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.
1
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.
1
Lester M. Sdorow and Cheryl A. Riekabaugh, Psychology, Mc Graw Hill: Library of Congress in Publication Data, 2002, fifth edition, p. 186.
Rewards convey information about one’s skill or competence when they are linked to actual performane or progress, such as when teachers praise students
for learning new skill or acquaring new knowledge.
2
John W. Santrock goes on to point out that classroom rewards can be useful, theya are: 1. as an incentive to engage in tasks, in which case the goal is to
control the students’ behavior, 2 to convey information about mastery.
3
Referring to the statements above, when reward is given by the teacher, the student can assosiate acting and behavioring in feeling of happiness and
usually make them doing something countinously. In other side, reward has purposed to make the student does everything more dillegent to correct ot to
increase the score.
2. The Purpose of Rewards
Rewards can be an effective way to encourage students to begin tasks or material that initially motivate students become involved in these task or material,
other factors like interest and challenge can influence motivation. According to Soejono 1980:62 giving rewards by teacher has education
value and purposes, there are:
4
1. Giving rewards can increase the better norm of students’ behavior
2. Giving rewards can maintain and expand the students’ behavior
3. Giving rewards are indicators of increasing competence
4. Rewards give the good situation to students in classroom
5. Giving rewards can make the students eager to learn material.
2
Dale H. Schunk, Paul R Pintrich and Judith L. Meece, Motivation In Education; Theory, Research, and Applications,
Columbus: PEARSON, 2008, Third Edition, p. 261.
3
John W. Santrock, Educational Psychology, New York: McGraw-Hill, 2004, Second Edition, p. 421.
4
Ag,. Soejono, Pendahuluan Ilmu Pendidikan Umum, Bandung: CV Ilmu, 1980, p. 62
Kategori