture above, student B wrote:
Responding to her task, the teacher gave marks by writing:
Based on the picture above, it could be seen that first the teacher praised student B by saying " good job". After that, the teacher told her that the sentence of her text was not in accordance with the previous sentence. Thats why, this comment given by the teacher, hopely it could be as a good input for student so that in the next she can be more careful in doing the task. It could be seen that the teacher gave a score of 80 with the category "good".
At the third week, class VIIIA came to the new material namely ‘rules and obligation’. The teacher divided this material being four times meeting. The first and second meeting, teacher explained about the rules in the school, then the students got assignment to wite down their rules as students at the school. Then the third and fourth meeting, the teacher commanded to translate sentences into English about students obligation.
