STUDENTS’ PERCEPTION ON REWARD AND PUNISHMENT IMPLEMENTED AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITY MUHAMMADIYAH YOGYAKARTA
STUDENTS’ PERCEPTION ON REWARD AND PUNISHMENT
IMPLEMENTED AT ENGLISH EDUCATION DEPARTMENT OF
UNIVERSITY MUHAMMADIYAH YOGYAKARTA
A Skripsi
Submitted to the Faculty of Language Education
in Partial Fulfilment of the Requirement for Degree of
Sarjana Pendidikan
Muhammad Riswanda Imawan
20120540108
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016
STUDENTS’ PERCEPTION ON REWARD AND PUNISHMENT
IMPLEMENTED AT ENGLISH EDUCATION DEPARTMENT OF
UNIVERSITY MUHAMMADIYAH YOGYAKARTA
A Skripsi
Submitted to the Faculty of Language Education
in Partial Fulfilment of the Requirement for Degree of
Sarjana Pendidikan
Muhammad Riswanda Imawan
20120540108
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016
i
Approval Sheet
Students’ Perception on Reward and Punishment Implemented at
English Education Department of University Muhammadiyah Yogyakarta
We here by approve the Skripsi of
Muhammad Riswanda Imawan
20120540108
Candidate for the degree of Sarjana Pendidikan
December 22nd , 2016
Sri Sudarsi, S.S., M.InT.
The Skripsi Supervisor
December 22nd , 2016
Puput Arfiandhani, S.Pd., M.A.
Examiner 1
December 22nd , 2016
Gendroyono, S.Pd., M.Pd.
Examiner 2
December 22nd , 2016
Accepted
Gendroyono, S.Pd., M.Pd.
Dean of Faculty of Language Education
ii
Statement of Authenticity
I am a student with the following identity:
Name
: Muhammad Riswanda Imawan
NIM
: 20120540108
Program Study
: English Education Department
Faculty
: Faculty of Language
University
: University Muhammadiyah Yogyakarta
Certify this Skripsi under the title “Students’ Perception on Reward and Punishment
Implemented at English Education Department of University Muhammadiyah
Yogyakarta” is authentic based on my undergraduate thesis. I am completely
responsible for the content of this study. Others’ opinions of findings included in this
thesis proposal are quoted in accordance with the ethical standards.
Yogyakarta, December 22nd , 2016
Muhammad Riswanda Imawan
20120540108
iii
Acknowledgement
My name is Muhammad Riswanda Imawan, the researcher of this study
saying Alhamdulillah. I am very thankful and grateful to Allah SWT for giving the
opportunity, strengthening my heart, and answering my prayers, so that I can finish this
Skripsi. I also say thank to my prophet, Muhammad SAW, who has been a great and
inspiring role model with his story. It is one of the achievements that I am really proud
of because I have given all the best I can on this Skripsi.
I want to say thank you to my parents, my father and my mother, for
everything they have done and given sincerely and tirelessly. Their love, their prayers
and their sacrifices have made me reach this point of life. Even though I can say it in
person, I want to say I love you so much. Then, my two brothers, by their existence,
have made me a better big brother, and hopefully I can be a good role model for both of
oyu. I do not forget as well to say thank you to my big family in Borneo and Java that
give me support, suggestion and prayer.
There is a big thank I do not know how to say it. I give it to my supervisor,
Miss Darsi. Thanks a lot for the patience, motivation and guidance. You are the real
MVP (Most Valuable Player/Person) of this achievement. I also want to say thank you
to all of the lecturers of PBI UMY and the staffs of PBI, FPB and UMY for the
countless helps. You deserve a reward for it.
For all my friends who are always there by their support, help and even their
existence in my life, I am glad I have you all, Celestial, EED UMY 2012, Anak
Ganteng, Neo KBM, Harmony, Stop Maksiat and SMA 1 Kumai. Sorry that I can
mention your names and the order of the names does not mean anything like chart. You
are my family from other families. Thank God, I have you all this whole time.
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Last but not least, I want to say so much thanks to the participants of this
study. I could not finish this Skripsi without your participation and cooperation.
Because all of your names should be pseudonymous, I cannot mention your names. I
want you to know that your helps mean a lot for the work of my Skripsi.
v
Abstract
Behaviorism theory proposes reward and punishment to help student succeed in
learning. Based on that, this study wanted to see students’ perception on the effect of
reward and punishment implemented at English Education Department of University
Muhammadiyah Yogyakarta (EED UMY). The research question of this study is what
is the students’ perception on the effect of reward and punishment implemented at EED
UMY toward student motivation? This research adopted a qualitative approach that
took a place at EED UMY and took four student as the participants of this study. The
participants were chosen through purposive sampling in which the participants should
have received both reward and punishment. Regarding with the effect of reward, this
study resulted various findings; first, rewards increase student motivation to learn and
work harder; second, rewards increase students’ interest in a particular subject; and
third, rewards motivate students to repeat their good performance. Meanwhile, the
study on punishment found that; first, punishments increase student motivation in
learning; second, punishments decrease student motivation; third, punishments do not
have a significant effect on student motivation; and forth, students will not repeat their
mistake after being punished. In conclusion, this study can state that students perceive
rewards affect their motivation positively, while the effect of punishment can be either
positive or negative, and it is sometimes not powerful enough to affect student
motivation.
Keywords: reward, punishment, motivation.
vi
Table of Content
Title Page ……………………………………………………….………………..
i
Approval Sheet ……………………………………………….………………….
ii
Statement of Authenticity ………………………………………………...…….
iii
Acknowledgement ……………………………………………………………….
iv
Abstract ………………………………………………………….………………
vi
Table of Content ………………………………………………….………..........
vii
Chapter One: Introduction ..................................................................................
1
Background …………………………………………………….…………...
1
Problem Statement …………………………………………….....................
4
Problem Limitation …………………………………………….…............
5
Research Question ……………………………………………….………….
6
Purpose of the Study …………………………………………...................
6
Significance of the Study ………………………………………….…..........
6
Chapter Two: Literature Review .......................................................................
8
The Theoretical Base of Reward and Punishment .........................................
8
Definition of reward and punishment …….………………………............
10
Form of Reward and Punishment …………………….………….................. 11
Effect of Reward and Punishment in Learning ………………..…................
12
Student Motivation Related to Reward and Punishment in Learning ............ 15
An Overview of the Implementation of Reward and Punishment at EED …
19
Review of Related Study ………………………………………………….... 20
Conceptual Framework ……………………………………………………..
vii
21
Chapter Three : Methodology .............................................................................
23
Research Design ……………………………………………………………. 24
Participants and Setting of the Study ……………………………………….
21
Data Collection ……….…………………………………………………….. 26
Instrument of the Study ……………………………………………………..
26
Data Analysis ……………………………………………………………….
27
Chapter Four : Finding and Discussion .............................................................. 28
Students’ Perception on the Effect of Reward toward Their Motivation …... 28
Students’ Perception on the Effect of Punishment toward Their Motivation
33
Chapter Five : Conclusion and Recommendation .............................................
38
Conclusion ………………………………………………………………….. 38
Recommendation …………………………………………………………… 40
References ..............................................................................................................
Appendices
viii
42
List of Figure
Figure 1 …………………………………………………………………………… 22
ix
List Appendices
Appendices 1 ………………………………………………………………………. 1
Appendices 2 ………………………………………………………………………. 3
x
Abstract
Behaviorism theory proposes reward and punishment to help student succeed in
learning. Based on that, this study wanted to see students’ perception on the effect of
reward and punishment implemented at English Education Department of University
Muhammadiyah Yogyakarta (EED UMY). The research question of this study is what
is the students’ perception on the effect of reward and punishment implemented at EED
UMY toward student motivation? This research adopted a qualitative approach that
took a place at EED UMY and took four student as the participants of this study. The
participants were chosen through purposive sampling in which the participants should
have received both reward and punishment. Regarding with the effect of reward, this
study resulted various findings; first, rewards increase student motivation to learn and
work harder; second, rewards increase students’ interest in a particular subject; and
third, rewards motivate students to repeat their good performance. Meanwhile, the
study on punishment found that; first, punishments increase student motivation in
learning; second, punishments decrease student motivation; third, punishments do not
have a significant effect on student motivation; and forth, students will not repeat their
mistake after being punished. In conclusion, this study can state that students perceive
rewards affect their motivation positively, while the effect of punishment can be either
positive or negative, and it is sometimes not powerful enough to affect student
motivation.
Keywords: reward, punishment, motivation.
1
Chapter One
Introduction
This chapter explains why this study is conducted. This chapter includes
background of the study, statement and limitation of the problem, research question,
purpose of the study, and significance of the study.
Background
A connection among reward, punishment and learning is presented at
Behaviorism theory. Behaviorism presents an idea that learning takes place as the
result of a response that follows a specific stimulus and a reinforcer that follows-up
to the stimulus (Chen, 2011). It is as if a stimulus is given to trigger an action or a
behavior, and a reinforcer is given to shape or strengthen the action or the behavior
(Chen, 2011). Mowrer as cited in Ilegbusi (2013) pointed out that an action that is
strengthened by reward, which is followed by punishment, produces certain stimuli
for the organism, and then, the action starts to repeat. In other words, reward and
punishment certainly is linked to Behaviorism in terms of stimulus and
reinforcement as the supporting tools in learning.
Reward can be defined as a thing or prize given to appreciate someone, and
punishment is not just giving someone a penalty for his or her mistake. Skinner in
Chen (2011) explained that reward or positive reinforcement is anything that
reinforces the wanted response when a behavior or an action is made. According to
Skinner, Good and Brophy, “punishment is anything or any way that is given toward
an inappropriate behavior to suppress the behavior, and make it reduced” (as cited in
Chen, 2011). Therefore, reward is any kind of things or treatment that increases the
frequency of behavior and punishment.
2
There has been numerous research studying the effects of reward and
punishment in learning. According to Banko, Cameron, and Pierce, the effects of
reward and punishment can increase students’ achievement level as a benefit for
their success (as cited in Matera, 2010). On the other side, some researchers
expressed their concern at the detrimental effects of rewards and punishments when
they saw these uses of reward and punishment as ways or forces that finally
manipulate children’s behaviors to get them to perform as the rules want them to
(Matera, 2010). Research above shows they have different opposite arguments for
the effects of these rewards and punishments in its use.
Implementing reward and punishment requires careful consideration because
when an action or a behavior is given a reward or punishment, it does not always
result a positive or expected response. Good and Brophy in Chen (2011) stated,
“responses that allow escape from painful or undesirable situations are likely to be
repeated” (p.129). Giving reward should need a consideration since it has an effect
to decrease students’ intrinsic motivation in learning as well (Moberly, 2005). In
managing this behavior, it will just be another problem if the behavior is wrongly
treated, so the thoughtful consideration is needed in implementing reward and
punishment.
In society, reward and punishment always come together as an entity. Based
Kohn, there is society's "carrot and stick" theory, in which good ethics or work is
rewarded while inappropriate behavior earns punishment (as cited in Moberly,
Waddle & Duff, 2005). The term for that is “do this and you will get that” (Kohn as
cited in Moberly et al., 2005). Further, Byrd, Loeber and Pardini (2014) explained
Gray’s theory of the existence of two systems; one that increases activity and
3
initiates goal-directed behavior in response to reward; and the other that serves to
inhibit action and avoid aversive stimuli or punishment” (p.126). Explanations
above show that reward and punishment exist in our life as one unit.
In education, the processing of reward and punishment has profound
implications for learning, which serve as the foundation for many aspects of
behavioral, social and emotional development (Byrd et al., 2014). The practice of
reward and punishment are applied to increase student motivation level in such
situation when rewards are elicited immediately before or after satisfactory
completion of a task (Banko as cited in Moberly, 2010). However, rewards are seen
as an enticement by researchers that demonstrate false hope for learning to occur.
At English Education Department of University Muhammadiyah Yogyakarta
(EED UMY), many lecturers apply reward and punishment method to students to
encourage student motivation and discipline. The researcher of this study is a
student of EED UMY, and has observed how lecturers put reward and punishment
into learning practice. Lecturers usually will give praises to students who perform
well in the class, and they even sometimes give a gift to those students. For
unsatisfying performance like lateness of attending into the class, lecturers will give
a punishment, which is considered absent, for the late students. Lecturers of EED
UMY still use this kind of reward and punishment in their class.
Students show various responses when they get reward or punishment. Some
students show positive response, and there are some students who show negative
response instead. Dissenting opinions of the experts about effects of reward and
punishment have made an interesting point for the researcher of this study to
discover how both reward and punishment have real impacts to students. Although
4
the cases of rewards and punishments have been researched many times previously,
as a student, the researcher of this study considers it is needed to be researched in
EED UMY because nobody has observed this case in EED UMY. This study found
how reward and punishment have impacts to students of EED UMY.
Based on the points above, it is important to see students’ perception of
reward and punishment implemented at EED UMY because they are the targets or
the victims of the implementation of the reward and punishment. Then, the
researcher conducted this study under the title: Students’ Perception on Reward and
Punishment Implemented at English Education Department of University
Muhammadiyah Yogyakarta. This study was aimed to see the development of these
reward and punishment issues at EED UMY in which the researcher see those issues
above actually happen. Therefore, this study talked about what effects that reward
and punishment have for the students of EED UMY.
Problem Statements
How the implementation of reward and punishment give various impacts on
students is one of causes to expand this study area. The reward and punishment
given or applied by English Education Department of University Muhammadiyah
Yogyakarta (EED UMY), or the lecturers of the institution, are intentionally
expected to control behavior and motivate students. However, it sometimes results
in a bad or unsatisfying outcome from student responses instead of a good or
satisfying outcome, and some problems are identified in this issue.
First, Based on the researcher’s experience as a student of EED UMY, the
outcome of the use of reward and punishment has different effect on students. Some
students respond positively or satisfyingly while the others respond negatively or
5
unsatisfyingly. Students probably do not like those kinds of reward and punishment
implemented by the lecturers, or how it is given and whom is given also becomes
the problem, in which the fair game is demanded to erect. Moreover, it causes some
students get demotivated and inactive in learning after they are given a reward or
punishment, or not given a reward and punishment instead, or after they saw their
friends given reward and punishment.
Second, the good purpose of lecturers to give both reward and punishment to
strengthen good action or behavior, and weaken bad action or behavior, has become
the opposite. On the contrary, student motivation in learning might decrease whereas
motivation is all they have to possess to keep learning. The causes of this can be
either the students, or the teachers, or the system, or all of them.
Third, implementing reward and punishment needs a careful and thoughtful
consideration. It is all because the implementation of reward and punishment
method involves learning atmosphere, and affects students physically and
psychologically, and the result is not always predictable. It must be confusing for the
lecturers to see the unexpected responses from students even though they have a
good purpose and reason behind that. Besides, the lecturers also cannot tell what
students truly feel and think about reward and punishment method implemented by
them to the students.
Problem Limitation
As a student of EED, the researcher of this study researched about reward
and punishment implemented at English Education Department of University
Muhammadiyah Yogyakarta (EED UMY). This study focused more on reward and
punishment implemented by lecturers in their course/classroom and this study
6
wanted to see it from students’ point of view. Besides that, reward and punishment
have impacts on various areas of students such as physical, behavior, psychology,
feeling and motivation. Therefore, for the limitation, this study was also limited on
the effect of reward and punishment implemented at EED UMY on student
motivation in learning. Thus, this study has discovered the effect of reward and
punishment implemented at EED UMY on student motivation in learning from
students’ perception or point of view.
Research Question
Based on the points mentioned above, the research question of this study is:
What is students’ perception on the effect of reward and punishment
implemented at EED UMY toward student motivation?
Purpose of the Study
To answer the research question, the purpose of this study is:
To know students’ perception on the effect of reward and punishment
implemented at EED UMY toward student motivation.
Significances of the Study
For the researcher. This study, in its process, gives the researcher a great
experience to learn and research an issue especially about reward and punishment. It
enhances researcher’s ability and proficiency in researching a phenomenon around.
For other researchers. This study hopefully helps other researchers to study
issues of reward and punishment, especially about the effect of reward and
punishment on student motivation.
7
For lecturers of EED UMY. By this study, the lecturers of EED UMY will
know students’ perception about the reward and punishment implemented at EED
UMY toward student motivation, so the lecturers will be able to develop their
teaching method, especially if they use reward and punishment.
For students of EED UMY. This study can be an opportunity for students
of EED UMY to give feedback to lecturers’ teaching method and lecturers’ method
in implementing reward and punishment. Therefore, students can get a better
method of learning and teaching by the lecturers.
For the institution (EED UMY). This study can be helpful for EED UMY
to recheck the recent rules and regulations, especially about reward and punishment
in EED UMY. Therefore, it probably gives a contribution in developing a better
system.
8
Chapter Two
Literature Review
This chapter is aimed to support this study with related literature. This
chapter elaborates studies including theories related to the topic of this study, review
of related study and conceptual framework.
The Theoretical Base of Reward and Punishment
The basic of Behaviorism. Applying the use of reward and punishment into
a learning and teaching process is basically as stimulus or reinforcer students’ action
or behavior. Chen (2011) said, “Behaviorist believes that learning takes place as the
result of a response that follows on a specific stimulus” (p.1259). The repetition of
the S-R (stimulus-response) cycle will condition the organism (animal or human)
into repeating the responses whenever the same stimulus is present (Chen, 2011).
Behaviorist believes that stimulus and reinforcers are needed to trigger and
strengthen students’ movement in a success of learning.
Gagné who is a major instructional design theorist is associated with
behaviorism in his study. Gagné identified categories of human factors that affect
learning event, and one of the categories is external stimulus factor (as cited in
Chen, 2011). It points that Contiguity: time relationship between stimulus and
response, Repetition: frequency of exposure to a stimulus, and Reinforcement:
follow-up to the stimulus, can give affection into learning. Behaviorism itself has
been a help in instructional design theory development as Gagné develop his
instructional design theories.
9
Behaviorism is a theory where the stimulus or reinforcement (reward and
punishment) exists and is given to students in learning. It also has been developed
into other forms of instructional design. All is for giving help in learning success.
Behaviorism, in learning, emphasizes on external rewards, e.g. grades and test
scores, working to please the teachers or parents and working to avoid being told off
(Cohen, Manion, Morrison & Wyse, 2010). That is what Behaviorism has believed
that learning is conditioned which the learners are moved by extrinsic factors.
Pavlov’s classical conditioning. Pavlov’s experiment involved food, a dog,
and a bell. His work inaugurated the era of S-R psychology. As cited in Chen
(2011), Pavlov placed meat powder (an unconditioned stimulus) on a dog’s tongue,
which caused the dog to automatically salivate (the unconditioned response,
responses are natural and not learned). Then, on a series of subsequent trials, Pavlov
sounded a bell at the same time he gave the meat powder to the dog. When the food
was accompanied by the bell many times, Pavlov found that he could withhold the
food, and the bell’s sound itself would cause the dog to salivate. The bell became the
conditioned stimulus that caused the conditioned response of salivating.
The practice of substituted stimulus probably worked, and it can be applied
in learning as an approach to effective learning. Using some kind of reward or
punishment as the stimulus in learning. Therefore, it may be working in some cases
for some students.
Skinner’s operant condition. Skinner contributed much in Behaviorism
study. Just like Pavlov, Skinner believed in the stimulus-response pattern on
conditioned, and he developed the early theory of conditioned behavior (Chen,
2011). His work to this case is well known “operant condition”.
10
Operant condition is a response’s change influenced by an event (rewarded
or punished) following the initial response (Chen, 2011). It is as when a particular
S-R pattern is reinforced (rewarded or punished), the individual is conditioned to
respond. Then, the behavior that has been reinforced (rewarded or punished), the
probability that it will occur at next time has changed. The frequency of the behavior
can be increased, decreased or even vanished after reward or punishment is given.
Definition of reward and punishment
Definition of reward. Reward is not defined as a thing or belonging given to
people for their achievement’s result. Horner and Spaulding (2009) stated, “rewards
are defined as any contingently delivered consequence like event, activity and object
associated with an increase in the future likelihood of a behavior in similar
situations” (p.755). According to Skinner, reward or positive reinforcement is
anything that reinforces the wanted response to be repeated after the behavior or an
action is made (as cited in Chen, 2011). As addition, Horner and Spaulding (2009)
emphasized “if the consequence was a sticker, and the behavior increased, then the
sticker was a reward; if the consequence was a reprimand (which included adult
attention), and the behavior increased, then the reprimand was a reward” (p.755). A
good response of behavior that is repeated means have been positively reinforced or
rewarded, and the reinforcement itself has become reward.
Definition of punishment. Sidman as cited in Holth (2005) defined
punishment as anything that can reduce the frequency of undesired action or
behavior. According to Skinner, punishment is to give painful or undesirable
consequences in order to suppress response of behavior reappeared in the future (as
cited in Chen, 2011). Advocated by Holth (2005), punishment is defined as a
11
procedure in which certain responses (impropriate action or behavior) have
consequences, those responses decrease in frequency, and the decrease in frequency
occurs because of the response–consequence relation, and not for some other reason.
If a thing can be reducing an impropriate behavior reappeared, then it is meant as
punishment.
Form of Reward and Punishment
Form of reward. Reward in its implementation can be in many forms.
Rewards can be in form of verbal praise, good grade, or feeling of satisfaction
(Chen, 2011). According to Moberly et al. (2005), rewards take various forms of
stickers, candy, treats, pencils, prizes, additional privileges, certificates, praise and
money. Partin (2009) categorized rewards in many forms. The first one is reward in
form of gift or belonging such as candy, sticker, pencil, books and chocolate. The
second one is reward in form of activity such as taking a break, playing games,
becoming teacher assistant and borrowing things. The third form of reward is social
reinforcement such as ranking, award, applause, praise, smile and admission from
friends and teachers. The Last form is reward in form of intrinsic reinforcement such
as jollity, goal achievement, self-satisfaction, meaningful humor and self-expression.
What matters is if after the object or event is delivered contingent upon the
performance of a behavior, and the behavior becomes more likely to occur under
similar conditions in the future, so the object or event to be classified as a reward, or
reinforcer (Horner & Spaulding, 2009). Therefore, if the given things, objects or
events increase the frequency of the response of behavior, those mean reward.
Form of Punishment. Researchers identify several forms of punishment in
its use. The use of punishment often appears in the term of “consequences", such as
12
losing recess, seeing the principal, giving up privileges and having “time-out” as a
result of inappropriate behaviors (Moberly, 2005). Verbal interaction like reprimand
is a kind of punishment too (Cohen et al., 2010). Loss of desired things and
existence of undesired things are forms of punishment as Skinner explains that
punishment is a procedure including either the removal of a positive reinforcer, or
the presentation of a negative reinforcer or aversive stimulus (Holth, 2005). Maag
(2001) mentioned forms of punishment that are still used by schools are in-school or
out-of-school suspension, expulsion, fines, detention, restitution, and even corporal
punishment. Corporal punishment is physically punishing students and inflicting
pain (Richardson, Rosenthal & Burak, 2012). Besides the corporal punishment,
Leung (1991) made categories for punishment items. The first item is symbolic like
“placed on report” and demerit. The second item is teacher-based such as teacher
telling off, sent to principal, teacher watching closely, low/bad marks on work and
private chat with teacher. The third item is curtailment of activity such as given
lines, extra homework, sent out of room or to special room and no favorite activity.
The last one is home-linked like bad report, bad note to parents and parents come to
school. Those things are some forms of punishment existed in common learnings.
Effect of Reward and Punishment in Learning
From the theoretical base and definition of reward and punishment, it could
be seen that both the reward and punishment have effects in controlling behavior.
Reward may reinforce the behavior in frequent use in which it is nice behavior, and
punishment is used to decrease inappropriate behavior in its frequent use. For the
further result of the use of reward and punishment in learning, it has a probability,
either students will be motivated or demotivated if there are reward and punishment
13
following up for doing some actions or tasks. The following points will detail the
effects of both reward and punishment
The effect of reward. Reward has many impacts toward students, and some
experts explain that it has good effects for students. Ilegbusi (2013) stated that “If a
child knows that they will get a reward for completing a certain task, he will be
motivated to work hard to obtain the reward” (p. 36). He also believed that rewards
may change the interest of actual life situations in which an activity originally
disliked becomes liked, and the interest may be sustained for some time beyond the
immediate present (Ilegbusi, 2013). According to Horner and Spaulding (2009),
“Encouragement, guidance and reward of appropriate approximations of successful
behavior are helpful for students in building the skills that can then be sustained by
the natural consequences from reading well, joining games with peers, or playing a
musical instrument” (p.4). Then, schools with clearly defined behavioral
expectations and formal strategies for acknowledging (rewarding) appropriate
behavior are perceived as safer, more effective learning environments.
Research also shows that reward has become a good method on the
improvement of student achievement. An experiment by Hurlock on that relative
effectiveness of these forms of rewards showed that school mathematics improved
under praise (Ilegbusi, 2013). From another experiment, Ilegbusi (2013) believed
that teacher that encouraged a warm praise for students’ works will increase their
motivations, and their scores increased. The praised group continued to work even
when the teacher was away and got along better as a team. Student achievement
truly can be improved through the application of reward.
14
Even though some researchers see reward has a good impact, the other
researchers see that reward has a bad impact. Moberly et al. (2005) clarified “the use
of rewards will interfere relationships of children with peers and adults, establishes
an air of competition and kills creativity and interest in the task” (p. 360). Teachers
become goody dispensers or enforcers. The caring alliance, partnership in learning
and community ethos that teachers seek to establish are damaged. Kohn also
suggested that praise can be salient, manipulative, expected and as detrimental as
other rewards, causing intrinsic motivation to decline (as cited in Moberly et al.,
2005). According to Gilkey (2014), recent entire generations have been working
exclusively for the grade or the rewards of an immediate and tangible nature. The
impact has led to consequences in which students lose peer relationship and
motivation for a more engaged yet less immediately tangible experience of learning
and comprehension. The bad effects of reward is seen really happened, and it is a
very strong argument.
The effect of punishment. Researchers has some arguments about the effect
of punishment. The use of punishment has both positive and negative effect
(Ilegbusi, 2013). The arguments of researchers still remain to be debated.
Skinner described three main effects through which punishment could
indirectly results in a reduced probability of the punished behavior (Holth, 2005).
First, an aversive stimulus (punishment) may elicit responses which are
incompatible with the punished response (e.g., "When we stop a child from giggling
in church by pinching it severely, the pinch elicits responses which are incompatible
with laughing and powerful enough to suppress it"). Second, previously punished
behavior becomes the source of conditioned stimuli which evoke incompatible
15
behavior. (e.g., "When a child who has been pinched for giggling starts to giggle
upon a later occasion, his own behavior may supply conditioned stimuli which, like
the mother's threatening gesture, evoke opposed emotional responses"). Third,
behavior which reduces the conditioned aversive stimulation arising from the
behavior itself or from concurrent circumstances, will be reinforced. (e.g., following
punishment, the subject may not simply stop engaging in the punished behavior, but
may also show a marked resistance if manually prompted).
In other case, Moberly, Wadder and Duff (2005) explained that, “the use of
punishment also brings consequences" (p. 360). Punishment can lead a child to three
responses: calculation of risks, blind conformity or revolt (Kamii as cited in
Moberly et al., 2005). According to Kohn, punishment can lead to children feeling
anger, defiance and wanting revenge (as cited in Moberly et al., 2005). These
feelings certainly are not conducive to building a caring community or fostering
social competence in children. The dispensing of punishments is simply another way
of adults exercising power over children.
Student Motivation Related to Reward and Punishment in Learning
Definition of motivation. Motivation is an independent internal drive owned
by the individuals (Ferguson as cited in Matera, 2010). Motivation refers to the
reason that underlies a behavior (Lai, 2011). As cited Lai (2011), Gredler, Broussard
and Garrison generally described motivation as the trait that moves us to do or not to
do something. Anything that becomes the reason or purpose to do something can be
called motivation. Motivation is simply defined as something what moves people to
do action.
16
Kinds of motivation. Generally, motivation is divided into two kinds. The
first one is extrinsic motivation, engagement in the activity (learning process) to
achieve a reward or avoid of a punishment, and the second one is intrinsic
motivation, engagement in the activity where the individual finds satisfaction and
enjoyment (Matera, 2010). Intrinsic motivation is motivation stimulated by personal
enjoyment, interest, or pleasure and extrinsic motivation is motivation governed by
reinforcement contingencies (Lai, 2011). In educational case, there is called
“academic motivation”. According to Gottfried, academic motivation is the
enjoyment of school learning characterized by a mastery orientation, curiosity,
persistence, task-endogen and the learning of challenging, difficult, and new tasks
(as cited in Lai, 2011). Intrinsic motivation and extrinsic motivation are the general
kinds of motivation, and it can broadly develop to other specific area like education
area.
Perceptions of the effect of reward and punishment toward student
motivation in learning. Motivation has a strong relation to reward and punishment
as Matera (2010) explained that level of student motivation influenced by external
reinforcement (reward and punishment). In the relation of reward and punishment
toward student motivation, Banko, Cameron, Pierce, and So indicate that student
motivation levels increase when rewards are elicited, but Kohn argues that once the
rewards are no longer distributed to these same students, their intrinsic motivation to
complete the same task decreased and even damaged (Matera, 2010). Reward and
punishment really do have a connection to student motivation, and researchers have
done various studies about this case.
17
According to Ilegbusi (2013), the investigation so far made into this reward
and punishment problem have given controversial result, and some of them is
arguing positively while some is arguing negatively. The proponents of the adoption
of reward and punishment system believe in the use of reward and punishment to
motivate students is good. Extrinsic tangible reward that is given makes students
motivated to learn as they will be motivated to work hard (Ilegbusi, 2013). It even
occurs for intangible reward as Moberly et al. (2005) proposed the verbal
acknowledgement or praise from the teacher have the same effect as stickers and
candy (tangible reward). Ilegbusi (2013) added a proof from a study where a teacher
that used a warm approach and encouraged students with warm praises in his class
could motivate students to high marks, and it even continued when the teacher was
away. He (2009, p.36) also added, “Students who are successful and who therefore
derive satisfaction from a learning activity are motivated toward additional learning.
Lee Canter’s theory of discipline and behavior management points teachers to
recognize positive behaviors and to use discipline hierarchy of consequences for
inappropriate behaviors in order to affects student motivation positively (Moberly et
al., 2005). Punishment itself is positively able to eliminate wrong response (behavior
or action) and speed up learning as a common-sense that someone will not continue
to do what was punished (Ilegbusi, 2013). Later, it affects strengthening the motive
(motivation) to learn or to do works of students. Punishment has reverse effect from
reward to students behavior like inappropriate behavior reappears after the
temporary punishment is taken off (Matera, 2010). We see that punishment is
needed to move (motivate) students both to avoid and not to repeat inappropriate
behavior. Those who believe in positive effects of this issue can rely on the
explanation above.
18
In other perspective, some studies have been seeing this issue impacts
negatively to students. Ilegbusi (2013) in his obervation, made a statement that this
forms (reward and punishment) of motivation effects seem fairly clear less generally
and less permanently effective. Wittmer and Honig in Moberly et al. (2005, p.361)
believed that with the increase in the use of external reinforcement, children's social
behavior and internal rewards may decrease. Horner et al. (2009) had a concern
pointing that the formal use of reward in school causes students failed to develop
their interinsic motivation or self-managed motivation, and it is supported by
Moberly et al. (2005) that a reward can be manipulative to cause intrinsic motivation
to decline. Sullo (2009) had a notion that bestowing external reward can interfere in
students’ natural desire to learn. He found that students who are bounded to external
reward (eg. watching movie and homework pass) show no evidence being excited to
learning and developing new competence again. According to Sullo (2009), “the
natural reward for learning is the good feeling we experience when we accomplish
something, not being rewarded” (p. 33). For the role of punishment in motivating
students, Ilegbusi (2013) told there are more controversies about it since the
beginning. Earlier findings simply stated that punishing wrong responses removes
them and speed up learning, but later findings indicated that the conditioning of fear
of punishment is the primary consideration causing that removal of the punished
response. Students might be motivated to high marks in the class, but students
motivated by fear of punishment will stop work as soon as the teacher left the class
since it is difficult to use punishment effectively to motivate learning of a more
permanent character. Philpot in Matera (2010) said punishment handed out to the
student is a clear opportunity for him or her to become disinterested or emotionally
detached from the person, assignment, or even the environment. That statement
19
show that student motivation can be decreased since students get disinterested or
detached from what in related and who punished them. In addition of Ilegbusi
(2013), “punishment is mortifying, produces anxiety and is fraught with hazards in
teacher-students relationship” (p. 38). Those are how some studies shows their
results arguing reward and punishment actually have bad influences on student
motivation through manipulative ways.
An Overview of the Implementation of Reward and Punishment at EED UMY
Lecturers of EED UMY has some rules and regulations in their class. The
rules and regulations include reward and punishment system, and it is agreed by
both the lecturer and students. It has been agreed in the beginning of the class, and it
sometimes changes along the class running.
Based on the researcher’s experience, reward may exist even though it is not
previously informed to students. Rewards that exist are like gifts, compliments,
applauses and privileges (activity). The privileges can be an extra point or score and
a chance to leave the class earlier. Appreciation to students given along the feedback
from lecturers is a reward because it is really needed by students due to their
progress and achievement. Those are all to encourage students to be active in the
class and motivate them in learning. Reward method at EED UMY is still used by
the lecturers.
Punishment system implemented by lecturers of EED UMY is usually
similar; for the example, the late-comers, in which students who come late more
than fifteen until twenty minutes, will be considered absent even though they are
allowed to join the class, but there is also a chance that they will be locked outside.
Lateness for submitting assignment is also a strong rule. Students who are late to
20
submit the assignment will get score deduction, and the deduction will increase each
day the assignment is still not submitted. Plagiarism is very not welcoming at EED
UMY. If students are caught doing plagiarism, their assignment will be scored zero.
Those are the examples of punishment implemented by lecturers of EED UMY.
Reward and punishment are a method that keeps used and needed by
lecturers of EED UMY until now. They adopt it to motivate students and maintain
the discipline in learning. Both students and lecturers are aware of this situation and
what it is meant for.
Review of Related Study
For additional resource, the researcher reviews some related studies. Two
sources are reviewed and will be about how reward and punishment are used in
learning. The studies will be elaborated briefly in the following points, and the
connection among the reviews and this study will be seen to complete this study.
First is a study from Langa (2014) from University of Piteşti, Romania. The
purpose of the study is to identify teachers’ manner of applying the reward and
punishment duet in order to decrease the frequency of pupils’ undesirable behaviors.
The conclusion of his study asserted that both two novice and experienced teachers
have different manners in applying reward and punishment. The experienced
teachers are more consistent in applying punishments for immediately correcting the
undesirable behaviors of students; the novice teachers apply more frequently
rewards as soon as pupils have a desirable behavior; experienced teachers act by
foreseeing long-term consequences when giving reward and punishment; and both
beginning and experienced teachers consider that students are aware why they are
punished.
21
Second is a study by Wächter, Lungu, Liu, Willingham, and Ashe (2009).
Their study focused on how reward and punishment have differential effects on
procedural learning. Ninety-one participants of this study were asked to do an
implicit motor learning task. The study findings conclude that reward leads to
enhancement of learning in human subjects, where as punishment is associated only
with improvement in motor performance.
Those two reviewed studies have linked correlation to this study that have
the same field of interest, which are reward and punishment. Yet, this study will go
deeper in digging up students’ perception on reward and punishment implemented in
university level (EED UMY), and its impact on their motivation in learning.
Conceptual Framework
The idea to implement reward and punishment into learning presents in
Behaviorism since the behaviorists believe in stimulus-response cycle and
reinforcement is needed in learning (Chen, 2011). The implementation of reward
and punishment is still being used in schools. According to Ilegbusi (2013),
“Rewards and punishments have become permanent features of the classroom
situation and parents even use them in those aspects which concern school work” (p.
38). The implementation of reward and punishment including how to implement it
has both positive and negative effect and outcome. Due to specific student
motivation issue, it has led to many controversies about its use in various forms to
motivate students in learning. In a big number of studies, some researches argue
positively while the others argue negatively.
Based on that and the researcher experience as a student who see the same
issues, this study, “Students’ perception on reward and punishment implemented at
22
English Education Department of University Muhammadiyah Yogyakarta”, will
expose the effect of reward and punishment implemented at EED UMY toward
student motivation in learning. The conceptual framework of this study is described
on the following figure:
Figure 1. Conceptual Framework
23
Chapter Three
Methodology
This chapter talks about the methodology used for this study. In this
chapter, there are points discussed which includes research design, participants and
setting of the study, data collecting method, instrument of the study and data
analysis.
Research Design
This study employed qualitative approach as research design. It was to help
the researcher to reach his aim for the study, which was to find out students’
perception on reward and punishment implemented at English Education
Department of University Muhammadiyah Yogyakarta (EED UMY) toward their
motivation in learning. Therefore, qualitative research design was chosen as the way
to reach that aim. Qualitative research enabled the researcher of this study to acquire
deeper and more detailed understandings about a phenomenon, which was the effect
of the implementation of reward and punishment toward student motivation.
Reward and punishment implementation was still debated by experts related
to its effect. Some experts argued that reward and punishment are good for student
motivation while the other experts argued that reward and punishment are bad for
student motivation. Afterwards, the researcher wanted to see how EED UMY
students through qualitative research perceive the issue of reward and punishment.
The use of qualitative research was appropriate for a study if the researcher is eager
to understand a situation of the theory’s implementation (Cohen, Manion and
Morrison, 2011). If the research objective is exploring the phenomenon under study,
then it is recommended to use qualitative methods” (Khan, 2014, p.300).
24
The decision to choose qualitative research design for this study was already
appropriate to the researcher’s aim. It was to discover students’ perception on
reward and punishment implemented at EED UMY toward their motivation in
learning. Qualitative research design helped the researcher to have this study
appropriately well done, and it was agreed with the title of this study, “Students’
Perception on Rew
IMPLEMENTED AT ENGLISH EDUCATION DEPARTMENT OF
UNIVERSITY MUHAMMADIYAH YOGYAKARTA
A Skripsi
Submitted to the Faculty of Language Education
in Partial Fulfilment of the Requirement for Degree of
Sarjana Pendidikan
Muhammad Riswanda Imawan
20120540108
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016
STUDENTS’ PERCEPTION ON REWARD AND PUNISHMENT
IMPLEMENTED AT ENGLISH EDUCATION DEPARTMENT OF
UNIVERSITY MUHAMMADIYAH YOGYAKARTA
A Skripsi
Submitted to the Faculty of Language Education
in Partial Fulfilment of the Requirement for Degree of
Sarjana Pendidikan
Muhammad Riswanda Imawan
20120540108
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
2016
i
Approval Sheet
Students’ Perception on Reward and Punishment Implemented at
English Education Department of University Muhammadiyah Yogyakarta
We here by approve the Skripsi of
Muhammad Riswanda Imawan
20120540108
Candidate for the degree of Sarjana Pendidikan
December 22nd , 2016
Sri Sudarsi, S.S., M.InT.
The Skripsi Supervisor
December 22nd , 2016
Puput Arfiandhani, S.Pd., M.A.
Examiner 1
December 22nd , 2016
Gendroyono, S.Pd., M.Pd.
Examiner 2
December 22nd , 2016
Accepted
Gendroyono, S.Pd., M.Pd.
Dean of Faculty of Language Education
ii
Statement of Authenticity
I am a student with the following identity:
Name
: Muhammad Riswanda Imawan
NIM
: 20120540108
Program Study
: English Education Department
Faculty
: Faculty of Language
University
: University Muhammadiyah Yogyakarta
Certify this Skripsi under the title “Students’ Perception on Reward and Punishment
Implemented at English Education Department of University Muhammadiyah
Yogyakarta” is authentic based on my undergraduate thesis. I am completely
responsible for the content of this study. Others’ opinions of findings included in this
thesis proposal are quoted in accordance with the ethical standards.
Yogyakarta, December 22nd , 2016
Muhammad Riswanda Imawan
20120540108
iii
Acknowledgement
My name is Muhammad Riswanda Imawan, the researcher of this study
saying Alhamdulillah. I am very thankful and grateful to Allah SWT for giving the
opportunity, strengthening my heart, and answering my prayers, so that I can finish this
Skripsi. I also say thank to my prophet, Muhammad SAW, who has been a great and
inspiring role model with his story. It is one of the achievements that I am really proud
of because I have given all the best I can on this Skripsi.
I want to say thank you to my parents, my father and my mother, for
everything they have done and given sincerely and tirelessly. Their love, their prayers
and their sacrifices have made me reach this point of life. Even though I can say it in
person, I want to say I love you so much. Then, my two brothers, by their existence,
have made me a better big brother, and hopefully I can be a good role model for both of
oyu. I do not forget as well to say thank you to my big family in Borneo and Java that
give me support, suggestion and prayer.
There is a big thank I do not know how to say it. I give it to my supervisor,
Miss Darsi. Thanks a lot for the patience, motivation and guidance. You are the real
MVP (Most Valuable Player/Person) of this achievement. I also want to say thank you
to all of the lecturers of PBI UMY and the staffs of PBI, FPB and UMY for the
countless helps. You deserve a reward for it.
For all my friends who are always there by their support, help and even their
existence in my life, I am glad I have you all, Celestial, EED UMY 2012, Anak
Ganteng, Neo KBM, Harmony, Stop Maksiat and SMA 1 Kumai. Sorry that I can
mention your names and the order of the names does not mean anything like chart. You
are my family from other families. Thank God, I have you all this whole time.
iv
Last but not least, I want to say so much thanks to the participants of this
study. I could not finish this Skripsi without your participation and cooperation.
Because all of your names should be pseudonymous, I cannot mention your names. I
want you to know that your helps mean a lot for the work of my Skripsi.
v
Abstract
Behaviorism theory proposes reward and punishment to help student succeed in
learning. Based on that, this study wanted to see students’ perception on the effect of
reward and punishment implemented at English Education Department of University
Muhammadiyah Yogyakarta (EED UMY). The research question of this study is what
is the students’ perception on the effect of reward and punishment implemented at EED
UMY toward student motivation? This research adopted a qualitative approach that
took a place at EED UMY and took four student as the participants of this study. The
participants were chosen through purposive sampling in which the participants should
have received both reward and punishment. Regarding with the effect of reward, this
study resulted various findings; first, rewards increase student motivation to learn and
work harder; second, rewards increase students’ interest in a particular subject; and
third, rewards motivate students to repeat their good performance. Meanwhile, the
study on punishment found that; first, punishments increase student motivation in
learning; second, punishments decrease student motivation; third, punishments do not
have a significant effect on student motivation; and forth, students will not repeat their
mistake after being punished. In conclusion, this study can state that students perceive
rewards affect their motivation positively, while the effect of punishment can be either
positive or negative, and it is sometimes not powerful enough to affect student
motivation.
Keywords: reward, punishment, motivation.
vi
Table of Content
Title Page ……………………………………………………….………………..
i
Approval Sheet ……………………………………………….………………….
ii
Statement of Authenticity ………………………………………………...…….
iii
Acknowledgement ……………………………………………………………….
iv
Abstract ………………………………………………………….………………
vi
Table of Content ………………………………………………….………..........
vii
Chapter One: Introduction ..................................................................................
1
Background …………………………………………………….…………...
1
Problem Statement …………………………………………….....................
4
Problem Limitation …………………………………………….…............
5
Research Question ……………………………………………….………….
6
Purpose of the Study …………………………………………...................
6
Significance of the Study ………………………………………….…..........
6
Chapter Two: Literature Review .......................................................................
8
The Theoretical Base of Reward and Punishment .........................................
8
Definition of reward and punishment …….………………………............
10
Form of Reward and Punishment …………………….………….................. 11
Effect of Reward and Punishment in Learning ………………..…................
12
Student Motivation Related to Reward and Punishment in Learning ............ 15
An Overview of the Implementation of Reward and Punishment at EED …
19
Review of Related Study ………………………………………………….... 20
Conceptual Framework ……………………………………………………..
vii
21
Chapter Three : Methodology .............................................................................
23
Research Design ……………………………………………………………. 24
Participants and Setting of the Study ……………………………………….
21
Data Collection ……….…………………………………………………….. 26
Instrument of the Study ……………………………………………………..
26
Data Analysis ……………………………………………………………….
27
Chapter Four : Finding and Discussion .............................................................. 28
Students’ Perception on the Effect of Reward toward Their Motivation …... 28
Students’ Perception on the Effect of Punishment toward Their Motivation
33
Chapter Five : Conclusion and Recommendation .............................................
38
Conclusion ………………………………………………………………….. 38
Recommendation …………………………………………………………… 40
References ..............................................................................................................
Appendices
viii
42
List of Figure
Figure 1 …………………………………………………………………………… 22
ix
List Appendices
Appendices 1 ………………………………………………………………………. 1
Appendices 2 ………………………………………………………………………. 3
x
Abstract
Behaviorism theory proposes reward and punishment to help student succeed in
learning. Based on that, this study wanted to see students’ perception on the effect of
reward and punishment implemented at English Education Department of University
Muhammadiyah Yogyakarta (EED UMY). The research question of this study is what
is the students’ perception on the effect of reward and punishment implemented at EED
UMY toward student motivation? This research adopted a qualitative approach that
took a place at EED UMY and took four student as the participants of this study. The
participants were chosen through purposive sampling in which the participants should
have received both reward and punishment. Regarding with the effect of reward, this
study resulted various findings; first, rewards increase student motivation to learn and
work harder; second, rewards increase students’ interest in a particular subject; and
third, rewards motivate students to repeat their good performance. Meanwhile, the
study on punishment found that; first, punishments increase student motivation in
learning; second, punishments decrease student motivation; third, punishments do not
have a significant effect on student motivation; and forth, students will not repeat their
mistake after being punished. In conclusion, this study can state that students perceive
rewards affect their motivation positively, while the effect of punishment can be either
positive or negative, and it is sometimes not powerful enough to affect student
motivation.
Keywords: reward, punishment, motivation.
1
Chapter One
Introduction
This chapter explains why this study is conducted. This chapter includes
background of the study, statement and limitation of the problem, research question,
purpose of the study, and significance of the study.
Background
A connection among reward, punishment and learning is presented at
Behaviorism theory. Behaviorism presents an idea that learning takes place as the
result of a response that follows a specific stimulus and a reinforcer that follows-up
to the stimulus (Chen, 2011). It is as if a stimulus is given to trigger an action or a
behavior, and a reinforcer is given to shape or strengthen the action or the behavior
(Chen, 2011). Mowrer as cited in Ilegbusi (2013) pointed out that an action that is
strengthened by reward, which is followed by punishment, produces certain stimuli
for the organism, and then, the action starts to repeat. In other words, reward and
punishment certainly is linked to Behaviorism in terms of stimulus and
reinforcement as the supporting tools in learning.
Reward can be defined as a thing or prize given to appreciate someone, and
punishment is not just giving someone a penalty for his or her mistake. Skinner in
Chen (2011) explained that reward or positive reinforcement is anything that
reinforces the wanted response when a behavior or an action is made. According to
Skinner, Good and Brophy, “punishment is anything or any way that is given toward
an inappropriate behavior to suppress the behavior, and make it reduced” (as cited in
Chen, 2011). Therefore, reward is any kind of things or treatment that increases the
frequency of behavior and punishment.
2
There has been numerous research studying the effects of reward and
punishment in learning. According to Banko, Cameron, and Pierce, the effects of
reward and punishment can increase students’ achievement level as a benefit for
their success (as cited in Matera, 2010). On the other side, some researchers
expressed their concern at the detrimental effects of rewards and punishments when
they saw these uses of reward and punishment as ways or forces that finally
manipulate children’s behaviors to get them to perform as the rules want them to
(Matera, 2010). Research above shows they have different opposite arguments for
the effects of these rewards and punishments in its use.
Implementing reward and punishment requires careful consideration because
when an action or a behavior is given a reward or punishment, it does not always
result a positive or expected response. Good and Brophy in Chen (2011) stated,
“responses that allow escape from painful or undesirable situations are likely to be
repeated” (p.129). Giving reward should need a consideration since it has an effect
to decrease students’ intrinsic motivation in learning as well (Moberly, 2005). In
managing this behavior, it will just be another problem if the behavior is wrongly
treated, so the thoughtful consideration is needed in implementing reward and
punishment.
In society, reward and punishment always come together as an entity. Based
Kohn, there is society's "carrot and stick" theory, in which good ethics or work is
rewarded while inappropriate behavior earns punishment (as cited in Moberly,
Waddle & Duff, 2005). The term for that is “do this and you will get that” (Kohn as
cited in Moberly et al., 2005). Further, Byrd, Loeber and Pardini (2014) explained
Gray’s theory of the existence of two systems; one that increases activity and
3
initiates goal-directed behavior in response to reward; and the other that serves to
inhibit action and avoid aversive stimuli or punishment” (p.126). Explanations
above show that reward and punishment exist in our life as one unit.
In education, the processing of reward and punishment has profound
implications for learning, which serve as the foundation for many aspects of
behavioral, social and emotional development (Byrd et al., 2014). The practice of
reward and punishment are applied to increase student motivation level in such
situation when rewards are elicited immediately before or after satisfactory
completion of a task (Banko as cited in Moberly, 2010). However, rewards are seen
as an enticement by researchers that demonstrate false hope for learning to occur.
At English Education Department of University Muhammadiyah Yogyakarta
(EED UMY), many lecturers apply reward and punishment method to students to
encourage student motivation and discipline. The researcher of this study is a
student of EED UMY, and has observed how lecturers put reward and punishment
into learning practice. Lecturers usually will give praises to students who perform
well in the class, and they even sometimes give a gift to those students. For
unsatisfying performance like lateness of attending into the class, lecturers will give
a punishment, which is considered absent, for the late students. Lecturers of EED
UMY still use this kind of reward and punishment in their class.
Students show various responses when they get reward or punishment. Some
students show positive response, and there are some students who show negative
response instead. Dissenting opinions of the experts about effects of reward and
punishment have made an interesting point for the researcher of this study to
discover how both reward and punishment have real impacts to students. Although
4
the cases of rewards and punishments have been researched many times previously,
as a student, the researcher of this study considers it is needed to be researched in
EED UMY because nobody has observed this case in EED UMY. This study found
how reward and punishment have impacts to students of EED UMY.
Based on the points above, it is important to see students’ perception of
reward and punishment implemented at EED UMY because they are the targets or
the victims of the implementation of the reward and punishment. Then, the
researcher conducted this study under the title: Students’ Perception on Reward and
Punishment Implemented at English Education Department of University
Muhammadiyah Yogyakarta. This study was aimed to see the development of these
reward and punishment issues at EED UMY in which the researcher see those issues
above actually happen. Therefore, this study talked about what effects that reward
and punishment have for the students of EED UMY.
Problem Statements
How the implementation of reward and punishment give various impacts on
students is one of causes to expand this study area. The reward and punishment
given or applied by English Education Department of University Muhammadiyah
Yogyakarta (EED UMY), or the lecturers of the institution, are intentionally
expected to control behavior and motivate students. However, it sometimes results
in a bad or unsatisfying outcome from student responses instead of a good or
satisfying outcome, and some problems are identified in this issue.
First, Based on the researcher’s experience as a student of EED UMY, the
outcome of the use of reward and punishment has different effect on students. Some
students respond positively or satisfyingly while the others respond negatively or
5
unsatisfyingly. Students probably do not like those kinds of reward and punishment
implemented by the lecturers, or how it is given and whom is given also becomes
the problem, in which the fair game is demanded to erect. Moreover, it causes some
students get demotivated and inactive in learning after they are given a reward or
punishment, or not given a reward and punishment instead, or after they saw their
friends given reward and punishment.
Second, the good purpose of lecturers to give both reward and punishment to
strengthen good action or behavior, and weaken bad action or behavior, has become
the opposite. On the contrary, student motivation in learning might decrease whereas
motivation is all they have to possess to keep learning. The causes of this can be
either the students, or the teachers, or the system, or all of them.
Third, implementing reward and punishment needs a careful and thoughtful
consideration. It is all because the implementation of reward and punishment
method involves learning atmosphere, and affects students physically and
psychologically, and the result is not always predictable. It must be confusing for the
lecturers to see the unexpected responses from students even though they have a
good purpose and reason behind that. Besides, the lecturers also cannot tell what
students truly feel and think about reward and punishment method implemented by
them to the students.
Problem Limitation
As a student of EED, the researcher of this study researched about reward
and punishment implemented at English Education Department of University
Muhammadiyah Yogyakarta (EED UMY). This study focused more on reward and
punishment implemented by lecturers in their course/classroom and this study
6
wanted to see it from students’ point of view. Besides that, reward and punishment
have impacts on various areas of students such as physical, behavior, psychology,
feeling and motivation. Therefore, for the limitation, this study was also limited on
the effect of reward and punishment implemented at EED UMY on student
motivation in learning. Thus, this study has discovered the effect of reward and
punishment implemented at EED UMY on student motivation in learning from
students’ perception or point of view.
Research Question
Based on the points mentioned above, the research question of this study is:
What is students’ perception on the effect of reward and punishment
implemented at EED UMY toward student motivation?
Purpose of the Study
To answer the research question, the purpose of this study is:
To know students’ perception on the effect of reward and punishment
implemented at EED UMY toward student motivation.
Significances of the Study
For the researcher. This study, in its process, gives the researcher a great
experience to learn and research an issue especially about reward and punishment. It
enhances researcher’s ability and proficiency in researching a phenomenon around.
For other researchers. This study hopefully helps other researchers to study
issues of reward and punishment, especially about the effect of reward and
punishment on student motivation.
7
For lecturers of EED UMY. By this study, the lecturers of EED UMY will
know students’ perception about the reward and punishment implemented at EED
UMY toward student motivation, so the lecturers will be able to develop their
teaching method, especially if they use reward and punishment.
For students of EED UMY. This study can be an opportunity for students
of EED UMY to give feedback to lecturers’ teaching method and lecturers’ method
in implementing reward and punishment. Therefore, students can get a better
method of learning and teaching by the lecturers.
For the institution (EED UMY). This study can be helpful for EED UMY
to recheck the recent rules and regulations, especially about reward and punishment
in EED UMY. Therefore, it probably gives a contribution in developing a better
system.
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Chapter Two
Literature Review
This chapter is aimed to support this study with related literature. This
chapter elaborates studies including theories related to the topic of this study, review
of related study and conceptual framework.
The Theoretical Base of Reward and Punishment
The basic of Behaviorism. Applying the use of reward and punishment into
a learning and teaching process is basically as stimulus or reinforcer students’ action
or behavior. Chen (2011) said, “Behaviorist believes that learning takes place as the
result of a response that follows on a specific stimulus” (p.1259). The repetition of
the S-R (stimulus-response) cycle will condition the organism (animal or human)
into repeating the responses whenever the same stimulus is present (Chen, 2011).
Behaviorist believes that stimulus and reinforcers are needed to trigger and
strengthen students’ movement in a success of learning.
Gagné who is a major instructional design theorist is associated with
behaviorism in his study. Gagné identified categories of human factors that affect
learning event, and one of the categories is external stimulus factor (as cited in
Chen, 2011). It points that Contiguity: time relationship between stimulus and
response, Repetition: frequency of exposure to a stimulus, and Reinforcement:
follow-up to the stimulus, can give affection into learning. Behaviorism itself has
been a help in instructional design theory development as Gagné develop his
instructional design theories.
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Behaviorism is a theory where the stimulus or reinforcement (reward and
punishment) exists and is given to students in learning. It also has been developed
into other forms of instructional design. All is for giving help in learning success.
Behaviorism, in learning, emphasizes on external rewards, e.g. grades and test
scores, working to please the teachers or parents and working to avoid being told off
(Cohen, Manion, Morrison & Wyse, 2010). That is what Behaviorism has believed
that learning is conditioned which the learners are moved by extrinsic factors.
Pavlov’s classical conditioning. Pavlov’s experiment involved food, a dog,
and a bell. His work inaugurated the era of S-R psychology. As cited in Chen
(2011), Pavlov placed meat powder (an unconditioned stimulus) on a dog’s tongue,
which caused the dog to automatically salivate (the unconditioned response,
responses are natural and not learned). Then, on a series of subsequent trials, Pavlov
sounded a bell at the same time he gave the meat powder to the dog. When the food
was accompanied by the bell many times, Pavlov found that he could withhold the
food, and the bell’s sound itself would cause the dog to salivate. The bell became the
conditioned stimulus that caused the conditioned response of salivating.
The practice of substituted stimulus probably worked, and it can be applied
in learning as an approach to effective learning. Using some kind of reward or
punishment as the stimulus in learning. Therefore, it may be working in some cases
for some students.
Skinner’s operant condition. Skinner contributed much in Behaviorism
study. Just like Pavlov, Skinner believed in the stimulus-response pattern on
conditioned, and he developed the early theory of conditioned behavior (Chen,
2011). His work to this case is well known “operant condition”.
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Operant condition is a response’s change influenced by an event (rewarded
or punished) following the initial response (Chen, 2011). It is as when a particular
S-R pattern is reinforced (rewarded or punished), the individual is conditioned to
respond. Then, the behavior that has been reinforced (rewarded or punished), the
probability that it will occur at next time has changed. The frequency of the behavior
can be increased, decreased or even vanished after reward or punishment is given.
Definition of reward and punishment
Definition of reward. Reward is not defined as a thing or belonging given to
people for their achievement’s result. Horner and Spaulding (2009) stated, “rewards
are defined as any contingently delivered consequence like event, activity and object
associated with an increase in the future likelihood of a behavior in similar
situations” (p.755). According to Skinner, reward or positive reinforcement is
anything that reinforces the wanted response to be repeated after the behavior or an
action is made (as cited in Chen, 2011). As addition, Horner and Spaulding (2009)
emphasized “if the consequence was a sticker, and the behavior increased, then the
sticker was a reward; if the consequence was a reprimand (which included adult
attention), and the behavior increased, then the reprimand was a reward” (p.755). A
good response of behavior that is repeated means have been positively reinforced or
rewarded, and the reinforcement itself has become reward.
Definition of punishment. Sidman as cited in Holth (2005) defined
punishment as anything that can reduce the frequency of undesired action or
behavior. According to Skinner, punishment is to give painful or undesirable
consequences in order to suppress response of behavior reappeared in the future (as
cited in Chen, 2011). Advocated by Holth (2005), punishment is defined as a
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procedure in which certain responses (impropriate action or behavior) have
consequences, those responses decrease in frequency, and the decrease in frequency
occurs because of the response–consequence relation, and not for some other reason.
If a thing can be reducing an impropriate behavior reappeared, then it is meant as
punishment.
Form of Reward and Punishment
Form of reward. Reward in its implementation can be in many forms.
Rewards can be in form of verbal praise, good grade, or feeling of satisfaction
(Chen, 2011). According to Moberly et al. (2005), rewards take various forms of
stickers, candy, treats, pencils, prizes, additional privileges, certificates, praise and
money. Partin (2009) categorized rewards in many forms. The first one is reward in
form of gift or belonging such as candy, sticker, pencil, books and chocolate. The
second one is reward in form of activity such as taking a break, playing games,
becoming teacher assistant and borrowing things. The third form of reward is social
reinforcement such as ranking, award, applause, praise, smile and admission from
friends and teachers. The Last form is reward in form of intrinsic reinforcement such
as jollity, goal achievement, self-satisfaction, meaningful humor and self-expression.
What matters is if after the object or event is delivered contingent upon the
performance of a behavior, and the behavior becomes more likely to occur under
similar conditions in the future, so the object or event to be classified as a reward, or
reinforcer (Horner & Spaulding, 2009). Therefore, if the given things, objects or
events increase the frequency of the response of behavior, those mean reward.
Form of Punishment. Researchers identify several forms of punishment in
its use. The use of punishment often appears in the term of “consequences", such as
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losing recess, seeing the principal, giving up privileges and having “time-out” as a
result of inappropriate behaviors (Moberly, 2005). Verbal interaction like reprimand
is a kind of punishment too (Cohen et al., 2010). Loss of desired things and
existence of undesired things are forms of punishment as Skinner explains that
punishment is a procedure including either the removal of a positive reinforcer, or
the presentation of a negative reinforcer or aversive stimulus (Holth, 2005). Maag
(2001) mentioned forms of punishment that are still used by schools are in-school or
out-of-school suspension, expulsion, fines, detention, restitution, and even corporal
punishment. Corporal punishment is physically punishing students and inflicting
pain (Richardson, Rosenthal & Burak, 2012). Besides the corporal punishment,
Leung (1991) made categories for punishment items. The first item is symbolic like
“placed on report” and demerit. The second item is teacher-based such as teacher
telling off, sent to principal, teacher watching closely, low/bad marks on work and
private chat with teacher. The third item is curtailment of activity such as given
lines, extra homework, sent out of room or to special room and no favorite activity.
The last one is home-linked like bad report, bad note to parents and parents come to
school. Those things are some forms of punishment existed in common learnings.
Effect of Reward and Punishment in Learning
From the theoretical base and definition of reward and punishment, it could
be seen that both the reward and punishment have effects in controlling behavior.
Reward may reinforce the behavior in frequent use in which it is nice behavior, and
punishment is used to decrease inappropriate behavior in its frequent use. For the
further result of the use of reward and punishment in learning, it has a probability,
either students will be motivated or demotivated if there are reward and punishment
13
following up for doing some actions or tasks. The following points will detail the
effects of both reward and punishment
The effect of reward. Reward has many impacts toward students, and some
experts explain that it has good effects for students. Ilegbusi (2013) stated that “If a
child knows that they will get a reward for completing a certain task, he will be
motivated to work hard to obtain the reward” (p. 36). He also believed that rewards
may change the interest of actual life situations in which an activity originally
disliked becomes liked, and the interest may be sustained for some time beyond the
immediate present (Ilegbusi, 2013). According to Horner and Spaulding (2009),
“Encouragement, guidance and reward of appropriate approximations of successful
behavior are helpful for students in building the skills that can then be sustained by
the natural consequences from reading well, joining games with peers, or playing a
musical instrument” (p.4). Then, schools with clearly defined behavioral
expectations and formal strategies for acknowledging (rewarding) appropriate
behavior are perceived as safer, more effective learning environments.
Research also shows that reward has become a good method on the
improvement of student achievement. An experiment by Hurlock on that relative
effectiveness of these forms of rewards showed that school mathematics improved
under praise (Ilegbusi, 2013). From another experiment, Ilegbusi (2013) believed
that teacher that encouraged a warm praise for students’ works will increase their
motivations, and their scores increased. The praised group continued to work even
when the teacher was away and got along better as a team. Student achievement
truly can be improved through the application of reward.
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Even though some researchers see reward has a good impact, the other
researchers see that reward has a bad impact. Moberly et al. (2005) clarified “the use
of rewards will interfere relationships of children with peers and adults, establishes
an air of competition and kills creativity and interest in the task” (p. 360). Teachers
become goody dispensers or enforcers. The caring alliance, partnership in learning
and community ethos that teachers seek to establish are damaged. Kohn also
suggested that praise can be salient, manipulative, expected and as detrimental as
other rewards, causing intrinsic motivation to decline (as cited in Moberly et al.,
2005). According to Gilkey (2014), recent entire generations have been working
exclusively for the grade or the rewards of an immediate and tangible nature. The
impact has led to consequences in which students lose peer relationship and
motivation for a more engaged yet less immediately tangible experience of learning
and comprehension. The bad effects of reward is seen really happened, and it is a
very strong argument.
The effect of punishment. Researchers has some arguments about the effect
of punishment. The use of punishment has both positive and negative effect
(Ilegbusi, 2013). The arguments of researchers still remain to be debated.
Skinner described three main effects through which punishment could
indirectly results in a reduced probability of the punished behavior (Holth, 2005).
First, an aversive stimulus (punishment) may elicit responses which are
incompatible with the punished response (e.g., "When we stop a child from giggling
in church by pinching it severely, the pinch elicits responses which are incompatible
with laughing and powerful enough to suppress it"). Second, previously punished
behavior becomes the source of conditioned stimuli which evoke incompatible
15
behavior. (e.g., "When a child who has been pinched for giggling starts to giggle
upon a later occasion, his own behavior may supply conditioned stimuli which, like
the mother's threatening gesture, evoke opposed emotional responses"). Third,
behavior which reduces the conditioned aversive stimulation arising from the
behavior itself or from concurrent circumstances, will be reinforced. (e.g., following
punishment, the subject may not simply stop engaging in the punished behavior, but
may also show a marked resistance if manually prompted).
In other case, Moberly, Wadder and Duff (2005) explained that, “the use of
punishment also brings consequences" (p. 360). Punishment can lead a child to three
responses: calculation of risks, blind conformity or revolt (Kamii as cited in
Moberly et al., 2005). According to Kohn, punishment can lead to children feeling
anger, defiance and wanting revenge (as cited in Moberly et al., 2005). These
feelings certainly are not conducive to building a caring community or fostering
social competence in children. The dispensing of punishments is simply another way
of adults exercising power over children.
Student Motivation Related to Reward and Punishment in Learning
Definition of motivation. Motivation is an independent internal drive owned
by the individuals (Ferguson as cited in Matera, 2010). Motivation refers to the
reason that underlies a behavior (Lai, 2011). As cited Lai (2011), Gredler, Broussard
and Garrison generally described motivation as the trait that moves us to do or not to
do something. Anything that becomes the reason or purpose to do something can be
called motivation. Motivation is simply defined as something what moves people to
do action.
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Kinds of motivation. Generally, motivation is divided into two kinds. The
first one is extrinsic motivation, engagement in the activity (learning process) to
achieve a reward or avoid of a punishment, and the second one is intrinsic
motivation, engagement in the activity where the individual finds satisfaction and
enjoyment (Matera, 2010). Intrinsic motivation is motivation stimulated by personal
enjoyment, interest, or pleasure and extrinsic motivation is motivation governed by
reinforcement contingencies (Lai, 2011). In educational case, there is called
“academic motivation”. According to Gottfried, academic motivation is the
enjoyment of school learning characterized by a mastery orientation, curiosity,
persistence, task-endogen and the learning of challenging, difficult, and new tasks
(as cited in Lai, 2011). Intrinsic motivation and extrinsic motivation are the general
kinds of motivation, and it can broadly develop to other specific area like education
area.
Perceptions of the effect of reward and punishment toward student
motivation in learning. Motivation has a strong relation to reward and punishment
as Matera (2010) explained that level of student motivation influenced by external
reinforcement (reward and punishment). In the relation of reward and punishment
toward student motivation, Banko, Cameron, Pierce, and So indicate that student
motivation levels increase when rewards are elicited, but Kohn argues that once the
rewards are no longer distributed to these same students, their intrinsic motivation to
complete the same task decreased and even damaged (Matera, 2010). Reward and
punishment really do have a connection to student motivation, and researchers have
done various studies about this case.
17
According to Ilegbusi (2013), the investigation so far made into this reward
and punishment problem have given controversial result, and some of them is
arguing positively while some is arguing negatively. The proponents of the adoption
of reward and punishment system believe in the use of reward and punishment to
motivate students is good. Extrinsic tangible reward that is given makes students
motivated to learn as they will be motivated to work hard (Ilegbusi, 2013). It even
occurs for intangible reward as Moberly et al. (2005) proposed the verbal
acknowledgement or praise from the teacher have the same effect as stickers and
candy (tangible reward). Ilegbusi (2013) added a proof from a study where a teacher
that used a warm approach and encouraged students with warm praises in his class
could motivate students to high marks, and it even continued when the teacher was
away. He (2009, p.36) also added, “Students who are successful and who therefore
derive satisfaction from a learning activity are motivated toward additional learning.
Lee Canter’s theory of discipline and behavior management points teachers to
recognize positive behaviors and to use discipline hierarchy of consequences for
inappropriate behaviors in order to affects student motivation positively (Moberly et
al., 2005). Punishment itself is positively able to eliminate wrong response (behavior
or action) and speed up learning as a common-sense that someone will not continue
to do what was punished (Ilegbusi, 2013). Later, it affects strengthening the motive
(motivation) to learn or to do works of students. Punishment has reverse effect from
reward to students behavior like inappropriate behavior reappears after the
temporary punishment is taken off (Matera, 2010). We see that punishment is
needed to move (motivate) students both to avoid and not to repeat inappropriate
behavior. Those who believe in positive effects of this issue can rely on the
explanation above.
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In other perspective, some studies have been seeing this issue impacts
negatively to students. Ilegbusi (2013) in his obervation, made a statement that this
forms (reward and punishment) of motivation effects seem fairly clear less generally
and less permanently effective. Wittmer and Honig in Moberly et al. (2005, p.361)
believed that with the increase in the use of external reinforcement, children's social
behavior and internal rewards may decrease. Horner et al. (2009) had a concern
pointing that the formal use of reward in school causes students failed to develop
their interinsic motivation or self-managed motivation, and it is supported by
Moberly et al. (2005) that a reward can be manipulative to cause intrinsic motivation
to decline. Sullo (2009) had a notion that bestowing external reward can interfere in
students’ natural desire to learn. He found that students who are bounded to external
reward (eg. watching movie and homework pass) show no evidence being excited to
learning and developing new competence again. According to Sullo (2009), “the
natural reward for learning is the good feeling we experience when we accomplish
something, not being rewarded” (p. 33). For the role of punishment in motivating
students, Ilegbusi (2013) told there are more controversies about it since the
beginning. Earlier findings simply stated that punishing wrong responses removes
them and speed up learning, but later findings indicated that the conditioning of fear
of punishment is the primary consideration causing that removal of the punished
response. Students might be motivated to high marks in the class, but students
motivated by fear of punishment will stop work as soon as the teacher left the class
since it is difficult to use punishment effectively to motivate learning of a more
permanent character. Philpot in Matera (2010) said punishment handed out to the
student is a clear opportunity for him or her to become disinterested or emotionally
detached from the person, assignment, or even the environment. That statement
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show that student motivation can be decreased since students get disinterested or
detached from what in related and who punished them. In addition of Ilegbusi
(2013), “punishment is mortifying, produces anxiety and is fraught with hazards in
teacher-students relationship” (p. 38). Those are how some studies shows their
results arguing reward and punishment actually have bad influences on student
motivation through manipulative ways.
An Overview of the Implementation of Reward and Punishment at EED UMY
Lecturers of EED UMY has some rules and regulations in their class. The
rules and regulations include reward and punishment system, and it is agreed by
both the lecturer and students. It has been agreed in the beginning of the class, and it
sometimes changes along the class running.
Based on the researcher’s experience, reward may exist even though it is not
previously informed to students. Rewards that exist are like gifts, compliments,
applauses and privileges (activity). The privileges can be an extra point or score and
a chance to leave the class earlier. Appreciation to students given along the feedback
from lecturers is a reward because it is really needed by students due to their
progress and achievement. Those are all to encourage students to be active in the
class and motivate them in learning. Reward method at EED UMY is still used by
the lecturers.
Punishment system implemented by lecturers of EED UMY is usually
similar; for the example, the late-comers, in which students who come late more
than fifteen until twenty minutes, will be considered absent even though they are
allowed to join the class, but there is also a chance that they will be locked outside.
Lateness for submitting assignment is also a strong rule. Students who are late to
20
submit the assignment will get score deduction, and the deduction will increase each
day the assignment is still not submitted. Plagiarism is very not welcoming at EED
UMY. If students are caught doing plagiarism, their assignment will be scored zero.
Those are the examples of punishment implemented by lecturers of EED UMY.
Reward and punishment are a method that keeps used and needed by
lecturers of EED UMY until now. They adopt it to motivate students and maintain
the discipline in learning. Both students and lecturers are aware of this situation and
what it is meant for.
Review of Related Study
For additional resource, the researcher reviews some related studies. Two
sources are reviewed and will be about how reward and punishment are used in
learning. The studies will be elaborated briefly in the following points, and the
connection among the reviews and this study will be seen to complete this study.
First is a study from Langa (2014) from University of Piteşti, Romania. The
purpose of the study is to identify teachers’ manner of applying the reward and
punishment duet in order to decrease the frequency of pupils’ undesirable behaviors.
The conclusion of his study asserted that both two novice and experienced teachers
have different manners in applying reward and punishment. The experienced
teachers are more consistent in applying punishments for immediately correcting the
undesirable behaviors of students; the novice teachers apply more frequently
rewards as soon as pupils have a desirable behavior; experienced teachers act by
foreseeing long-term consequences when giving reward and punishment; and both
beginning and experienced teachers consider that students are aware why they are
punished.
21
Second is a study by Wächter, Lungu, Liu, Willingham, and Ashe (2009).
Their study focused on how reward and punishment have differential effects on
procedural learning. Ninety-one participants of this study were asked to do an
implicit motor learning task. The study findings conclude that reward leads to
enhancement of learning in human subjects, where as punishment is associated only
with improvement in motor performance.
Those two reviewed studies have linked correlation to this study that have
the same field of interest, which are reward and punishment. Yet, this study will go
deeper in digging up students’ perception on reward and punishment implemented in
university level (EED UMY), and its impact on their motivation in learning.
Conceptual Framework
The idea to implement reward and punishment into learning presents in
Behaviorism since the behaviorists believe in stimulus-response cycle and
reinforcement is needed in learning (Chen, 2011). The implementation of reward
and punishment is still being used in schools. According to Ilegbusi (2013),
“Rewards and punishments have become permanent features of the classroom
situation and parents even use them in those aspects which concern school work” (p.
38). The implementation of reward and punishment including how to implement it
has both positive and negative effect and outcome. Due to specific student
motivation issue, it has led to many controversies about its use in various forms to
motivate students in learning. In a big number of studies, some researches argue
positively while the others argue negatively.
Based on that and the researcher experience as a student who see the same
issues, this study, “Students’ perception on reward and punishment implemented at
22
English Education Department of University Muhammadiyah Yogyakarta”, will
expose the effect of reward and punishment implemented at EED UMY toward
student motivation in learning. The conceptual framework of this study is described
on the following figure:
Figure 1. Conceptual Framework
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Chapter Three
Methodology
This chapter talks about the methodology used for this study. In this
chapter, there are points discussed which includes research design, participants and
setting of the study, data collecting method, instrument of the study and data
analysis.
Research Design
This study employed qualitative approach as research design. It was to help
the researcher to reach his aim for the study, which was to find out students’
perception on reward and punishment implemented at English Education
Department of University Muhammadiyah Yogyakarta (EED UMY) toward their
motivation in learning. Therefore, qualitative research design was chosen as the way
to reach that aim. Qualitative research enabled the researcher of this study to acquire
deeper and more detailed understandings about a phenomenon, which was the effect
of the implementation of reward and punishment toward student motivation.
Reward and punishment implementation was still debated by experts related
to its effect. Some experts argued that reward and punishment are good for student
motivation while the other experts argued that reward and punishment are bad for
student motivation. Afterwards, the researcher wanted to see how EED UMY
students through qualitative research perceive the issue of reward and punishment.
The use of qualitative research was appropriate for a study if the researcher is eager
to understand a situation of the theory’s implementation (Cohen, Manion and
Morrison, 2011). If the research objective is exploring the phenomenon under study,
then it is recommended to use qualitative methods” (Khan, 2014, p.300).
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The decision to choose qualitative research design for this study was already
appropriate to the researcher’s aim. It was to discover students’ perception on
reward and punishment implemented at EED UMY toward their motivation in
learning. Qualitative research design helped the researcher to have this study
appropriately well done, and it was agreed with the title of this study, “Students’
Perception on Rew