Implementation of Rewards and Punishments for Students in Teaching English of SMP 32 Mukomuko (Descriptive Qualitative Research on Eighth Grade Students of SMP 32 Mukomuko in Academic Year 2020/2021). Implementation of rewards and punishments for students in teaching English of SMP 32 Mukomuko (descriptive qualitative study to eighth grade students of SMP 32 Mukomuko in academic year 2020/2021).
Background
One of the techniques that can be used by teachers to manage student behavior is by giving rewards and punishments. Controlling unwanted behavior and maintaining good student behavior so that students are motivated to learn the teacher by using rewards and punishments.
Identifications of the Problems
Research Question
Research Objective
Significant of the Research
Readers are familiar with the concept of rewards and punishments and also how to motivate others, so this research can be a reference for readers to apply in their own lives and also in management.
Definition of Key Terms
LITERATURE REVIEW
Reward and Punishment 1. Operant Conditioning
- The kinds of Reward
- Types of Reward a. Positive Reward
- Kinds of Punishment
- Types of Punishment a. Positive Punishment
For example, the teacher praises the students for their excellent result in the test. For example, the teacher gives the students some rewards if they get the best result in the test. They are an easy reward for the teacher to use in the classroom, but it gives a great effect on the students in language learning.
The teacher tells the students that if they don't concentrate and keep talking in class, they will lose five points. The movable student seating position can be used for students who always talk in class during class time. Therefore, the teacher and students can make the contract on paper to avoid bad behavior.
Teaching English
The chosen content and language arts standards are placed so that both students and teachers are clear about the focus of the lesson with the overall objective of mastering the content while rising in academic English. The teacher makes the learning process easy for students to understand by using vocabulary that students know and teachers say when students do not know, provides oral and written directions, and demonstrates what is expected of students. The teacher provides students with the opportunity to continuously communicate with peers in their study group.
The teacher forms small groups that are tasked with engaging in a hands-on experience that provides students with important information about a material and puts what they have learned into practice. The teacher presents the lesson at a moderate pace so that students can understand the material and the class does not get bored. As a new language to be learned, students need a fun learning method and techniques so that students do not feel forced to learn it.
Related Previous Studies
Another research by Irene Pajarillo-Aquino entitled The Effects of Rewards and Punishments on the Academic Performance of College of Education Students. With this research, we wanted to determine the effects of rewarding and punishing on the academic performance of university students. In the research, we used a descriptive correlational research method to determine the effects of rewarding and punishing on students' learning performance.
It can be concluded that rewards and punishment lead to a change in the behavior of the students which especially affects their academic performance and this study proved that it led to the better performance of the students in their courses. The effects of rewards and punishments on the academic performance of teacher education college students. The effects of rewards and punishments on the academic performance of students of the college of education.
RESEARCH METHOD RESEARCH METHOD
Research Design
Setting of the Research
Research Objects and Subjects
According to Sugiyono, the object of research is an attribute of people, objects or activities that have certain variations that are determined by the researcher to then draw conclusions.38 The purpose of this study was to explore the implementation and students' responses to rewards and punishments in teaching English to eighth grade students of SMPN 32 Mukomuko. Researchers observe and interview to find out English teachers' use of rewards and punishments. According to Arikunto, research subjects are places where data for research variables are obtained.39 Thus, the subject of this study is an English teacher and students in the eighth grade of SMP 32 Mukomuko Year 2020/2021 with a total of 30 students, which is the source of information that is necessary to collect research data based on research problems.
Research Instrument
Interviews to obtain information directly by asking questions to the informant, this is done orally and the interviewee answers the researcher's questions. Creswell states that qualitative observation occurs when the researcher takes field notes about the behavior and activities of individuals at the research site. In these field notes, the researcher records the activities at the research location in an unstructured or semi-structured manner (on the basis of some preliminary questions that the researcher wants to know).
Usually these observations are open-ended, as the researcher asks the participants general questions that allow the participants to express their views freely.41 The researcher led the participants directly to the topic under study. This method supports the answer to how the implementation of rewards and punishments in the teaching of English in the eight classes of SMP 32 Mukomuko. This method to know the students' responses about the implementation of rewards and punishments in the English class of eight grade SMP 32 Mukomuko.
Data Collection Technique
A very disagreeable or disagreeable response to a positive statement makes it clear that the student has a contrary view of the statement in the questionnaire. A very disagreeable or disagreeable response to a negative statement makes it clear that the student has a very unbiased or unbiased view of the statement in the questionnaire.43. During the observation, the researcher looked at the way the teacher gave it, the types of rewards and punishments the teacher often gave.
This means that the sequence and wording of the questions are fixed by the schedule, and the interviewer is given little freedom to change.45 The researcher conducted interviews with English teachers to determine the introduction of rewards and punishments in the lessons. How does the teacher reward students and what is the system of punishment so that students do not repeat. In this study, the researcher also used the documentation method where the researcher collected pictures during the research.
Data Analysis Technique
The researcher should make a brief description of the data obtained from multiple sources of data reduction. It means that the researcher needs to get the main points, summarizing and getting the essentials. In this step, the researcher shows all the data found after all the data has been processed.
This data representation can serve to make reading the research results easier for readers. However, based on the research method, researchers use more narrative text to explain the results of the study in detail. After all the data is clear, the researcher can draw the results and conclusions from the study.
Data Trustworthiness
By invalidating the data, the researcher compared the data sources of collected interviews, observations and questionnaires. After completing the research and collecting data from teacher and eighth grade students of SMP 32 Mukomuko in the academic year, the researcher observes how implemented and students' reactions to the rewards and punishments in the teaching of English.
Result
- Result of Observation the Implementation of Rewards and Runishments in Teaching English
- Result of Interview the Implementation Rewards and Punishments by English Teachers at Eighth Grade Students of SMP 32 Mukomuko
- Students’ Response About the Implementation of Rewards and Punishments in Teaching English
The interview data was reinforced by data from observations of the implementation of rewards and punishments in the classroom. So, based on the results of observations and interviews, the researcher concluded that in the eighth grade, the students of SMP 32 Mukomuko had rewards and punishments for implementing the English learning process. Student response regarding the implementation of rewards and punishments in English teaching Punishment in English teaching.
The researcher analyzed and classified the students' responses about the implementation of rewards and punishments in the teaching of English in eighth grade students of SMP 32 Mukomuko. The following is the percentage of responses from each student's response to the implementation of the rewards and punishments used by the English teacher. Based on the responses from the questionnaire results, the researcher can conclude that the implementation of rewards and punishments in the eighth grade students of SMP 32 Mukomuko in the academic year 2020/2021 is good.
Discussions
- The Implementation of Rewards and Punishments in Teaching English
- Students’ Response About the Implementation of Rewards and Punishments in Teaching English
The results of teacher interviews on how to make students repeat good behavior regularly and reduce bad behavior in the process of learning English can be concluded that the teacher implementation rewards and punishments for the behavior students did. From the results of teacher interviews on how to implement rewards and punishments in learning English, it can be concluded that rewards and punishments are teacher actions towards student behavior. From the observation result, it can be concluded that the English teacher who teaches the eighth grade has implemented rewards and punishments.
Based on the above explanation, it can be concluded that the English teacher in the eighth grade students of SMP 32 Mukomuko has implemented rewards and punishments in learning English. The researcher analyzed the responses of the students regarding the application of rewards and punishments to the students in the teaching of English in the eighth grade students of SMP 32 Mukomuko. So, from the results of the researchers' findings for the eighth grade students of SMP 32 Mukomuko, it can be concluded that the students' response to the application of rewards and punishments is good.
CONCLUSION
SUGGESTION
The influence of reward and punishment by the student's emotional intelligence of students in social science at MAN Kota Blitar. Doctoral Dissertation Published Dissertation. Retrieved from: https://docplayer.info/48870641-Hubungan-motivasi-akademik- dengan-prestasi-belajar-siswa-sma-x-di-jakarta-barat.html. The use of reward and punishment to increase young learners' motivation in learning English as a foreign language adapted to Indonesian context.
Rewards and punishments Role in teacher-student relationship from the mentor's perspective.Acta Didactica Napocensia. The relationship between motivation and achievement a study of study motivation of English majors.In Qingdao Agricultural University. The impact of reward system and punishment on L2 students' motivation in English-speaking classroom at Mts An-Nur Palangkaraya.
