41
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
In this chapter, there are detail discussions about the research results, analysis and discussion related to the theories. In reporting the data, the researcher
divides the data into two parts, based on questionnaire and focused group discussion FGD result. Then, it goes to analysis and ends up in a discussion to
answer the first research question that is Microteaching students’ perception on the use of reinforcement skill. The last part presents the suggestions from
Microteaching students on the use of reinforcement skill to answer the second research problem.
A. Microteaching Students’ Perception on the Use of Reinforcement Skill in Microteaching Class
This part reports the data from questionnaire and focused group discussion FGD results. There are two parts that will be discussed in this section. The first
part is students’ perception as the student and the second one is students’ perception as the teacher. Both perceptions are intended to answer the first
problem formulation.
1. The Result of Students’ Perception as the Student
This section presents the result of questionnaire data. There are two parts in the questionnaire. The first is closed-ended part consisting of 10 statements to
42 perceive the scale of the participants’ agreement and disagreement and open-
ended part to elicit information for detail explanation of their views of the use of reinforcement skill in Microteaching class. In addition, FGD result exists to
support the information gained from the questionnaire. In order to find out the perception as the student, there is a table that
presents statements and also involves the percentage as the result of the research. There are ten statements in the table. Each statement has its own result in a form
of percentage and number of participants.
Table 4.1 The Result of Students’ Perception as the Students Close-ended
Frequency No.
Statement SD
D A
SA
1. The teacher praises the
student who responds to a question in class discussion
or question and answer session.
2 3.7
32 59.26
20 37.04
2. The teacher gives brief
response such as ‘Good’, ‘That is right.’, or
‘Excellent’ to respond to the students’ comment in
order to motivate them. 1
1.85 32
59.26 21
38.89
3. The teacher praises the
students to develop their confidence in learning
activity. 4
7.41 33
61.11 17
31.48
4. The teacher praises a group
of students when they complete a difficult task in a
group discussion to encourage the other groups
to perform expected student behavior.
1 1.85
33 61.11
20 37.04
43
The first up to fourth statements discuss verbal form of reinforcement and the perception from the students. Those statements emerged from the theories of
Brown 1975 related to the use of praise and help as positive reinforcement. Also, Cooper 1982 states that giving feedback directly is more effective and a
technique used of reinforcement is to increase students’ participation. In the first statement, the result showed positive perception whether the teacher gives praise
to the student who answers correctly. It is proved that as many as 20 37.04 participants stated strongly agree and 32 59.26 participants stated agree with
Frequency No.
Statement SD
D A
SA
5. The teacher helps the
students understand the lesson by giving corrective
feedback if they make mistakes in the response.
2 3.7
41 75.93
11 20.37
6. Corrective feedback builds
positive self-image in the students after the students
make a response. 6
11.11 41
75.93 7
12.96
7. When the teacher uses the
students’ idea, the students become enthusiastic
involving in the lesson. 1
1.85 15
27.78 29
53.70 9
16.67
8. When the teacher uses the
students’ idea, it can draw the students into a
discussion. 5
9.26 30
55.56 19
35.18
9. The teacher gives
encouraging gestures such as smiling or nodding
hisher head to indicate response with the student’s
idea. 3
5.56 33
61.11 18
33.33
10. The teacher shows facial
cues such as eye contact and facial expression aimed to
make the students become more attentive.
2 3.70
36 66.67
16 29.63
44 the statement. However, as many as 2 3.7 participants disagreed if the teacher
praises the student who answers a teacher question correctly and none of the participants stated strongly disagree.
In the second statement, the result showed that there were 38.89 of the total participants strongly agreed that the students feel motivated in responding to
teacher’s question after they are given positive brief responses, 32 59.26 participants agreed and the rest 1.85 stated disagree with the statement. None
of them stated strongly disagree with the statement provided. Thus, it can be regarded as positive response because Microteaching students agreed if the
students feel motivated in responding to teacher’s question after they are given positive brief response.
As can be seen in the third statement, there is not much different view from the previous result. A positive response is showed by 33 participants who
agreed 61.11 and 17 participants who strongly agreed 31.48 with the aim of teacher’s praises is aim to develop the students’ confidence in learning activity.
There were as many as 7.41 of the total participants who disagreed and none put a tick in the column of strongly agree in this third statement.
According to Brown 1975, reinforcement can be used in other teaching situations such as a group discussion. This is the base for the fourth statement
conveying whether teacher’s praise to the group member of students who complete task in a group discussion is to encourage the other groups. The result
showed positive perception based on the sum of agreement level 61.11 and strongly agreement level 37.04. The sum of both levels in 98.15 proved that
45 teacher’s praise to the students who complete difficult task in a group discussion
encourages other groups to perform expected student behavior. This statement contains two effects at the same time. When the teacher praises the group, it will
give them a glow of satisfaction Brown, 1975 and encourage other groups to show expected behavior. The student behavior based on Turney, et al. 1973, as
stated in chapter II, covers attention to teacher, peers and objects under discussion, work output, work quality and work improvement. However, there
was one participant 1.85 disagreed with this statement and none of the participants put a tick in strongly agree column.
The fifth and sixth statements discuss reinforcement in form of feedback as a corrective to the students’ behavior in classroom activity Brown, 1975. For
example as stated in the fifth statement, the teacher helps the student to understand the lesson by giving corrective feedback if they make mistake in
response. The researcher calculated the result of the answer and found that there were 20.37 of the total participants strongly agreed and 75.93 of the total
participants agreed with the statement. Both scores are equal to 96.3 that showed positive perception of the statements. Whereas, there were two
participants 3.7 disagreed and no one chose strongly disagree to be filled. In the sixth statement, it is said whether corrective feedback builds
positive self-image in the students after the students make a response. According to Brown 1975, besides having praise as the reinforcement from the teacher to
the student, help is a good turn to assist the students for having an expected understanding and the means is corrective feedback p. 122. Corrective verbal
46 feedback can be in form of prompts, probes and giving direction p. 123. The
data reported from this statement showed percentage level of agreement reached 88.89. It is gained from the sum of the participants who agreed 75.93 and
strongly agreed 12.96. As many as six participants 11.11 disagreed with the sixth statement and 0 for the strongly disagree.
The seventh statement is about the use of students’ idea that can make the students become enthusiastic during the lesson. As cited from Rosenshine 1971,
Flanders and Simon 1969 stated that using students’ ideas is a special form of reinforcement and it can result in pupil achievement and positive attitudes
Brown, 1975. The ideas may be acknowledged, accepted with enthusiasm, restated or summarized in the end of discussion. The result showed that there were
one 1.85 participant strongly disagreed, 15 27.78 participants disagreed, 29 53.70 participants agreed and as many as 9 16.67 participants strongly
agreed. From the sum of agree and strongly agree percentage score, there were 70.37 of participants showed positive perception of this statement.
The eighth statement discusses the use of students’ idea to get them involved in a discussion. This statement is based on the theory that students’ idea
can be used as assistance to develop any further discussion Brown, 1975. A teacher may ask the student about the student’s idea and compare to other students
by asking the same topic. It aims to make the students get involved into a discussion. By using one of their ideas, it may lead them to continue to make
contribution p.127. The obtained data showed that no one strongly disagreed, 5 9.26 participants disagreed, 30 55.56 participants agreed and 19 35.18
47 participants strongly agreed with the eighth statement. The participants had
positive perception of the eighth statement because the total of agree and strongly agree reached 90.74.
The next statement is about non-verbal reinforcement. It is stated whether the teacher uses encouraging gesture such as smiling, nodding head to indicate the
response to students’ idea. Cooper 1982 conveys this non-verbal reinforcement can be through physical messages such as eye contact, facial expressions, body
positions and gestural expressions. In the ninth statement, the researcher found that no one strongly disagreed, 3 5.56 participants disagreed, 33 61.11
participants stated agree and the rest, 18 33.33 participants, strongly agreed with the statement. From the sum up of those who agree and strongly agree, it can
be inferred that there was positive perception related to the use of encouraging gestural expression for the students’ response.
The tenth item of the questionnaire also refers to Cooper’s theory. Facial cues are also non-verbal forms including eye contact and facial expression frown,
smile, look at or away to make the students become more attentive to classroom activity. The result showed that there were no one 0 strongly disagreed, 2
3.70 participants disagreed, 36 66.67 participants agreed as their answers and the rest, 16 29.63 participants, strongly agreed with the statement. It
means there was positive perception. Based on the students’ perception, their teacher shows facial cues such as eye contact and facial expressions to make the
students become more attentive.
48 Besides having result of close-ended part, the researcher also provided
several open-ended questions to gain information from the participants and also assist the reason of close-ended responses. In this part, the open-ended question is
whether the teachers who perform in Microteaching class have already implemented reinforcement skill. All of the participants stated that the teachers
have implemented reinforcement as their teaching skill by showing positive response to the students’ question or answer, giving reinforcement appropriately
both verbal giving compliments whether the answer right or wrong, praising ‘good’, ‘very good’, ‘excellent’ and ‘thank you’, using the students’ answer for
further discussion, giving comments or feedback and non-verbal nod and smile which has powerful meaning in various ways and words after their students
respond to a question or finish tasks. In results, the students feel motivated after getting reinforcement from the teacher, they feel more interested and challenged
to learn more, they feel encouraged and more enthusiastic following the lesson and keep their attention to the teacher in learning process. Their perception as the
student is that the teachers who practice teaching in Microteaching class have implemented reinforcement skill.
However, not all of the participants had positive response to this open question. There were three participants who respond differently to the. The first
student said that teachers praise ‘good’, ‘great’, but not using their heart. The student added that it is better if they use the gestural expressions naturally. The
second one stated that the teachers sometimes forgot giving reinforcement to appreciate the students. The third student also showed disagreement with the use
49 of reinforcement that is too often used. The student added that if the teachers give
it too often, the reinforcement can lose its meaning for the students. To strengthen the Microteaching students’ perception as the student on the
use of reinforcement skill in Microteaching class, the researcher will discuss the result of FGD section. It is used to gain more information in the close-ended and
open-ended question. The question in general is to find out the perception of teachers’ performance when they implement reinforcement skill from the view of
student. Student A said that the teachers simply praise ‘good’ and ’very good’ but it sounds unnatural so it is meaningless to the students. Reinforcement should be
used to make the students feel appreciated and interested in classroom activity. Student B added what student A said related to verbal form of reinforcement.
Verbal form is used too often compared to non-verbal, so it reduces the effectiveness of the reinforcement itself. Student B gave a reason that the main
purpose of giving reinforcement is to encourage the students. However, by having repetition verbal expression, it cannot reach the aim
and effectiveness of reinforcement itself. Student G had different perception from the two participants. The form of reinforcement should be various so it does not
only emphasize verbal form but also non-verbal form. The reason is that this participant tends to like having non-verbal than verbal form of reinforcement. It
can attract the students’ attention and be more effective to encourage the other students so the expected behavior can occur again. Student D had another
different statement about the technique of reinforcement. Giving reinforcement to the students who answer incorrectly is necessary. The students feel appreciated
50 even though the answer is not correct or as the teacher expected. So, according to
this participant, reinforcement is not simply for those who answer the teacher’s question correctly.
In the FGD results consisting of comments in the view of the student, the teachers who practice teaching have implemented reinforcement as a basic
teaching skill in Microteaching. However, there are many weaknesses showed by the teachers such as using verbal form rather than non-verbal reinforcement to
appreciate the students, having repetition in some verbal expression and emphasizing also on non-verbal form to vary the reinforcement given. The
students who respond to the teacher’s question incorrectly also need reinforcement to encourage the expected behavior occur again in the classroom.
2. The Result of Students’ Perception as the Teacher
Kategori