The Management on the Use of Extrinsic Rewards in the Classroom

the evidences could be found in the first field note see appendix 2, field note 1, page 75. In that day of the research, a student suddenly asked about something else when the teacher explained about the topic. This indicates that students did not pay attention to the teacher’s explanation. In the interview session, the teacher stated that she also realized the students’ problem in their attention and direction in the activity at that moment. This students’ attitude became her consideration to give extrinsic reward to the students. From the interview session, the teacher stated that she measured the students’ attention and direction in the lesson based on their involvement in the activity in class. Sometimes, the teacher further explained, the students were busy with themselves. For example, in the second day of the research, some students were busy with themselves when the teacher asked them some questions see appendix 2 page 81. As a result, nobody answered. The students lost their attention or, perhaps, had wrong attention’s direction when they were joking, talking or playing some games when the teacher was explaining the lesson. As the first condition, this students’ action became the teacher’s indications to give extrinsic reward.

4.2 The Management on the Use of Extrinsic Rewards in the Classroom

Two factors determine the teacher’s management in using extrinsic reward. They are the kinds of extrinsic rewards and the aspects of the extrinsic rewards. In this research, the teacher used various kinds of extrinsic reward in the classroom. This fact could be observed based on Everston’s and Deci and Ryan’s theory. In the scope of aspect of extrinsic reward the teacher use informational aspect as the major used aspect in the class. 4.2.1 The Use of Various Kinds of Extrinsic Rewards 4.2.1.1 Based on Everston’s Theory Everston classified extrinsic reward into four kinds: symbol, recognition, activity and incentives Everston et al, 1984: 54. The teacher in this study used three of them.

4.2.1.1.1 Symbol S

The result of the analysis proves the Everston et al’s statements about the use of symbol among elementary school students. During three meetings of the research, the teacher used symbol, especially grade, as the mostly used extrinsic rewards in the classroom. There were some forms of grade that usually used by the teacher. When she checked the students’ answers, she often used numerical grade, letter grade, and other symbol like check or pluses, etc. The use of symbol could be seen in the appendices in the sample of the students’ work see appendix 2. In the field note, there were two grades that were categorized as symbol. The first symbol was given for the students who wanted to collect their assignment. This grade could only be found in the beginning of the first day of the research see appendix 2, field note 1, page 74. The second symbol was given for the students who were eager to come in front of the class and answered correctly. The teacher never said the offer directly, however, she revealed the information about the second symbol grade in the interview session. In that session, the teacher confirmed the use of symbol in the classroom. She explained that when she asked the students to come in front of the class, she usually had chance to use this type of symbol. In this interview, the teacher also stated that there was an agreement between the teacher and the students in the beginning of the academic year. Through the agreement, the teacher offered the students to come in front after they have finished the assignment given . In addition, if they provided correct answers, an additional grade would be given. In the research day, she did not always state the offering, however, the students had understood the consequences of coming in front. The grade, based on the teacher’s statement, categorized in extrinsic reward because the teacher offered some grade for the students before they did the assignment given. The example of the grade given by the teacher could be seen in the appendices see appendix 2.

4.2.1.1.2 Recognition R

Recognition is one type of extrinsic reward that involves some means of giving attention to the students Everston et al, 1984: 56. Giving a certificate for “good students” in the week is one of the examples of this type of extrinsic reward. In this research, there was one teacher’s act that could be categorized as recognition, that is, coming in front of the class. It was given when students had finished their given assignment. In every research day, the teacher always used recognition when she gave some class assignments. She tried to give the students some attentions by asking the students to come in front of the class and check the students’ work one by one see appendix 2, page 76, 82, 88. In the interview session, the teacher illustrated the condition which made her use this type of extrinsic reward. She explained that not all of the students could understand the lesson; some of them should get extra attention from her because of their low capability to understand the lesson. Through this activity, the teacher could give the extra attention to the students while checking their understanding on the topic given. It is included in the extrinsic rewards because the teacher offered this attention to the students and gave some criteria to get that attention those who had finished working in the assignment.

4.2.1.1.3 Incentives I

This type of extrinsic reward is as popular as symbol. Incentives are some values or objects that are given to the students Everston et al, 1984: 57. This type of extrinsic reward, perhaps, is the most interesting extrinsic reward for the students, especially in elementary school because it is related with the students’ favorites, for example: food, toys, books, etc. The children could be easily interested in the activity with those kinds of offer. In this research, the incentives existed in the third field note see appendix 2, field note 3, page 88. The teacher, in that day, brought some chocolates in the classroom. She offered a chocolate to the fastest students who had perfect score in doing the assignment. The chocolate was given to Kharisma, one of the students who could do the assignment as the requirements given by the teacher.

4.2.1.2 Based on Deci and Ryan’s Theory Cognitive Evaluation Theory

Based on cognitive evaluation theory, there are four kinds of extrinsic rewards. They are task­non contingent reward, task­contingent theory, performance­contingent reward, and competitively­contingent reward Ryan; Mims; Koestner: 1983. Extrinsic rewards, which were found in this study, were categorized based on those four kinds of extrinsic reward. There are three kinds of extrinsic rewards used by the teacher. They were task­contingent reward, performance­contingent reward and competitively­contingent reward.

4.2.1.2.1 Task­Contingent Reward TCR

The special feature of task contingent reward is that this kind of extrinsic reward is offered to the students by giving some requirements; i.e. completing or doing the task Ryan; Mims; Koestner: 1983. It means that the students do not receive an extrinsic reward easily for their presence task­non contingent theory but for their fulfillment of the requirement given doing or completing the assignment. The teacher used this kind of extrinsic reward in two different occasions. In the beginning of the lesson, in the first field note, the teacher gave an offering to the students that they could get grade TCR if they wanted to collect the assignment see appendix 2, field note 1, page 74. This extrinsic reward is categorized in the task­ contingent reward because in order to get mark or grade the students should do or complete their homework. Second, in every lesson, after she gave an assignment for the students, she always asked the students who had finished his or her assignment to come in front of the class see appendix 2, page 76, 82 and 88. This recognition is categorized as task­contingent reward because the students had to complete their assignment if they wanted to come in front.

4.2.1.2.1 Performance­Contingent Reward PCR

Another kind of extrinsic reward is performance­contingent reward. This kind of extrinsic reward is given for specific level of the students’ performance Ryan; Mims; Koestner: 1983. The students not only had to attend the class or finish their assignment but they also had to meet the teacher’s criteria in order to achieve the extrinsic reward. For example, toys for those who had grade 8 in their exam. Grade, which was always given after the recognition, belonged to this kind of extrinsic reward see appendix 2 page: 76, 82 and 88. The teacher never directly stated the offering to the students in front of the class. However, through interview session, the teacher revealed the information about this kind of extrinsic reward. There was an agreement about this performance­contingent reward between the teacher and the students. The agreement, which contained the criteria between the teacher and the students about the use of extrinsic reward grade, classifies this kind of extrinsic reward into performance­contingent reward.

4.2.1.2.1 Competitively­Contingent Reward CCR

Competitively contingent reward is rather similar to performance contingent reward. Both of them have some specific criteria in offering the extrinsic reward to the students. The difference is that in competitively extrinsic reward there is only one type of extrinsic reward that is offered to the students. Thus, there will be only one winner who could get the extrinsic reward. The teacher used this kind of extrinsic reward in the third day of the research see the appendix 2: field note 3, page 88. In that day, the teacher gave incentives a chocolate for a fastest student who could have perfect score. Because there was only one chocolate which was offered to the students, the incentive is classified in competitively­contingent reward. From the interview session, actually, the teacher had some chocolates for the students but she only offered one for the students in order to raise the competition among the students.

4.2.2 The Use of Informational Aspect as the Major Used Aspect

Based on the cognitive evaluation theory, there are two aspects influenced the effect of extrinsic reward on the students’ intrinsic motivation; they are informational aspect and controlling aspect. Those aspects have different effects on the students’ intrinsic motivation. Based on some researches, informational aspect, which conveys the meaningful feedback, is suggested to be used by the teacher in using extrinsic reward in the classroom than controlling aspect Ryan; Mims; Koestner: 1983. It is because the informational aspect, based on those researchers, could enhance the students’ intrinsic motivation in the lesson or the activity. The theory proposed by Ryan and Deci strengthens the reason why the teacher should also concern with these two aspects before they used extrinsic rewards in her or his classroom. The teacher in this research used both informational and controlling aspect. The following paragraph will illustrate the use of those aspects day by day during the research. In the first day of the research, the teacher used two types of the extrinsic reward: symbol and recognition. The teacher used controlling aspect in the form of grade S which was given to the students who collected their last week’s assignment see the appendix 2; field note 1, page 74. This grade is categorized as controlling aspect because the teacher wanted to control the students’ behavior in submitting their assignments by offering them grade. In the same day, the teacher also used another grade S in order to check the students’ understanding about the lesson see appendix 2, field note 1, page 76. This grade was given to the students who wanted to come in front of the class and answer the questions given correctly. Different with the first grade, this grade is included in the informational aspect because it showed the students’ capability in comprehending or doing the lesson or assignment given showing competence or incompetence. The last type of extrinsic reward in the first day of the research was recognition. Recognition in the form of coming in front of the class R was also done to check the students’ capacity in receiving the lesson given by the teacher. In this activity, the teacher also gave some positive feedback for the students who wanted to come in front frequently see appendix 2, Field note 1, page 76. This feature supported this kind of extrinsic reward to be included in the informational aspect. The same informational grade S and informational recognition R also found in the second day of the research see appendix 2, field note 2, page 82. In the last day of the research, besides the symbol S and recognition R that have informational aspect see appendix 2, field note 3, page 88, the teacher also used incentives in the form of chocolate I see appendix 2, field note 3, page 88. This type of extrinsic reward has the same feature like “controlling grade” in the first day of the research. The teacher gave chocolate for those who could do the assignment in short minutes and had all correct answers. This incentive could control the students’ willingness to do the assignment in order to get the chocolate. In brief, in the research, the teacher mostly used informational aspect in their classroom activity, which was proven by combining some extrinsic rewards with positive feedback, but she also still used controlling aspect in some ways. For example: when the teacher offering chocolate to the students in the classroom. However, the minority is harmful for the students’ intrinsic motivation. It means that the teacher still has to be aware about the management of extrinsic rewards in her class.

4.3 Other Findings