THE IMPLEMENTATION OF REWARDS AND PUNISHMENT IN THE CLASSROOM AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

THE IMPLEMENTATION OF REWARDS AND PUNISHMENT IN THE
CLASSROOM AT ENGLISH EDUCATION DEPARTMENT OF
UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
A Skripsi

Submitted to the Faculty of Language Education
As a Partial Fulfillment of the Requirements to Obtain
the Degree of
Sarjana Pendidikan

Dova Dwi Yanti
20120540037

English Education Department
Faculty Language Education
Universitas Muhammadiyah Yogyakarta
2016

THE IMPLEMENTATION OF REWARDS AND PUNISHMENT IN THE
CLASSROOM AT ENGLISH EDUCATION DEPARTMENT OF
UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

A Skripsi

Submitted to the Faculty of Language Education
As a Partial Fulfillment of the Requirements to Obtain
the Degree of
Sarjana Pendidikan

Dova Dwi Yanti
20120540037

English Education Department
Faculty Language Education
Universitas Muhammadiyah Yogyakarta
2016

ACKNOWLEDGEMENT
First of all, I would like to delivers my greatest gratitude to my Allah SWT.
Everything written in this paper has come from His mercy, blessing and strength.
Secondly, my greatest thankful and appreciation to my beloved advisor, Sri
Rejeki Murtiningsih, Ph.D. for her kindness, guidance, patience, and support that

was given to me. Your valuable guidance has convinced me that I could totally
finish this research. I also thank you for always giving positive feedback every
time I need it.
Most importantly, this research could not have happened without my family.
To my parents ( Tarman and my angel Hermawani) who offered encouragement
to me through phone call or messenger. They received my deepest gratitude and
love for their dedication and support during my undergraduate thesis that provided
the foundation of this work. Besides, I must thank to my beloved brother Ade
Setiawan, Taufik Hidayat and Albet M.J their support and encouragement were
also the reason what made this research possible. The undergraduate thesis is
dedicated to their unconditional love and encouragement.
I am also grateful for all my friends in English Education Department batch
2012 especially for EED students’ class A batch 2012 who always with me
throughout the bad and good times, we growth together to catch our dream in this
department. Thank you for your togetherness, sharing, learning, teaching, and
experience.

iv

My grateful is also for my everlasting beloved playing friends: Mita, Kiki,

Ayum, Wulan, Lisa, Rini, Mba Ade, and Fendi for killing time with numerous
extraordinary moments. Thanks also for giving full support before and during the
research to make this research better than it started out. Thanks for share of cheer,
smile, joke and knowledge.

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Table of Contents
Cover ...........................................................................................................

i

Approval Page .............................................................................................

ii

Author’s Declaration of Originality……………………………………….

iii

Acknowledgment ........................................................................................

iv

Abstract .......................................................................................................

v

Table of Contents ........................................................................................

vi

List of Appendices ......................................................................................

ix

List of figure................................................................................................

x

Chapter One
Introduction .................................................................................................

1

Research Background......................................................................

1

Statement of the Problem ................................................................

4

Limitation of the Problem ...............................................................

4

Research Questions .........................................................................

5

Research Objectives ........................................................................

5

Research Significance .....................................................................

5

Research Outlines............................................................................

6

Chapter Two
Literature Review ........................................................................................

7

Reward ...........................................................................................

7

viii

Purpose of reward.....................................................................

8

Types of reward ........................................................................

8

Punishment .....................................................................................

10

Purpose of punishment .............................................................

11

Types of punishment ................................................................

11

Previous Related Study ...................................................................

13

Conceptual Framework ...................................................................

13

Chapter Three
Research Methodology................................................................................

15

Research Design ..............................................................................

15

Research Setting and Participants ...................................................

15

Data Collection Method .................................................................

16

Observation .............................................................................

17

Interview ..................................................................................

17

Research Instrument .................................................................

18

Data Analysis .................................................................................

18

Transcribing .............................................................................

18

Member checking .....................................................................

19

Coding .....................................................................................

19

Reporting .................................................................................

19

Chapter Four

ix

Findings and Discussion .............................................................................

20

Research Question 1: EED UMY Lecturers Implement Rewards and
Punishment
The rewards applied by EED UMY lecturers .................................

20

The punishments applied by EED UMY lecturers ..........................

21

Research Question 2: The Reason Why EED UMY Lecturers Give
Rewards and Punishment
The reason why lecturers gave rewards ..........................................

22

The reason why the lecturers give punishment ...............................

25

The reason why the lecturers did not give punishment ...................

27

Chapter Five
Conclusion and Recommendation...............................................................

32

Conclusion ......................................................................................

32

Recommendation.............................................................................

33

References ...................................................................................................

35

Appendices

x

Abstract
Reward and punishment can motivate students to perform better attitude in
teaching learning process. A reward is to maintain the success and attract students
to do the activity. Punishment is to control the undesirable behaviors to desirable
one. Therefore, students motivated to repeat the same action or other actions
which are more cooperative in the class, as the get rid their disruptive action.
This study has two aims. First, it aims to reveal how the EED UMY
lecturers implement reward and punishment in the classroom. Second, it aims to
know the reasons why EED UMY lecturers give reward and punishment. To
answer the two research questions, the researcher designed this research as
qualitative by descriptive qualitative research as the approach of this research.
Observation and semi-structured interview were done to gather the data. The
participants were three teachers of EED UMY. The participants were chosen
using purposive sampling.
The result of the data gathered got the findings that the reward given by
lecturers as positive feedback to students who conduct teaching learning process
well without ruction. Reward is given at EED UMY because to make students
thinking positively, to make students motivated, to make students feel respected,
to build students desire, and to create good environment. Punishment is given by
lecturers at EED UMY are coordinate the class to be conducive, to make student
more focused on what is discussed. All of the participants utilized in this research,
one lecturer does not given a punishment. Participant 1 said that punishment

vi

should not be given. Participant 1 disagrees with the concept of punishment
because she does not believe in it.
Keywords : rewards, punishments

vii

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1

Chapter One
Introduction
This chapter presents several points related to the main problem of this
research. This chapter also elaborates the reason this research is taken and the
scope of this research. The objectives of the research are also be included in this
chapter in order to answer the research questions. This chapter proposes some
advantages of this research for both individual and institution that are involved in
educational setting. The last, this chapter present the outline for the entire
research.
Research Background
Reward is the one of system that appears in some colleges. Reward is
usually given by some teachers to increase student’s motivation. Brown (2000)
gives examples of extrinsic motivation, such as, rewards. Jones (2001) says that
rewards are one proven way to motivate students to put forth efforts.Giving
reward can give a good situation to student in classroom as rewards can maintain
and expand the students’ behavior. Deporteret al (2000) explains that rewarding
students could support them having the best condition and can motivate them to
solve the problem and repeat their success. Indeed, teacher gives rewards to the
students by using many gifts, such as applause and big score.
During the learning process, students might experience several
misbehavior. In fact, students sometimes disturb the class; they usually like to talk
to their friends and have little attention to the teaching-learning process. Feeling

2

bored with the class, the students try to come late to class and try to find a way to
go out of the class. In the teaching learning process, students also usually ask for
permission to go to the toilet though they are not really want it. If these behaviors
are frequently happened, it will influence the success of teaching-learning process.
Punishment is one of the ways taken by teacher to control their student
when they make some of those misbehavior's. Punishment can be a kind of
reinforcement for the students who do not behave appropriately. Brown (2000)
writes that punishment could be either the withdrawal of positive reinforces or the
presentation of an subversive stimulus. Levin (1988) adds that punishment is
important to overcome the subversive or unpleasant response.
Punishment is implemented to make students perform better attitude
during learning process. Smith and Laslett (1993) argue that punishment works
well if it can change the behavior of the students. It is similar to Ching (2012,
p.30) who states that positive punishment “should promote positive behavior and
regular attendance”. Both positive behavior and regular attendance are required to
create more creative atmosphere in teaching and learning.
From the explanation above, it can be said that both rewards and
punishment can motivate students to performance better attitude in teachinglearning process. A reward is to maintain the success and attract students to do the
activity. Punishment is to control the undesirable behaviors to desirable ones.
Therefore, students may be motivated to repeat the same action or other actions
which are more cooperative in the class; as the get rid their disruptive action.

3

In EED UMY, English language is it considered as the most important
skill to be mastered properly (Ma’arifah, 2010). Sometimes they did not follow
the lesson well especially when the lecturer explained grammatical structure.
Some students were discouraged to do tasks and they had no interest in learning
because sometimes some lecturers taught boring learning. This is in line with
Good and Brophy (1986 ) who state that if school activities are inherently boring
and unrewarding, reward and punishment with a view to forcing students to
engage in unpleasant tasks.
Based on the researcher, EED lecturers have given several kinds of
rewards and punishment. They would like to give direct praise to the students who
did great job. Also, sometimes lectures gave rewards in form of foods or
beverages to the group that won the game in the class. For the punishment,
lecturers at EED UMY usually disallowed students who were being late to sign
the presence list. Also, there were point reduction as punishment for the students
who were late in submitting assignment.
Previous research on the implementation of rewards and punishment more
likely focuses on students’ perception. Hence, a research on teachers’ perception
toward the implementation of rewards and punishment is very important to be
conducted. This research were conducted in English Education Department
(EED) in Universitas Muhammadiyah Yogyakarta (UMY). This research is going
to find out reward and punishment in classroom learning activities. Based on the
discussion above, the researcher wants to seek the implementation of reward and
punishment in EED UMY.

4

Statement of the Problem
In EED UMY, as it is observed by the researcher during her study over
there, the lecturers frequently apply the reward and punishment method. It is
believed to force students’ participation in teaching and learning process.
Sometimes, based on researcher’s experience, the lecturers give reward in a form
of mild snack to the students or group who are able to answer or fulfill the
lecturer’ s question. Beside, some lecturers also give punishment in a form of
score reduction to students who are late in submitting assignment. This method
felt monotonous since the researcher does not find other way to implement reward
and punishment by the lecturers. Derived from the researcher’s awareness towards
lecturers’ responses to students’ action, the researcher is interested to explore the
implementation of rewards and punishment in EED UMY.
Limitation of the Problem
There are many ways to manage and motivate students’ misbehavior.
Reward and punishment are one of the methods employed in the classroom to deal
with students’ misbehavior. However, in this research, the researcher only focus
on revealing the implementation of reward and punishment in the classroom and
finding the reasons why lecturer gives reward and punishment. The researcher
will only limit the research on reward and punishment which is implemented by
the lecturers in English Education Department in Universitas Muhammadiyah
Yogyakarta.
Formulation of the Problem

5

Based on the background of the research that has been stated, the
researcher formulates two research question as follow:
1. How does EED UMY lecturers implement reward and punishment in
the classroom?
2. What are EED UMY lecturers’ reasons in giving reward and
punishment?
The Objective of the Research
In line with the formulation of the problems above, the objectives of this
study are as follow:
1. To reveal how the EED UMY lecturers implement reward and
punishment in the classroom.
2. To know the reason why EED UMY lecturers give reward and
punishment.
Significance of the Research
This research is expected to give contributions for lecturers of English
Education Department in Universitas Muhammadiyah Yogyakarta in both
theoretical and practical side.
Theoretically.This research is conducted to give some understanding on
reward and punishments strategies implemented in teaching and learning
process.Also, this research can be used as additional sources for other future
related research.

6

Practically.This research will help the lecturers in arranging the strategy
toward classroom at EED (English Education Department).
Outline of the Research
This research is organized into five chapters consisting of introduction,
literature review, methodology, finding and discussion, and conclusion and
recommendation.
Chapter one contains background of the problem, limitation of the
problem, research questions, objectives of the research and outline of the research.
Chapter two provides literature review of the research. Theoretical
frameworks that are relevant to the implementation of reward and punishments is
presented. Also, this chapter presents several previous related study supporting the
arrangement of this research.
Chapter three consists of research methodology including research design,
research setting, data collection method, and data analysis.
Chapter four discusses the finding and discussion. This chapter explains
the findings of the research question in detail.
Chapter five discusses the conclusion and recommendation. This chapter
consist of 2 sub-chapters which are conclusion and recommendation to obtain the
solution.

7

8

Chapter Two
Literature Review
This chapter presents literature review related to the research that consist
of the definition of rewards, the purpose of the rewards, the types of rewards. The
definition of punishment, the purpose of punishment, and types of punishment.
Rewards
According to Horner (2009) reward refers to any contingent that may
deliver a consequence such as an activity, event or any object. Rewards are
important both for encouragement of appropriate behavior and prevention of the
encouragement of inappropriate behavior. Reward is defined as action or behavior
to regard students’ succees having good participation and performance, doing the
activities well (Slavin, 1991).
According to Smart (1973), students’ behavior in classroom is followed
behavior from their environment. Sometimes students grow up with less worship
and attention. Reward and punishment is usually applied to build students’
motivation in learning, especially in English Education Department. The process
to apply the reward to increase behavior is called reinforcement; there are two
form of reinforcement, positive and negative.
Regarding the teaching and learning process, reward is the thing given to
the students for their splendid deeds. According to Hill (1965) reward may be
symbolic (gold stars, medals, or honor rolls), material (a piece of candy, a sum of

9

money or the right to participate in the student activities), or psychological
(knowledge of progress, recognition of adequacy or growth toward adequacy).
Purpose of rewards. Using reward in the classroom helps lecturer
increase student’s motivation. Reward convey information about one’s skill or
competence when they are linked to actual performance or progress, such as when
a lecturer praises students for learning new skill or acquiring new knowledge
(Schunk, 2008). Santrock (2004) goes on to point out that classroom reward can
be useful.Referring to the statement above, when reward is given by the lecturer,
the students can associate acting and behavior in feeling of happiness. Usually,
students will do something that trigger reward continuously. Beside, reward has a
purpose to make the students do everything more diligently to increase the
score.Rewards can be an effective way to encourage students. It can be as tasks or
materials that initially motivate students become involved in learning.
According to Soejono (1980), giving rewards by a lecturer as an educator
might have several purposes. First, giving rewards can increase the better norm of
students’ behavior. Second, giving rewards can maintain and expand the students’
behavior. Third, giving rewards are indicators of increasing competence. Next,
rewards give the good situation to student in the classroom. Also, giving reward
can make the student eager to learn material.
Types of rewards. There are many researcher explaining about types of
rewards. According to Eggen and Kauchak (2001), although the use of rewards is

10

controversial, it is still common. Some examples of reward used in classroom
include the following explanations
Approval. In approval, lecturers usually praise or being selected as a class
monitor. This is to display certain students’ personal achievement. The lecturers
praise the students in front of public (class) for several achievements –e.g. high
score, excellent work, earliest submission. This type of reward is purposed to
trigger the praised students’ motivation and other students’ intention to be
success.
Consumable items. It means that lecturers give some consumable items to
selected students, such as candy, chocolate, etc. This is done in the same way as
approval. The lecturers may give consumable items to students who achieved
several objectives. By giving consumable items, or informing the students that
reward of consumable items will be given, it is expected that the students will
struggle to achieve the objectives.
Entertainment. Reward can be in a form of something entertaining,
unique, and playful. This kind of reward is usually given after certain occasion
such as test/project is held. To entertain students after working with project is a
good way to maintain students’ mind. However, the implementation of
entertainment as reward is best applied when the majority of the students achieved
high achievement on certain objectives.
High test score. High test score means the score obtained by the students
after finishing certain assignment/test. In reward context, when the students have

11

studied quite hard, they may obtain good / high score in certain subjects. Also,
high test score can be a motivation for the students to study. Indeed, the lecturers
may tell the students that certain score is required to pass the subject. Therefore,
the students are expected to strive to get the score.
Lecturer’s compliment. It is rather similar to the approval, but the praise
or compliment is delivered quietly and individually to the certain person to whom
the reward given. This is believed to strengthen personal relationship between
students and teacher/lecturer.
Punishment
According to Lester (2001), punishment is applied following a desired
action, as when student is punished after coming forward to admit cheating on an
examination. The student may also associate the punishment with being honest
rather than with the original offense. The result may be that the student learns to
tell the truth.
Punishment is consequences received for the students’ negative behavior
to be disciplined (Maag, 2001). Flora (2004) stated that the way to reduce
perceived need punishment and the way to reduce illegal and destructive behavior
is to increase reinforcement for achievement. Also, the reinforcement can be
committed as punishment. According to Purwanto (1998). Punishment is given
caused by someone (parents, lecturer or the others) after mistakes happened.
Punishment is the practice of imposing something negative or unpleasant on a
person or an animal or a property, usually in response to disobedience, defiance or

12

behavior deemed morally wrong by individual, governmental, or religious
principles.
From the statements above, giving punishment decreases the probability
that a misbehavior will occur. Also, punishment might be defined as using force
and physical pain to get the students under control in classroom. In classroom
activities, negative and positive reinforcements are the consequences that
strengthen or increase behaviors. These consequences are called punished and the
process of using these consequences to decrease behavior is called punishment.
Purpose of punishment. Punishment should be consistent and applied
every time the students engage in the misbehavior. Punishment is applied in
teaching and learning activities for certain purpose, most generally to encourage
and enforce proper behavior defined in society or family ( Ma;rifah, 2010) . When
lecturers want to decrease children undesirable behavior (such as teasing and
hogging), punishment should be used only as the last resort and always in
conjunction with providing the child information about appropriate behavior.
Punishment must be given depending on the students’ action instead of lecturer’s
mood. Teacher should give the punishment immediately after misbehavior
occurred and make the students understand that wrong doing will have the
punishment as its consequence.
Types of punishment. Punishment are not treatment. Types of
punishment that will be discussed here are chosen because other methods of

13

correcting students’ misbehavior did not work well. According to Herman (1980),
Here, punishment divided into four types.
Psychical punishment. It includes slapping, pinch between forefinger and
thumb and striking. This kind of punishment has been applied for centuries mostly
in non-education field. In education field, currently, this kind of punishment is
now rarely applied. Except for gym classes, this physical is rarely applied. This is
actually a good punishment to make students prevent of doing some misbehavior.
Also, this punishment may frighten the students to fail in achieving the objectives.
Words and sentences. Lecturers can use word or sentences such as
griping, threatening, teasing, and ridiculing as punishment to the students. This is
sometimes applied when students conduct misbehavior such as disrupting the
class. This kind of punishment is expected to maintain class conduciveness so that
the students will be more focus to the study. Also, lecturers may use threatening
words such as pressure before the exam so that the students will try to struggle at
their best to avoid the punishment mentioned by the lecturers. For example, the
lecturer will obligate the students to clean school yard if they fail the exam.
Stimulus psychical punishment. This punishment is usually given
directly to the students by the lecturers. In the class, some students may conduct
several misbehavior so that the lecturer use stimulus physical punishment such as
using slope, open wide of eyes and glum, to threaten (punish) the students for
their behaves.

14

Inconvenient punishment. The lecturers may use this kind of punishment
such as telling the students to stand up in front of class, to get out of class, to stand
beside the lecturer, to sit down beside the lecturer, or to write a sentence and
rewrite for 10 times or more. This is purposed to make the students chary of
conducting misbehavior/failure.
Previous Related Study
Several studies has been found related to this current study. Nur (2013)
studied the implementation of reward and punishment toward student’s
motivation in English learning in Universitas Pendidikan Indonesia. She analyzed
the kind of reward and punishment that the teacher implemented in motivating the
students. She is concerned with the implementation of the strategies toward
students’ motivation.
Other researchers are Azis and Asrudin(2014 ) who studied the use of
group-work, reward-punishment and visual media as integrated teaching-learning
strategy to improve the ELT classroom interaction of the eighth grade students of
MTS N Hikmaturahim, Lombok Tengah. They analyzed the implementation of
rewards and punishments in the classroom at MTS N Hikmaturahimin by
observing and describing the processes and the result of action implemented in
improving the ELT classroom interaction. The result found that after
implementing the group-work, reward and punishment and visual media, the
students were not afraid in speaking. In fact, most students were active in the
classroom. The similarity of this finding with the current research is that this

15

research used similar instrument such as observation and interview to know the
implementation of group-work and reward-punishment.
Conceptual Framework
This research is going to investigate lecturers’ strategies in applied reward
and punishment in their class. The researcher is interested in this topic based on
her personal experience of studying at EED UMY. In fact, all EED lecturers apply
rewards and punishment in their classes. However, there is no significant
differences among the punishment and rewards given by one lecturer to another.
Most lecturers seemed to give same form of reward and punishment in their
classes. While these applications may seem of being cliché, there are actually five
major points of rewards types and four major points of punishment types based on
the earlier discussion in this chapter. Therefore, in this research, the EED UMY
lecturers are give their opinion or understanding and experiences about those
types of reward and punishment. Furthermore, the reason lecturers give certain
rewards and punishment is as important to be revealed in this research. Therefore,
this research can be framed as follow:

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Figure 1. Conceptual Framework
Approval
Consumable items

Entertainment
rewards
High test score
Lecturers did apply rewards and
punishment in the class

Lecturer’s co pli e t
Reason?

Psychical punishment
Words and sentences

Punishment
Stimulus psychical punishment
Inconvenient punishment

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Chapter Three
Research Methodology
This chapter presents research design, setting and participant of the
research, research instrument, and data collection. Moreover, data analysis is also
presented in this chapter.
Research Design
The purpose of this study was to reveal the lecturers implement rewards
and punishments in the classroom and to know the reason why lecturers gave
rewards and punishments. The participants in this research explained their reason
why give rewards and punishment. Based on the objectives above, the research
design was appropriate for this research was qualitative research. Qualitative
research was aimed at explain or reveal in the respondents experiences and also
respondents opinions. Tewksbury (2009) also explained that qualitative research
method provided more emphasis on interpretation and providing someone with
complete views, looking at contexts, environmental and depth of understanding of
concept. The researcher is currently going to describe the implementation of
rewards and punishment in the classroom at English Education Department of
Universitas Muhammadiyah Yogyakarta. Creswell (2012) argued that qualitative
research would be appropriate to be employed when it would identify research
participants opinion, believe, or even perception. Based on explanation above,
qualitative method was appropriate for this research. By using this method, the

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researcher described the implementation of reward and punishment in the
classroom and lecturers’ reasons of giving certain rewards and punishment.
Research Setting and Participants
The setting of this research was in EED of UMY in the first half of March
2016. The reasons of choosing EED as the setting were, first, because reward and
punishment existed and implemented in EED UMY. Second, the researcher was
currently studying in UMY, so it was easier to gather the data in term of
accessibility to the interview location. Third, the researcher got easy access to ask
the participants’ availability since both researcher and participants are actually at
the same university and being familiar to each other. Therefore, it had lot of
advantages to select the settings.
The participants of this research were the lecturers of EED UMY. There
were actually 15 lecturers in EED UMY, but the researcher selected three
lecturers as participants randomly selected based on the lecturers avibility.
However, almost all the EED lecturers have been having teaching experience
generally for more than five years, and lecturers with five years or more
experience have been experiencing in giving rewards and punishments. Below
were the detail information of the participants of this research.
No

Name

Teaching experience

Sex

1.

Shopia Muller

12 years

Female

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2.

Rianti

7 years

Female

3.

Bagaskoro

6 years

Male

Data Collection Methods
Conducting data collection in qualitative descriptive studies was typically
directed toward discovering the who, what and where of events or experiences or
their basic nature and shape (Sandelowski, 2000). It was also said that the data
collection techniques usually including open-ended individual or focus group
interview. Data collection techniques might also include observations of targeted,
interview and questionnaire (Cresswell, 2008).
As mentioned previously, this research used two instruments to collect the
data, namely observation and interview. Several procedures to collect the data
were such as the observation was conducted to three EED UMY classes, and then
the interview was administered to the three lecturers.
Observation.Burns (1999) said that observation was taking regular
conscious notice of classroom action and occurrences, which were particularly
relevant to the issues or topics being investigated. In this research, the observation
was carried out to cover the process of the implementation of reward and
punishment. Observations were ways to find out more about the students
responses, students behavior, and students activities during the learning process

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dealing with the students’ reading comprehension, the interaction among students
and interaction between students and the lecturer.
To observe the lecturers’ implementation of rewards and punishment
giving, the researcher initially asked for permission to the class’ lecturers. After
that, the researcher arranged the right time to do the observation. To collect the
data, the researcher used note and pen. In observation, the researcher mostly did
note taking to gain data from the observation. The data from the observation were
the real types of rewards and punishments in the classroom. The observation was
done once each participants. The first observation was done in March 15th, 2016,
in academic reading and writing. The second observation was done in March 28th,
2016, in listening and speaking for academic purposes. The third observation was
done in April 12th 2016, in interpretive reading and argumentative writing.
Interview. One of the methods that were applied in collecting the data was
interview. Interview was an appropriate method to get deeper information in
qualitative research (Creswell, 2008). By doing the interview, the researcher got
deeper information that could not be obtained during the classroom observation.
The interview was conducted in one-on-one interview where the researcher asked
the questions directly to one interviewer in collecting the data (Creswell, 2008).
The researcher contacted the availability of the prospective participants.
While having agreement with the participants, the researcher arranged the
schedule to do the interview. During the interview, the researcher used recorder /
hand-cam so that the data gained was safe. The interview guideline as the main

21

instrument of this research methodology was provided. In interviewing, the
average of the time to interview was ten until five teen minutes from all the
participants.
Research instruments. The instrument used in the observation to obtain
the data was hand-cam which was used to video record and know the situation
that occurred in the classroom. Also, the researcher provided notes and a pen to
write down and to record the important point of the activity. Meanwhile, the handcam was also be used in the interview. Last, the interview guideline was generated
and used as the main the instrument for the interview. The interview guideline
consisted of several questions regarding to the research question of this research.
Data Analysis
The last method to be explained in this chapter was data analysis. In data
analysis, the researcher got the essence of participants’ answer during the
interview. The participants’ answer was going to be the finding of this research.
There were several steps in data analysis.
Transcribing. This was when the researcher transcribed the audio data
from recorder into literal transcription in pieces of paper. This was purposed to
ease the researcher to analyze the essence of the participants statement. The
process of transcribing means the researcher wrote everything (completely all) the
interviewees statement in to structured script.
Member checking. This was to make sure that the data written in the script
(the transcribed record) was valid. Member checking meant the researcher asked

22

the participants’ agreement with the transcribed script. This was as a step to make
sure that all data were complete and precise to the participants’ intention. Doing
member checking was essential in order to make sure the validity of the data
gathered. Member checking was done by showing the script result to the
respondents and asking them to check whether the script results were really same
with the interview that they had been done or not. Member checking was done in
June 2016, all of the participants agreed with the researchers transcribed, so there
were no changes.
Coding. To get the essence of the data, the researcher did coding. Coding
basically was finding the essence of the participants’ statements that were related
to the research purpose. There were three steps of coding; open coding, axial
coding and selective coding. Coding facilitated the researcher to identify similar
information (Cohen et al., 2011). The processes of coding were transcribing (done
before the member checking), preparing reports, summarizing the general codes
(axial coding and discussing similarities and differences related to code across
distinct original sources or comparing the relationship between one and other
codes).
Reporting. The last step of this research was data reporting. After all data
had been coded and the essences were selected, the researcher reported the data.
The researcher reported and discusses the finding respectively.

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Chapter Four
Finding and Discussion
This chapter presents the research finding and discussion of reward and
punishment implementation given by the lecturer of EED UMY. The data was
gathered from research instrument utilized by the researcher. In this case, this
research used observation and interview to collect the data. The observation was
done in order to answer the first research question,in other hands the interview
was also done to answer the second research question.
Did EED UMY Lecturers Implement Reward and Punishment in the
Classroom
The observation of the research was divided into three times observation to
three lecturers. The observation was done once each participants. The first
observation was conducted in March 15th 2016, the second observation was in
March 20th 2016 and the third observation was in April 12th 2016. Each of them
gave their own way to implemented rewards and punishments in the class.
The rewards that were applied EED of UMY lecturers were approval and high test
score. Mostly the rewards applied were delivered by some expression such as:
“good job”, “excellent”, “good work”. All participants applied high score test,
they gave additional point to students who were active and obey the rules in the
class.

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On the first observation, it was known that the reward used was approval
which kinds of applause and expression such as “good job”, “excellent”, “good
work”. The reward used by the second and third participants was also the same as
the first observation. Nevertheless the second participant implemented high test
score like given additional grade. The lecturer gave quizzes that were displayed at
the screen, and then the students were asked to answer those quizzes. Students
who correctly answered the question got additional point for their grade.
The punishments that were applied EED of UMY lecturers are “words and
sentences” and “stimulus physical punishment”. Two of three participants applied
punishment like “word and sentences” to student who did not pay attention and
disturb in the class. At the first observation punishment did not exists at this class.
When the researcher observed the class, the first participant did not apply
punishment. She said that the punishment was attached in the lesson plan, so all
the students who made the inappropriate behaviors during the class, did not get
the punishment directly. The teacher only wrote down a students names then gave
the punishment based on the learning contract. For the example, there was the
student who came late, the lecturer did not punish the student directly because the
punishment had already been in the learning contract which is every student who
came late they will get decrements on his/ her soft skill grade.
Nevertheless, second and third participant applied in a form of “word and
sentences” or “direct warning” and also giving question to the students who did
not pay attention. Stimulus psychical punishment also implemented, such as
“huuuuusssst” for the students who did any other activities when the learning

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process, for example make a noise or have a talk with their friends. That was why
the participant gave punishment by stimulus psychical punishment.

Why EED UMY Lecturers Gave Rewards and Punishments
The result of the data gathered was also used to answer the second
research question about reasons why the lecturers gave reward and punishment to
the students. During the data collection, the researcher had asked some questions
for participants based on the interview guide. In this case, the researcher asked
three lecturers as the sources to collect the data into a transcription in form of
table. Based on the finding of the research, the researcher finds that sources
explains the reason why the lecturer gave reward and punishment to the students.
The question was given about matters concerning reward and punishment
given by the lecturers to students during the teaching learning activity. The
implementation of the research was divided into three times interview to three
lecturers. Each of them gave their own argument without seeing or listening to the
other lecturers. There were the reasons why EED UMY lecturer gave reward: 1.
to make students think positively, 2. to make students motivated, 3. to build
students’ desire, and 4. to create good environment.
To make students think positively. According to the result of the
interview, it was known that the reason of the EED UMY teachers provide reward
and punishment was because reward and punishments could make the students
think positively. It was figured out by Sofia Muller’s statement:

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“I prefer to give reward because it will make student think positively and it will
motivate them (Sofia Muller, 2016)”.
Bagaskoro also conveyed the same idea about giving reward could make student
think positively. It is used so that student are motivated with the reward given by
lecturer. Reward is utilized by the lecturers in giving score, and based on the
discussion, students are able to answer a question from the lecturers. Therefore,
with the reward giving, students are able to think positively and be motivated in
the teaching learning process in the class. “ …when the lecturers give reward, it
will give positive mood to students and whey they have positive mood, they will
enjoyed the learning process ( Bagaskoro, 2016)
To make students motivated. The reward motivated students to be
better.the lecturers praise the student in front of the class for several
achievements, for example, additional score, earliest submission, excellent work.
The rewarding to trigger the praised students motivation and other students
intention to be succesfull. If there were students who were active and had good
scores.It motivated students to perform optimally. Reward giving in this research
showed that by being given a reward, student fell respected by lecturers.
Therefore, it was expected that student are more motivated to do the better
performance in the future. It could be seen on the interview result by Rianti and
Bagaskoro statement : “giving reward is used to push their motivation and
performance in the class” ( Rianti,2016)

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It was supported by Bagaskoro who stated “ in my points of view so
psychologically, giving reward is good. I known it is great and even good for
students and it motivate the students ( Bagaskoro, 2016)
To build students desire. From the interview result, reward applied by
EED UMY lecturers enhance students’ will to involve in the teaching learning
process. It was figured out by Rianti :
“ …it builds their desire. Usually people tend to like of being praised. So
they fell to be motivated to show their top performance “( Rianti, 2016)
Bagoskoro aggred that by giving reward to build students desire.
“ some activities concerning reward because students to fell respected in the class
and build students desire to study better” ( Bagaskoro,2016)
To create good environment. Based on the interview result, giving
reward to create good environment. When one of the students did something
good, then the lecturers give she or he reward, so the other students will fell
motivated to performance better in order to also give reward. If there were
students who are active and had additional score, it was able to to give effect to
other students, and then they became active so they will created a good
environment.
“...if there were some students who were activated and have additional score. It is
able to give effect to other students. Then they become active, so they create a
good environment” ( Rianti, 2016)

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Based on interview result, there were some reasons why EED UMY
lecturers gave rewards first, to make students think positively, second, to
motivated students. Third, to builds students desire. Last, to create good
environment. It was in line with Soejono’s (1980) statement that giving reward
by lecturer as educator might have several purposes. First, giving rewards can
increase the better norm of student’s behavior. Second, giving reward can
maintain and expand the student’s behavior. Third, giving reward are indicators of
increasing competence. And then, reward gives the good situation to student in
classroom. Also, giving reward can make the student eager to learn material.
In the teaching learning process at EED UMY, students sometimes make
mistake and not focus on the material given by the lecturer. They usually like to
talk with their friends and have little attention to the teaching learning process.
Punishment is applied in teaching and learning activities certain purpose, most
generally to encourage and enforce proper behavior defined in society or family
(Ma’arifah,2010). Based on interview result, the reason why the lecturers gave
punishment were: 1. to make the class to be conducive, 2. to make student focus,
3. because students perform intolerant action.
To make the class to be conducive. Punishment is sometimes applied
when students conduct misbehavior such as disrupting the class.this kind of
punishment is expected to maintain the class , so that the students will more focus
in teaching learning process and make the class conducive.

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“when the lecturer explained certain topic, the students have the discussion related
the other topic, instead. If they were not stopped, their discussion will be out of
context and will harm the teaching learning process. So, what I did is done in
order to keep the class stay conducive” (Rianti, 2016)
To make students focus. Punishment is basically to make students more
focus during teaching learning process.Sometimes they have little attention in
learning process, lecturers can use word or sentences such as griping, threatening,
teasing, and ridiculing as punishment to the students. Lecturer gave punishment to
the students to make students focus. Lecturers also use threatening word such as
as pressure before the exam, so that the students will try to struggle at their best to
avoid the punishment mentioned by the lecturers.
“.…the reason is to make the noise class condition keep focus again to the
teaching and learning process” (Rianti, 2016)
Because students perform intolerant action. Some of the the students
behave inappropriately, consequently, f it happens continuously, they disturb the
teaching and learning process. Punishment is one type of approaches that is used
by lecturers in order to correct students misbehavior or disruptive behavior in the
class.
“ some of the students behavior could be tolerance, but some of them could not.
At that time, I could not tolerance their behavior so that is why I gave them
punishment” (Bagaskoro, 2016)

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Punishment is consequences received for the students negative behavior to
be disciplined (Maag, 2001). Flora (2004) stated that that the way to reduce
perceived need punishment and the way to reduce illegal and disruptive behavior
is to increase reinforcement for achievement. Punishment is to control the
undesirable behaviors to desirable ones. Punishment is implemented to make
students perform better attitude during learning process. Based on the interview
result, there were the reason why lecturers gave punishment to the student 1. to
make the class to be conducive, 2. to make student focus, 3. because students
perform intolerant action.

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Chapter