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Chapter II covers theoretical framework which consist of concept giving reward
and punishment, the purpose of giving reward and punishment, and types of giving reward and punishment and the concept of reading comprehension, kinds
of reading and reading principles.
Chapter III is research methodology, the writer explains time and place of
research, subject of research, role of the researcher in classroom action research, technique of collecting data, technique of data analyzing, design of action’s
intervention and planning development of action classroom.
Chapter IV is finding research, the writer tries to explore about data description,
data interpretation and the result of the data after classroom action research.
Chapter V is conclusion and suggestion.
CHAPTER II THEORETICAL FRAMEWORK
A. Rewards
1. The Definition of Rewards
The students’ behaviour in school or classroom is followed behaviour from their environment. Sometimes they grow up with less worship and attention.
Rewards and punishment appropriate to build up their motivation related their learning, especially in English learning process. The process to apply the
reinforcer to increase behaviour is called reinforcement, there are two form of reinforcement, positive and negative.
Rewards as synonym for positive reinforcement, traditional behaviorist defined reinforcement stricly in terms or whether it increased behaviour.
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Using reward in classroom helps English teacher to increase students’s motivation. The example of giving reward, English teacher tells one of the
students, “congratulations. I’m really proud of how good the story that you read”. If the student work harder and reads better story the next time, the teacher’s
positive comments are said to reinforce or reward the student’s reading.
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Lester M. Sdorow and Cheryl A. Riekabaugh, Psychology, Mc Graw Hill: Library of Congress in Publication Data, 2002, fifth edition, p. 186.
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