48 CHAPTER 4
ANALYSIS RESULTS
This chapter reveals the results of the analysis in two main sections. The first section explains the occasions which the teacher uses extrinsic rewards in her
classroom. The second section explains the teacher’s management in using extrinsic rewards in the classroom. Based on Cognitive evaluation theory
proposed by Deci and Ryan, there are two factors which determine how the teacher manages the extrinsic rewards in the classroom. They are what kinds of
extrinsic rewards used by the teacher based on Everston’s and Deci and Ryan’s and which aspect did her extrinsic rewards belongs to. Other findings also
presented in the last section. There are some symbols in the bracket in every sub section could be used to find the evidences. These evidences could be seen from
the field notes and the interview script that are attached in the appendices.
4.1 The Occasions which the Teacher Uses Extrinsic Reward in the Classroom
Three different factors motivate the teacher to use extrinsic rewards in the
classroom.
4.1.1 The Activity Level of the Students AL
As stated in chapter 2, the activity level is closely related with the students’ intensity in doing the assignment given by the teacher Stipek, 1993:
11. It could be observed from their willingness in doing or finishing the task. When the students do not do the homework or do not have spirit in finishing the
task, they have problems in their activity level. In the research, the students’ problem in their activity level is clearly
shown in first and second field note see appendix 2, page 73, 78 and 85. In the first field note, in the beginning of the lesson, the teacher checked the students’
willingness in doing their homework by asking the students whether they had done the homework see appendix 2, field note 1, page 73. Most of the students
did not answer the teacher’s question. Later, she realized that some of her students had not done the homework yet. The students’ action showed a relatively low
intensity level in doing the homework. Then, the teacher offered a grade for those who wanted to collect the assignment.
The similar phenomenon occurred in the second field note. The teacher found that some of her students had not done the homework yet see appendix 2,
field note 2, page 78. The students’ intensity level was the same as the first field note, however, the teacher did not give extrinsic rewards to the students. She gave
the students opportunity to complete the assignment. Based on the interview, the teacher argued that she gave the extrinsic
rewards in field note 1 because some of the students did not do the homework. In addition, she explained that the homework, which was given in the last meeting,
was given only to those who did not do the homework in the previous meeting. The extrinsic reward was given to the students in order to make them aware the
importance of homework see the appendix 2, see the interview script. In the
second field note, as the teacher clarified, she did not offer any extrinsic rewards to the students because she still gave the students opportunity in completing their
homework. Besides, the students seemed to have some difficulties in doing the
homework.
4.1.2 The Students’ Performance in Doing the Task PL
Students’ performance problems are the effect of three indicators students’ attention, students’ persistence, students’ activity level in motivational
problem Stipek, 1993: 12. The poor performance of the students in the classroom could be the teacher’s reason in offering some extrinsic rewards to the
students. The poor performance itself could be caused by some indicators in motivational problem. The students performed poorly because of some different
reasons. The students’ bad performance could be caused by their level of attention in the lesson, their laziness in doing their homework or assignment, their
persistence level, or the mix of those three previous reasons. In this research, the teacher also used performance level as her
consideration in offering the students some extrinsic rewards to ask the students to come in front of the class in every assignment they did in the classroom. The
students’ bad performance could be seen when the students did not give positive responds to the teacher see appendix 2 page: 74, 81, could not answer the
teacher’s question see appendix 2 page 76, 86, and gave wrong answer see appendix 2 page 76. According to her, asking the students to come in front of the
class was the usual activity in every lesson. This is also supported by the existence
of this activity in every field notes see appendix 2. The teacher gave extrinsic reward in the form of coming in front of the class, based on her statement, because
of the students’ performance level that was illustrated by the poor performance of some students in every assignment they did. By asking the students to come in
front of the class, the teacher tried to know her students’ understanding on the lesson in order to give necessary feedback to the students.
From the field notes, there were some causes why the students performed relatively poorly in the task. During the research, first, the students did not pay
full attention to the lesson. They were playing, joking and talking about something else when the teacher explained the lesson see appendix 2, page 79, page 82,
page 84. Although they seemed to pay attention to the teacher’s explanation, the students could not answer the teacher’s questions see appendix 2, field note 1,
page 76. Second, they did not join in the lesson wholeheartedly. Some of them needed a lot of time in doing the given task. This may indicate that the students
had problem in their persistence level. The last factor is the students’ problem in doing their homework see page 79. Those three factors suggest that other
indicators in motivational problem affect performance.
4.1.3 The Students’ Attention and Direction in the Activity ADL
Students’ attention and direction of the activity are important for the students’ understanding on the material given. This factor becomes the teacher’s
justifications in giving extrinsic rewards in her lesson. There were some evidences that the students did not really pay attention to the lesson see appendix 2. One of
the evidences could be found in the first field note see appendix 2, field note 1, page 75. In that day of the research, a student suddenly asked about something
else when the teacher explained about the topic. This indicates that students did not pay attention to the teacher’s explanation. In the interview session, the teacher
stated that she also realized the students’ problem in their attention and direction in the activity at that moment. This students’ attitude became her consideration to
give extrinsic reward to the students. From the interview session, the teacher stated that she measured the
students’ attention and direction in the lesson based on their involvement in the activity in class. Sometimes, the teacher further explained, the students were busy
with themselves. For example, in the second day of the research, some students were busy with themselves when the teacher asked them some questions see
appendix 2 page 81. As a result, nobody answered. The students lost their attention or, perhaps, had wrong attention’s direction when they were joking,
talking or playing some games when the teacher was explaining the lesson. As the first condition, this students’ action became the teacher’s indications to give
extrinsic reward.
4.2 The Management on the Use of Extrinsic Rewards in the Classroom
