1
AN ANALYSIS OF TEACHERS’ REINFORCEMENT TOWARD
STUDENT’S INTERACTION IN TEACHING SPEAKING AT SMP N 7 PADANG
Yuli Eka Putri*)
English Department, STKIP PGRI SUMBAR,[email protected] Suharni**) and Dona Alicia**)
ABSTRAK
Penelitian ini bertujuan untuk mengetahui tentang pemberian penguatan yang di berikan guru bahasa Inggris terhadap interaksi siswa dalam pembelajaran speaking dan apa tipe penguatan yang sering di gunakan guru dalam proses pengajaran speaking. Partisipan dalam penelitian ini adalah 5 guru bahasa Inggris SMP N 7 Padang. Dalam penelitian ini, peneliti menggunakan angket dan observasi sebagai alat pengumpul data. Setelah menganalisa data yang di peroleh dari angket dan observasi, hasil penelitian ini mengatakan bahwa tipe penguatan yang paling sering di implementasikan oleh guru bahasa Inggris dalam kelas pengajaran speaking adalah guru bahasa Inggris menggunakan ke 2 tipe penguatan di dalam proses pengajaran speaking, namun tipe Non Verbal Reinforcement lebih banyak ditemui selama pengajaran speaking berlangsung di SMP N 7 Padang, peneliti menemukan bahwa tipe penguatan Non Verbal Reinforcement dengan persentase 100%. Dengan memberikan penguatan dalam proses pembelajaran dapat membuat siswa lebih termotivasi dalam setiap aktifitas khususnya dalam proses pembelajaran Speaking.
Key words: Types of Reinforcement, Teaching Speaking.
*) Researcher
**) Advisors INTRODUCTION
Classroom management is done by the teachers for creating and maintaining the optimal classroom condition that can support teaching and learning process. According to Suryosubroto (2002: 49), good classroom management happens if the teachers can maintain their classroom well, so that it is not difficult for them to achieve the goal that has been formulated. It means that teacher has responsible to increase students to be involved in learning process by providing conducive situation, and it will help them to maintain the learning activities run effectively. Briefly, to make the students feel comfort in the classroom while teaching and learning process, teacher has to create classroom by managing the class as good as possible.
In addition, it is supported by Moore (2009:181) who states that reinforcement is a long recognized and essential skill for classroom teacher. It means that reinforcement is one of the important aspects to support learning process run well, and it
should be known by teacher. Teacher’s reinforcement is needed to manage and maintain students’ positive behavior and reduce students’ negative behavior during teaching and learning process. It also means that reinforcement that teachers give to student should be appropriate and meaningful.
Moreover, a good classroom management always provides the students with good learning atmosphere in order they can work academically and learn safely in the classroom. It has been clear that classroom management is teacher’s ability to create and maintain a conducive learning condition.
Based on this statement, Nasution in Rohani (2010: 13) who states that to motivate a child to arrange condition so that the wants to do what he is capable doing. It is clearly stated that one of the main points in effective classroom management is arranging the condition, so that the students are motivated in every learning activity. In other word, classroom management is an effort doing by the teachers for creating and maintaining the
2 optimal classroom condition that can support
teaching and learning process effectively.
Moreover, in teaching learning process there are some interactions that happen by teacher in classroom management.
The interaction among the teachers and the students can be built by giving punishment, reward, encouragement, and reinforcement.
They are the kinds of interaction that can be used by the teacher in classroom. Interaction that happen will make situation in classroom can be controlled and managed, because it shows the communication and feedback each other. It is clear stated that reinforcement is one kind of interaction in the classroom, so that the teacher should know how to use interaction especially in giving reinforcement, teacher gives reinforcement to make the students feel confidence.
Based on the researchers’
experience during teaching practice program (PPL) at SMP N 7 Padang, researcher found that most of the English teachers implemented the reinforcement in teaching learning process of speaking. It could be seen from the classroom management process that was done by English teachers while managing the speaking classroom; they gave verbal reinforcement for every single positive behavior and activities that were performed by the students. Then, teacher appreciated the students who want to practice or participate in the classroom by giving the sentences
“that’s good answer.”, “excellent.” Thus, teacher was also giving reinforcement by doing non- verbal reinforcement such as giving “thumbs up.” for the correct answer that was given by students. The teacher gave reinforcement to the student not only when the students made exercise and practice in front of class, but also when the students will do something. This reinforcement is given to maintain or even increase students’ positive behavior during teaching learning process of speaking. It is supported by Richards (2013:203) who states that praise system and specified right that are constructed accurately will assist in encourage some kinds of behavior and decrease others behavior. It means that, by giving reinforcement, teachers are helped to maintain the situation includes controlling student’s behavior.
Considering the idea above, finally the researcher is interested to do a research at SMP N 7 Padang. It is because almost the teachers have been implemented reinforcement. It includes various types of reinforcement in teaching speaking classroom activities. However, there are some teachers who still don’t apply reinforcement effectively during teaching and learning process of speaking
RESEARCH METHOD
The design of this research was descriptive research. According to Gay and Airasian (2000:275), a descriptive research determines and describes the way things are.
Descriptive research is chosen because researcher wants to describe the fact about teachers’ reinforcement in teaching speaking which is implemented by English Teachers at SMP N 7 Padang. In addition, Johnson (2012:366) descriptive research is to provide a briefly description or picture of the status or characteristic of a situation or phenomenon.
Therefore, by conducting this descriptive research, the researcher described deeply the fact about teachers’ reinforcement in teaching speaking at SMP N 7 Padang.
To get data in this research, researcher needed participants. Participants were the people which researcher will be needed to get the data in doing research project. Gay and Airasian (2000:139) state that qualitative researchers choose participants whom they judge to be thoughtful and who have information, perspectives and experiences related to the topic of research. In this research the researcher had chosen English teachers at SMPN 7 Padang as participants because there were only 5 English teachers who taught English there.
In collecting the data for this research, the researcher did several steps; first the researcher gave the questionnaire to the sample. Then, the researcher analized it.
Next, the researcher collected the reading data from observation checklist and field note, from the English teacher who taught the sample at SMP N 7 Padang.
In analyzing data, the researcher analyzed the data which was gathered from
3 observation (checklist and field note) and
questionnaire. In this research, the researcher collected the data about the implementation types of teachers’ reinforcement in teaching speaking, and the types of teachers’
reinforcement mostly implemented by the English teacher of SMPN 7 Padang during teaching speaking. After collecting data, the researcher managed the data. In this case, managing data involved the process of creating and organizing the data that was collected during the study.
Furthermore, the data that had been gotten from questionnaire will be organized by giving score to questionnaire response first. The questionnaire was Likert Scale Questions that have five alternative answers are provided as follow: Always, Often, Seldom, Rarely, and Never. In this case, each statement will be scored in the sequence of 5, 4, 3, 2, and 1. The researcher counted the frequency of the teachers’
response about the questionnaire by tabulated it using the following formula (Riduwan, 2006:89).
Where:
P = Percentage F = Frequency N = Total Sampling
In describing the criteria of each percentage, the researcher used criteria description which was also explained by Riduwan and Akdon, (2009:18)
Table 3.2. The interpretation of criteria the score
Score ( %) Criteria
0 – 20 Never
21 – 40 Rarely
41 – 60 Seldom
61 – 80 Often
81 – 100 Always ( Riduwan and Akdon,2009:18)
FINDING AND DISCUSSION
The result of two instruments shown that the English teacher of SMP N 7 Padang had implemented types of teachers’
reinforcement in the teaching speaking, although some of activities did not implement maximally, but the purpose of this research was to identify teachers’ reinforcement in teaching speaking at SMP N 7 Padang, and to describe types of teachers’ reinforcement that mostly used by the teacher in teaching speaking. The result of the research finding proved that the implementation of types of teachers’ reinforcement in teaching speaking at SMP N 7 Padang was good because all of the participants of this research implemented reinforcement in teaching speaking. It included both of the types of teacher’s reinforcement, they were; verbal reinforcement and non verbal reinforcement.
In addition, related to the first research question about what type of teacher reinforcement in teaching speaking were used by the English teacher at SMP N 7 Padang in teaching speaking. The result of questionnaires shown that types of teachers’
reinforcement that implemented by the English teacher in teaching speaking at SMP N 7 Padang was Verbal and Non verbal reinforcement. Moreover, the English teacher was dominantly used Non Verbal Reinforcement in teaching speaking with value 100%. Based on the criteria percentage categorized as always implemented.
Furthermore, the reason which decide this types which was implemented by the respondents was because all of the respondents of this research ticked often for two items or statements which belongs to this technique, they were the item number 12 in facial expression and body gesture categorized (English teacher uses facial expression and body gesture such as expressing the happy face, smile, clap hands, a nod, thumbs up action, and others body gestures to praise students who are finish the speaking tasks given by the teacher )and 15in touching categorized (English teacher uses touching activities such as touch their shoulder, shaking their hands or touch the suitable parts of the body in the appropriate situation to praise students who are finish the speaking tasks given by the teacher).
P=
𝑭𝑵
X 100 %
4 Moreover, both of these items
belong to non verbal reinforcement types.
Meanwhile, for other items or statements from each type, each respondent gave different answer.
Furthermore, related to the second research question about what types of teachers’
reinforcement that mostly used in teaching speaking. The result of observation shown that types of teachers’ reinforcement mostly implemented by the English teacher in teaching speaking at SMP N 7 Padang is Non Verbal Reinforcement was dominated during teaching speaking. It was proved that from the results shown during three times observation, the data that was gotten was constantly. Moreover all of the teachers included; Teacher A, B, C, D and E implemented both of the types of reinforcement in teaching speaking at SMP N 7 Padang. They were; verbal reinforcement and non verbal reinforcement during teaching speaking. Even though, the result shown that the results of observation had differences in the time of the observation, over all of the teachers had been implemented reinforcement toward student’s interaction in teaching speaking.
It can be concluded that, reinforcement was important in teaching and learning process, based on the results of questionnaire and observation ( checklist and field note) that researcher done , the result shown the English teacher had implemented two types of reinforcement to motivate the students; Verbal Reinforcement and Non Verbal Reinforcement. Even, Non Verbal Reinforcement was implemented dominantly in teaching speaking. It can be proved from the answer of each indicator that contain to each instruments shown that types of reinforcement that was used by the teacher.
By giving reinforcement to student’s interaction, it will make them more confidence to speak up during the speaking process, which was one of the factors to create good classroom management.
Communication and interaction that occur between teacher and students can be built, so that the goal of teaching speaking can be achieved
.
CONCLUSION
Classroom management is teacher’s ability to create and maintain a conducive learning condition in order the students can work academically and learn safely during teaching and learning process in the classroom. Based on this research finding, the researcher formulated the conclusion in to two; the result of both observation and questionnaire shows that both of types of reinforcement implemented by English teachers in teaching speaking at SMP N 7 Padang. Related to first research question what types of teachers’ reinforcement that is used in teaching speaking at SMP N 7 Padang, and based on the results of the questionnaire, the results show verbal and non verbal reinforcement are implemented in teaching speaking at SMP N 7 Padang with value 100%, referring to the criteria percentage proposed by Riduwan and Akdon ( 2009:18), the percentage 100% categorized as often implemented. Moreover, in answering the second research question, the researcher use observation checklist and field note as the instrument, the results show non verbal reinforcement becomes the type mostly used by the English teachers in teaching speaking at SMP N 7 Padang. Even though the teachers implemented both of the types of reinforcement, but the teachers implement non verbal reinforcement dominantly in teaching speaking. It clearly stated that, the teachers often implemented non verbal reinforcement during the process of teaching speaking which is increased student’s motivation to participate during the process of teaching speaking.
SUGGESTION
After doing the investigation phase in the field note and analyzing the collected data, the researcher gives suggestions at this point. Firstly, For English teachers, all teachers should implement classroom management by creating good communication with the students in giving reinforcement to student’s activity. However it would be better for the teacher to implement both of the types of reinforcement in teaching speaking. Secondly, for the students, the students are hoped to be involved actively in the classroom especially
5 in speaking class, because the students should
be able to give their own opinions which will make to be more confident in teaching speaking. Moreover, by pronouncing the English vocabularies will help the student to practice the English language. Thirdly, for the future researcher, related to the research finding, the researcher suggests that the next researcher who interest to do the research of implementation of types of teachers’
reinforcement in the classroom especially in teaching speaking, it would be better for the further researcher to implement this research in the classroom, because this research just focus to analyze types of teachers’
reinforcement. Related to finding of this research shows that they are two types of teachers’ reinforcement in teaching speaking;
Verbal reinforcement and Non Verbal Reinforcement. Because reinforcement is important in supporting the teachers to deliver and also maintain the teaching and learning process effectively. Overall, this research give us information that maintaining the situation in learning process is important, it includes some aspects and giving reinforcement can increased students motivation in teaching learning process.
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