THE REINFORCEMENT USED BY THE TEACHER IN TEACHING ENGLISH FOR SECOND GRADE OF SMA MUHAMMADIYAH 1 BABAT
THE REINFORCEMENT USED BY THE TEACHER IN TEACHING ENGLISH FOR
SECOND GRADE OF SMA MUHAMMADIYAH 1 BABAT
THESIS
BY:
ESTRI ARIFIA UMAFI
07360149
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
APRIL 2014
THE REINFORCEMENT USED BY THE TEACHER IN TEACHING ENGLISH FOR
SECOND GRADE OF SMA MUHAMMADIYAH 1 BABAT
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana
Degree in English Education
BY:
ESTRI ARIFIA UMAFI
07360149
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
APRIL 2014
MOTTO AND DEDICATION:
“ Disetiap kesulitan selalu ada kemudahan , disetiap ketidakmungkinan selalu ada
keajaiban, dan disetiap Doa selalu ada jawaban. Maka bersabarlah,
Kelak disaat yang tepat bahagia itu akan datang. Sesungguhnya janji Allah itu nyata.
(Q.S Al-mukmin: 55)
"Selalu ada hikmah di setiap masalah hidup yang kita hadapi. Allah yang menciptakan
masalah dan Dia pula lah yang menciptakan jalan keluar. Jangan pernah berhenti
memohon dan bermunajat kepadaNya. Hanya dengan pertolonganNya lah semua masalah
bisa dengan mudah kita lewati."
This thesis is dedicated to:
My beloved father and mother
ACKNOWLEDGEMENT
Alhamdulillahirobbil Alamin, the Most Grateful and the Most Merciful are always given
just for Allah SWT for His love, guidance, blessing and strength to finish this thesis. Sholawat
and salam are also given to our prophet Muhammad SAW, who had guided us from the darkness
to the lightness.
The writer would like to express her deepest gratitude to the Dr. Hartono, M.Pd, as the
first advisor, and Rahmawati Khadijah Maro, S.Pd., M.PEd, as the second advisor, for their
suggestions, guidance, advice and comments during the consultation period.
The writer also would like to express her gratitude to the headmaster, teachers and the
second year students of SMA Muhammadiyah 1 Babat who had given her the opportunity to
conduct this research.
Finally, the writer wants to express her special thanks to her beloved mother (Zulfiah)
and father (Asy’ari), her sister (Novita Putri), someone special (Baharudin Sulthon) she thanks
for everything that they had given to her, for their extraordinary supports, prays, and advices.
She also thanks all her friends ; Dewi, Pipit, Dika, Mike and Rika (the members of Muslimah
Boardinghouse Jl.Wijaya Kusuma no 24 Sengkaling) for their spirits, helps, motivation and
happiness.
Malang, April 30, 2014
The writer
Estri Arifia Umafi
TABLE OF CONTENTS
page
APPROVAL.........................................................................................................
i
LEGALIZATION................................................................................................
ii
MOTTO AND DEDICATION............................................................................
iii
ABSTRACT..........................................................................................................
iv
ACKNOWLEDGEMENT...................................................................................
v
TABLE OF CONTENTS..................................................................................... vi
CHAPTER I : INTRODUCTION
1.1 Background of Study....................................................................................... 1
1.2 Statements of Problems................................................................................... 5
1.3 Purpose of the Study......................................................................................... 5
1.4 Significance of the Study.................................................................................. 5
1.5 Scope and Limitation........................................................................................ 6
1.6 Definition of Key Terms................................................................................... 6
CHAPTER II : REVIEW OF RELATED LITERATURE
2.1 The Teaching of English................................................................................... 7
2.2 Motivation......................................................................................................... 9
2.3 Reinforcement..................................................................................................
10
2.3.1 Purpose of Giving Reinforcement........................................................... 10
2.3.2 Types of Reinforcement........................................................................... 11
2.3.3 Technique in Providing Reinforcement................................................... 14
2.4 Definition of Perception.................................................................................... 16
2.4.1 Kinds of Perception.................................................................................. 16
2.4.2 Factor Influencing Perception.................................................................. 17
2.4.3 The Process of Perception........................................................................ 19
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design .............................................................................................
21
3.2 Population and Sample................................................................................ ...
22
3.2.1 Population............................................................................................... 22
3.2.2 Sample....................................................................................................
22
3.3 Research instrument........................................................................................
23
3.3.1 Observation Field Note..........................................................................
23
3.3.2 Interview Guide ..................................................................................... 23
3.3.3 Questionnaire.......................................................................................... 24
3.4 Data Collection................................................................................................. 25
3.5 Data Analysis.................................................................................................... 26
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings............................................................................................. 27
4.1.1 The Kind of Reinforcement Given by the Teacher
in Teaching.............................................................................................. 27
4.1.1.1 Positive Reinforcement............................................................... 27
4.1.1.2 Negative Reinforcement.............................................................. 29
4.1.2 The Teacher Techniques’ in Giving Reinforcement................................ 30
4.1.2.1 Verbal Reinforcement.................................................................. 30
4.1.2.2 Non-Verbal Reinforcement.......................................................... 31
4.1.3 The Students’ Perception toward the Reinforcement Given
by the Teacher........................................................................................ 33
4.2 The Discussion................................................................................................. 34
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion......................................................................................................... 36
5.2 Suggestions........................................................................................................ 37
REFERENCES....................................................................................................... 38
APPENDIX ............................................................................................................. 39
REFERENCE
Arikunto, Suharsimi. 2002. Prosedur Penelitian. Jakarta : PT Rineka Cipta.
Ary. Donald. 2002. Introduction to Research in Education. 6th edition. Holt Rinahalted
Winston: New York.
Brown, H.D 2001: Teaching by Principles: an Interactive Approach to Language Pedagogy
2td edition. New York Addision Wesley Longman.
Brown, H. D. 2000. Principles of Language Learning and Teaching. 4th edition. New York:
Addision Wesley Longman, Inc
Byrne, D. 1992. Techniques For Classroom Interaction. New York. Longman.
Evans, H. Susan, S. & Schmidt, R. E. 1989. Behavior and Intructional Management : An
Ecological Approach. Boston : Allyn and Bacon.
Gay L. R and Peter Airasian. 2003. Educational Research : Competencies for Analysis and
Applications. New Jersey: Pearson Education, Inc
Hamacheck, D. 1990. Psychology in Teaching, Learning and Growth 4td edition. Boston
Allyn and Bacon
Hamzah B. Uno. 2006. Orientasi Baru Dalam Psikologi Pembelajaran.
Aksara
Jakarta : PT Bumi
Rahayu, D. 2003. Using Credit Point System to Encourage Students’ Participation in
English Classes at Madrasah Aliyah Maarif Singosari Malang. Unpublished Thesis. Malang
Faculty of Letters State University of Malang.
Santrock, John,W. 2001. Educational Psychology. New York : Mc Brow-Hill Companies. Inc.
Sudjana, Anas. 2002. Metode Statistika. Bandung : Tarsito
Usman, Moh. Uzer. 2001. Menjadi Guru Profesional, Dasar Metode Teknik,
Bandung: PT Remaja Roesdakarya
Woolfolk, A. 1990. Educational Psychology (4th ed). New Jersey: Pentice Hall
Woolfolk, A. 2004. Educational Psychology (9th ed). Pearson Edition. Inc
CHAPTER I
INTRODUCTION
This chapter provides the background of the study, statement of the problem,
purpose of the study, significance of study, scope and limitation, and definition of key
terms. Each section is presented as follows.
1.1 Background of Study
Teaching English in our country is considered as a hard job for the teachers in
the school since Indonesian government places English as the first foreign language
to learn from Elementary school up to University level. Mackward (in Boby, 2002)
says that English as a foreign langaguage is taught as a school subject for the purpose
of giving the students foreign language competence. Nevertheles, teaching a foreign
language is different from teaching other subjects. According to Brown (2000),
teaching English is not easy because it is not only learning about pronunciation but
also about the way to make our language understood by other people.
Learning English has become important in this globalization era recently since
it is an international language. In communication among nations in the world, we
need a good English in order that our communication can be understood by all people
and English becomes the most important language in the modern era. As a developing
country, Indonesia uses English not only as a means of communication with
foreigners but also to study technology, science and economic from other develop
1
countries. It can be seen from current science and technology that are growing rapidly
and are mostly reported in English.
In addition, language is one of the important media of communication for
human beings who live in a certain community because language has a strong
influnce in the society’s relationship. By language, people can interact and share their
knowledge, feeling, emotion and build the relationship with other nations. Besides,
language as a means of communication exists in culture in society. According to
Brown (2000:5), language is a system of arbitrary conventionalized vocal, written or
gesture symbols that enable members of a given community to communicate
intelligibly with one another. We are able to communicate to share the knowledge
and build the relationship with other nations. Because English becomes an important
subject in the education system of Indonesia as a consequence, the teaching of
English in Indonesia has been taught from junior high school until senior high school
as a compulsory subject. For the last few years, the teaching of English in Indonesia
has been implemented at the very beginning level, that is in elementary schools. At
this level, English is considered as a local content subject.
Teachers play a very important role in the process of teaching and learning
English in school. This is supported by Byrne (1992) and Brown (2001) who stated
that teachers hold the significant role as controllers, conductors, motivators,
stimulators and resources in creating an interactive atmosphere in the classroom.
Allwright and Bailey (1991) stated that being a good English teacher means being
aware of what goes on in the classroom, what happens to the students, what problems
they may have and what ways to solve the identified problems.
2
One of the most significant problems faced by English teachers of senior high
school is lack of students’ active participation in English classes. From that statement,
it can be concluded that the teaching and learning process in senior high school
requires teachers to play the role as stimulators and motivators to promote students’
motivation in order that students can learn English effectively in the classroom.
According to Woolfolk (1990:329), teachers should build students’ motivation to
learn English well especially for those who have negative feeling toward English. To
overcome these problems, the teacher must be able to give motivation and guide to
the students in the direction of a good learning, in order that they can enterprising in
learning.
To achieve these objectives, the teacher also needs to understand the
background that influnces the students to learning, so that the teachers can provide
proper motivation to students. If motivation can be generated in the learning process,
the outcomes of learning will be optimal because the motivation is needed by students
and very important in learning. But there are other ways that can be applied beside
providing motivation, that is to give reinforcement to students because by giving
reinforcement they will feel appreciated of all their efforts and achievements.
Reinforcement is part of the student’s behavior modifications that aims at
providing information and feedback as an act of encouragement or correction.
According to Woolfolk (2004:205), reinforcement is consequnces to strengthen
behavior and increase the chances that the behavior will occur again. Reinforcement
can be done verbally and non-verbally, with the principle of warmth, enthusiasm,
meaningfulness and avoiding negative response. Reinforcement can be directed to
specific personal, and to the whole classes. In the implementation, reinforcement
3
should be given immediately and varies. Reinforcement is one of the important tools
of motivation in teaching and learning. Providing reinforcement as reward or praise
toward a good behavior of students is needed, so that the reinforcement is expected to
make the students do better. For example: the teacher smile or says the word “Good”
to students who can do their homework well. It will be a big influence toward
students, and they will feel satisfied with their result.
The reinforcement given to the students is expected to increase their motivation
to learn because motivation and reinforcement are integral and inseparable. In other
words, the success or failure of a process of learning is strongly influenced by the
presence the student’s motivations.
The writer choose SMA Muhammadiyah 1 Babat to conduct this study because
this school is one of the best senior high schools in Babat and one of the institutions
in which the English teachers use a reinforcement system as a motivation that can
give spirit of learning to the students. In the description above, the reinforcement
system is effective and has positive implications in the learning. Therefore, the
reseacher is interested in investigating the issue with the title is “ The Reinforcement
used by the Teacher in Teaching English for Second Grade of SMA
Muhammadiyah 1 Babat”.
4
1.2 Statement of the Problems
Based on the background of the study, the problems of the study can be
specified into several questions as stated below:
1. What kinds of reinforcement does the teacher give to the students in teaching
English at SMA Muhammadiyah 1 Babat?
2. What techniques does the teacher use to give reinforcement to the students in
teaching English at SMA Muhammadiyah 1 Babat?
3. How is the students’ perception toward the reinforcement given by the teacher in
teaching English at SMA Muhammadiyah 1 Babat?
1.3 Purpose of the Study
1. To describe the kinds of reinforcement given by the teacher to the students in
teaching English at SMA Muhammadiyah 1 Babat.
2. To discover the techniques the teacher uses to give reinforcement to the students
in teaching English at SMA Muhammadiyah 1 Babat
3. To investigate the students’ perception toward the reinforcement given by the
teacher in teaching English at SMA Muhammadiyah 1 Babat.
1.4 Significance of the Study
The result of this study is expected to give contribution and valuable feedback
for the English teachers in senior high school who want to improve their teaching
technique by using reinforcement system in their class. Furthermore, using
reinforcement can be a new strategy as an alternative to solve the teaching problems
in classroom. For further reseachers, it is expected that the findings of the reseach can
5
be used as a reference to conduct further research related to the use of reinforcement
in teaching English.
1.5 Scope and Limitation
The scope of this study is the kinds of reinforcement given by the teacher to the
students in teaching English, the teacher’s technique in giving reinforcement to the
students in teaching English and the students’ perception toward the reinforcement
given by the teacher in teaching English. It is limited on the second grade at SMA
Muhammadiyah 1 Babat. The second grade students are investigated because their
teacher used reinforcement system to generate students’ motivation and to encourage
students’ active participation in teaching and learning process in class.
1.6 Definition of the Key Terms
1. Reinforcement is consequnces to strengthen behavior and increases the chances
that the behavior occurs again (Woolfolk, 2004:204).
2. Motivation is defined as an internal state that arouses, directs, and maintains
behavior (Woolfolk, 1990:350).
3. Technique is the process of implemanting material conducted in classroom
activities to create a succesful teaching learning process (Brown, 2000:171).
6
SECOND GRADE OF SMA MUHAMMADIYAH 1 BABAT
THESIS
BY:
ESTRI ARIFIA UMAFI
07360149
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
APRIL 2014
THE REINFORCEMENT USED BY THE TEACHER IN TEACHING ENGLISH FOR
SECOND GRADE OF SMA MUHAMMADIYAH 1 BABAT
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana
Degree in English Education
BY:
ESTRI ARIFIA UMAFI
07360149
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
APRIL 2014
MOTTO AND DEDICATION:
“ Disetiap kesulitan selalu ada kemudahan , disetiap ketidakmungkinan selalu ada
keajaiban, dan disetiap Doa selalu ada jawaban. Maka bersabarlah,
Kelak disaat yang tepat bahagia itu akan datang. Sesungguhnya janji Allah itu nyata.
(Q.S Al-mukmin: 55)
"Selalu ada hikmah di setiap masalah hidup yang kita hadapi. Allah yang menciptakan
masalah dan Dia pula lah yang menciptakan jalan keluar. Jangan pernah berhenti
memohon dan bermunajat kepadaNya. Hanya dengan pertolonganNya lah semua masalah
bisa dengan mudah kita lewati."
This thesis is dedicated to:
My beloved father and mother
ACKNOWLEDGEMENT
Alhamdulillahirobbil Alamin, the Most Grateful and the Most Merciful are always given
just for Allah SWT for His love, guidance, blessing and strength to finish this thesis. Sholawat
and salam are also given to our prophet Muhammad SAW, who had guided us from the darkness
to the lightness.
The writer would like to express her deepest gratitude to the Dr. Hartono, M.Pd, as the
first advisor, and Rahmawati Khadijah Maro, S.Pd., M.PEd, as the second advisor, for their
suggestions, guidance, advice and comments during the consultation period.
The writer also would like to express her gratitude to the headmaster, teachers and the
second year students of SMA Muhammadiyah 1 Babat who had given her the opportunity to
conduct this research.
Finally, the writer wants to express her special thanks to her beloved mother (Zulfiah)
and father (Asy’ari), her sister (Novita Putri), someone special (Baharudin Sulthon) she thanks
for everything that they had given to her, for their extraordinary supports, prays, and advices.
She also thanks all her friends ; Dewi, Pipit, Dika, Mike and Rika (the members of Muslimah
Boardinghouse Jl.Wijaya Kusuma no 24 Sengkaling) for their spirits, helps, motivation and
happiness.
Malang, April 30, 2014
The writer
Estri Arifia Umafi
TABLE OF CONTENTS
page
APPROVAL.........................................................................................................
i
LEGALIZATION................................................................................................
ii
MOTTO AND DEDICATION............................................................................
iii
ABSTRACT..........................................................................................................
iv
ACKNOWLEDGEMENT...................................................................................
v
TABLE OF CONTENTS..................................................................................... vi
CHAPTER I : INTRODUCTION
1.1 Background of Study....................................................................................... 1
1.2 Statements of Problems................................................................................... 5
1.3 Purpose of the Study......................................................................................... 5
1.4 Significance of the Study.................................................................................. 5
1.5 Scope and Limitation........................................................................................ 6
1.6 Definition of Key Terms................................................................................... 6
CHAPTER II : REVIEW OF RELATED LITERATURE
2.1 The Teaching of English................................................................................... 7
2.2 Motivation......................................................................................................... 9
2.3 Reinforcement..................................................................................................
10
2.3.1 Purpose of Giving Reinforcement........................................................... 10
2.3.2 Types of Reinforcement........................................................................... 11
2.3.3 Technique in Providing Reinforcement................................................... 14
2.4 Definition of Perception.................................................................................... 16
2.4.1 Kinds of Perception.................................................................................. 16
2.4.2 Factor Influencing Perception.................................................................. 17
2.4.3 The Process of Perception........................................................................ 19
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design .............................................................................................
21
3.2 Population and Sample................................................................................ ...
22
3.2.1 Population............................................................................................... 22
3.2.2 Sample....................................................................................................
22
3.3 Research instrument........................................................................................
23
3.3.1 Observation Field Note..........................................................................
23
3.3.2 Interview Guide ..................................................................................... 23
3.3.3 Questionnaire.......................................................................................... 24
3.4 Data Collection................................................................................................. 25
3.5 Data Analysis.................................................................................................... 26
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings............................................................................................. 27
4.1.1 The Kind of Reinforcement Given by the Teacher
in Teaching.............................................................................................. 27
4.1.1.1 Positive Reinforcement............................................................... 27
4.1.1.2 Negative Reinforcement.............................................................. 29
4.1.2 The Teacher Techniques’ in Giving Reinforcement................................ 30
4.1.2.1 Verbal Reinforcement.................................................................. 30
4.1.2.2 Non-Verbal Reinforcement.......................................................... 31
4.1.3 The Students’ Perception toward the Reinforcement Given
by the Teacher........................................................................................ 33
4.2 The Discussion................................................................................................. 34
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion......................................................................................................... 36
5.2 Suggestions........................................................................................................ 37
REFERENCES....................................................................................................... 38
APPENDIX ............................................................................................................. 39
REFERENCE
Arikunto, Suharsimi. 2002. Prosedur Penelitian. Jakarta : PT Rineka Cipta.
Ary. Donald. 2002. Introduction to Research in Education. 6th edition. Holt Rinahalted
Winston: New York.
Brown, H.D 2001: Teaching by Principles: an Interactive Approach to Language Pedagogy
2td edition. New York Addision Wesley Longman.
Brown, H. D. 2000. Principles of Language Learning and Teaching. 4th edition. New York:
Addision Wesley Longman, Inc
Byrne, D. 1992. Techniques For Classroom Interaction. New York. Longman.
Evans, H. Susan, S. & Schmidt, R. E. 1989. Behavior and Intructional Management : An
Ecological Approach. Boston : Allyn and Bacon.
Gay L. R and Peter Airasian. 2003. Educational Research : Competencies for Analysis and
Applications. New Jersey: Pearson Education, Inc
Hamacheck, D. 1990. Psychology in Teaching, Learning and Growth 4td edition. Boston
Allyn and Bacon
Hamzah B. Uno. 2006. Orientasi Baru Dalam Psikologi Pembelajaran.
Aksara
Jakarta : PT Bumi
Rahayu, D. 2003. Using Credit Point System to Encourage Students’ Participation in
English Classes at Madrasah Aliyah Maarif Singosari Malang. Unpublished Thesis. Malang
Faculty of Letters State University of Malang.
Santrock, John,W. 2001. Educational Psychology. New York : Mc Brow-Hill Companies. Inc.
Sudjana, Anas. 2002. Metode Statistika. Bandung : Tarsito
Usman, Moh. Uzer. 2001. Menjadi Guru Profesional, Dasar Metode Teknik,
Bandung: PT Remaja Roesdakarya
Woolfolk, A. 1990. Educational Psychology (4th ed). New Jersey: Pentice Hall
Woolfolk, A. 2004. Educational Psychology (9th ed). Pearson Edition. Inc
CHAPTER I
INTRODUCTION
This chapter provides the background of the study, statement of the problem,
purpose of the study, significance of study, scope and limitation, and definition of key
terms. Each section is presented as follows.
1.1 Background of Study
Teaching English in our country is considered as a hard job for the teachers in
the school since Indonesian government places English as the first foreign language
to learn from Elementary school up to University level. Mackward (in Boby, 2002)
says that English as a foreign langaguage is taught as a school subject for the purpose
of giving the students foreign language competence. Nevertheles, teaching a foreign
language is different from teaching other subjects. According to Brown (2000),
teaching English is not easy because it is not only learning about pronunciation but
also about the way to make our language understood by other people.
Learning English has become important in this globalization era recently since
it is an international language. In communication among nations in the world, we
need a good English in order that our communication can be understood by all people
and English becomes the most important language in the modern era. As a developing
country, Indonesia uses English not only as a means of communication with
foreigners but also to study technology, science and economic from other develop
1
countries. It can be seen from current science and technology that are growing rapidly
and are mostly reported in English.
In addition, language is one of the important media of communication for
human beings who live in a certain community because language has a strong
influnce in the society’s relationship. By language, people can interact and share their
knowledge, feeling, emotion and build the relationship with other nations. Besides,
language as a means of communication exists in culture in society. According to
Brown (2000:5), language is a system of arbitrary conventionalized vocal, written or
gesture symbols that enable members of a given community to communicate
intelligibly with one another. We are able to communicate to share the knowledge
and build the relationship with other nations. Because English becomes an important
subject in the education system of Indonesia as a consequence, the teaching of
English in Indonesia has been taught from junior high school until senior high school
as a compulsory subject. For the last few years, the teaching of English in Indonesia
has been implemented at the very beginning level, that is in elementary schools. At
this level, English is considered as a local content subject.
Teachers play a very important role in the process of teaching and learning
English in school. This is supported by Byrne (1992) and Brown (2001) who stated
that teachers hold the significant role as controllers, conductors, motivators,
stimulators and resources in creating an interactive atmosphere in the classroom.
Allwright and Bailey (1991) stated that being a good English teacher means being
aware of what goes on in the classroom, what happens to the students, what problems
they may have and what ways to solve the identified problems.
2
One of the most significant problems faced by English teachers of senior high
school is lack of students’ active participation in English classes. From that statement,
it can be concluded that the teaching and learning process in senior high school
requires teachers to play the role as stimulators and motivators to promote students’
motivation in order that students can learn English effectively in the classroom.
According to Woolfolk (1990:329), teachers should build students’ motivation to
learn English well especially for those who have negative feeling toward English. To
overcome these problems, the teacher must be able to give motivation and guide to
the students in the direction of a good learning, in order that they can enterprising in
learning.
To achieve these objectives, the teacher also needs to understand the
background that influnces the students to learning, so that the teachers can provide
proper motivation to students. If motivation can be generated in the learning process,
the outcomes of learning will be optimal because the motivation is needed by students
and very important in learning. But there are other ways that can be applied beside
providing motivation, that is to give reinforcement to students because by giving
reinforcement they will feel appreciated of all their efforts and achievements.
Reinforcement is part of the student’s behavior modifications that aims at
providing information and feedback as an act of encouragement or correction.
According to Woolfolk (2004:205), reinforcement is consequnces to strengthen
behavior and increase the chances that the behavior will occur again. Reinforcement
can be done verbally and non-verbally, with the principle of warmth, enthusiasm,
meaningfulness and avoiding negative response. Reinforcement can be directed to
specific personal, and to the whole classes. In the implementation, reinforcement
3
should be given immediately and varies. Reinforcement is one of the important tools
of motivation in teaching and learning. Providing reinforcement as reward or praise
toward a good behavior of students is needed, so that the reinforcement is expected to
make the students do better. For example: the teacher smile or says the word “Good”
to students who can do their homework well. It will be a big influence toward
students, and they will feel satisfied with their result.
The reinforcement given to the students is expected to increase their motivation
to learn because motivation and reinforcement are integral and inseparable. In other
words, the success or failure of a process of learning is strongly influenced by the
presence the student’s motivations.
The writer choose SMA Muhammadiyah 1 Babat to conduct this study because
this school is one of the best senior high schools in Babat and one of the institutions
in which the English teachers use a reinforcement system as a motivation that can
give spirit of learning to the students. In the description above, the reinforcement
system is effective and has positive implications in the learning. Therefore, the
reseacher is interested in investigating the issue with the title is “ The Reinforcement
used by the Teacher in Teaching English for Second Grade of SMA
Muhammadiyah 1 Babat”.
4
1.2 Statement of the Problems
Based on the background of the study, the problems of the study can be
specified into several questions as stated below:
1. What kinds of reinforcement does the teacher give to the students in teaching
English at SMA Muhammadiyah 1 Babat?
2. What techniques does the teacher use to give reinforcement to the students in
teaching English at SMA Muhammadiyah 1 Babat?
3. How is the students’ perception toward the reinforcement given by the teacher in
teaching English at SMA Muhammadiyah 1 Babat?
1.3 Purpose of the Study
1. To describe the kinds of reinforcement given by the teacher to the students in
teaching English at SMA Muhammadiyah 1 Babat.
2. To discover the techniques the teacher uses to give reinforcement to the students
in teaching English at SMA Muhammadiyah 1 Babat
3. To investigate the students’ perception toward the reinforcement given by the
teacher in teaching English at SMA Muhammadiyah 1 Babat.
1.4 Significance of the Study
The result of this study is expected to give contribution and valuable feedback
for the English teachers in senior high school who want to improve their teaching
technique by using reinforcement system in their class. Furthermore, using
reinforcement can be a new strategy as an alternative to solve the teaching problems
in classroom. For further reseachers, it is expected that the findings of the reseach can
5
be used as a reference to conduct further research related to the use of reinforcement
in teaching English.
1.5 Scope and Limitation
The scope of this study is the kinds of reinforcement given by the teacher to the
students in teaching English, the teacher’s technique in giving reinforcement to the
students in teaching English and the students’ perception toward the reinforcement
given by the teacher in teaching English. It is limited on the second grade at SMA
Muhammadiyah 1 Babat. The second grade students are investigated because their
teacher used reinforcement system to generate students’ motivation and to encourage
students’ active participation in teaching and learning process in class.
1.6 Definition of the Key Terms
1. Reinforcement is consequnces to strengthen behavior and increases the chances
that the behavior occurs again (Woolfolk, 2004:204).
2. Motivation is defined as an internal state that arouses, directs, and maintains
behavior (Woolfolk, 1990:350).
3. Technique is the process of implemanting material conducted in classroom
activities to create a succesful teaching learning process (Brown, 2000:171).
6