The use of extrinsic rewards by an english theacher in elementary school : a case study - USD Repository
THE USE OF EXTRINSIC REWARDS BY AN ENGLISH TEACHER IN
ELEMENTARY SCHOOL: A CASE STUDY
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Elisabet Anita Sulistiyani
Student Number: 021214043
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
JOGJAKARTA
2007
i ii
iii
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I wrote does not contain the works or part of the works of other people, except those cited in the quotations and bibliography, as a scientific paper should.
Yogyakarta, January 2007 Elisabet Anita Sulistiyani iv v
WHENEVER TWO OF YOU ON EARTH AGREE ABOUT
ANYTHING YOU PRAY FOR, IT WILL BE DONE FOR
YOU BY MY FATHER IN HEAVEN. (Matthew 18: 19 20)
I DEDICATE THIS THESIS TO BAPAK,
IBU, MBAK RENI, MAS ARIS AND MY BELOVED RENDY
ACKNOWLEDGMENTS
First and above all, I really thank Jesus Christ who gives me a wonderful opportunity to reach one of my dreams. All of my dreams and my hard work would not have come true without His blessing. Through His grace I meet some people who always care about me and also give me so many invaluable experiences that I will never forget all my life.
I thank Drs. Mukarto, M.S., P.h.D., my major sponsor and Laurentia Sumarni, S.Pd., my co sponsor for their patience, kindness, guidance, critiques, and their willingness to spare a lot of time for me that are really encourage me to do the best.
I give my sincere gratitude to Miss Norma, the English teacher of SD Mungkid I Magelang, who share her experience and give me chance to conduct this research in her class. I also thank the fifth grade students in SD Mungkid I Magelang for their cooperation in collecting the data.
I would also thank my angels Geol, Utik, Chiko, Mima and Kristin who always care about me and would be the shoulders to cry on. They make me realize that we are never alone in living this tough life. I would also like to thank all PBI students especially 2002 generation ( Ook and Bita, Krisna and Ajeng, Haryana, Wisnu, Shanty, Woro, Inggrid, Rizakti, mbak Ayu and Genjik ), all Pringgodani
16A’s squad (Meta, Kris, Debby, Rury, Yunia, Sevi, Dhik Tanti, Ratna, Yuli, Lia, Rini, Mas Tinum and the Black Dito ) that offer amazing experiences during these five years, Putra Altar Gereja Petrus Kanisius for their love, the big Bagas family vi especially for Lia and Heru, Ratih, Vira, Yuan and Dewa, Ayut, Aji, Puput, Alfons, Dito, and Mas Louise for the joy their bring to my life. The last but not least, I thank Uus for editing this hard work into great output.
I apologize to those who could not be mentioned in this section. Finally, I thank them for all the suggestions, love, caring, critiques, support, and prayer during the process of the writing of this thesis. May God bless them all.
Elisabet Anita Sulistiyani vii
TABLE OF CONTENTS
TITLE PAGE .............................................................................................i
APPROVAL PAGE ................................................................................... ii
ACCEPTANCE PAGE .............................................................................. iii
STATEMENT OF WORK’S ORIGINALITY .........................................iv
DEDICATIONAL PAGE .......................................................................... v
ACKNOWLEDGMENTS ..........................................................................vi
TABLE OF CONTENT ............................................................................. viii
ABSTRACT ............................................................................................... xiii
ABSTRAK ................................................................................................... xiv
CHAPTER 1: INTRODUCTION .............................................................. 1
1.1 Background of the problem ................................................................. 1 1.2 Problem Identification ......................................................................... 3 1.3 Problem Limitation ............................................................................. 4 1.4 Problem Formulation ........................................................................... 5 1.5 Objectives ........................................................................................... 6 1.6 Benefits of the Study ........................................................................... 6 1.7 Definition of Terms ............................................................................. 7
CHAPTER 2: LITERATURE REVIEW .................................................. 8
2.1 Theoretical Description .......................................................................
8 viii
ix
2.1.1 Motivation .................................................................................. 9 2.1.1.1 Definition of Motivation ................................................. 9 2.1.1.2 Theory of Motivation in Psychology ............................... 10
2.1.1.2.1 Expectancy Value Theory ................................. 10 2.1.1.2.2 Goal Theory ..................................................... 12 2.1.1.2.3 Self Determination Theory ................................ 13
2.1.1.3 Motivation in Language Learning and English Learning . 14 2.1.1.3.1 Expectancy Value theory .................................. 15 2.1.1.3.2 Attribution Theory ............................................ 16 2.1.1.3.3 Self Determination Theory ............................... 17
2.1.1.3.3.1 Intrinsic and Extrinsic Motivation ......... 17 2.1.1.3.3.2 The Relation between Intrinsic and
Extrinsic Motivation ............................. 19
2.1.2 Extrinsic Reward ........................................................................ 21 2.1.2.1 Definition of Extrinsic Reward ........................................ 21 2.1.2.2 The Use of Extrinsic reward to Motivate Learning ......... 22 2.1.2.3 Advantages of Using extrinsic Reward in Classroom activity .........................................................………..….. 24 2.1.2.4 Type of Extrinsic Reward ................................................ 25 2.1.2.5 The Way to Manage the Use of Extrinsic Reward in
Classroom Based on Cognitive Evaluation Theory .......... 27 2.1.2.6 Behavior Indices: The Time to Use Extrinsic Reward ...... 33
2.1.3 Elementary School ...................................................................... 34 2.1.3.1 Elementary School Students ............................................ 34
2.1.3.1.1 The Psychological and Cognitive Development of Elementary School Students ........................ 35 2.1.3.1.2 The Effect of Child Psychological and
Cognitive Developmemt Toward Their Motivation ........................................................ 36
2.1.3.2 Elementary School Teacher ............................................. 37 2.1.3.2.1 Teacher’s Roles in Teaching Learning Process . 37 2.1.3.2.2 The Implementations of Teacher’s Roles in
Increasing Students’ Motivation ....................... 38 2.2 Theoretical Framework .......................................................................... 39
CHAPTER 3: METHODOLOGY ............................................................. 42
3.1 Type of Research ................................................................................... 42 3.2 Setting .................................................................................................... 43 3.3 Participant .............................................................................................. 44 3.4 Data Collection ...................................................................................... 44
3.4.1 Recording ................................................................................... 44 3.4.2 Note taking ................................................................................. 45 3.4.3 Document Analysis .................................................................... 46
3.5 Data Analysis ......................................................................................... 46 x
xi
CHAPTER 4 : ANALYSIS RESULT ........................................................ 48
4.1 The Ocassion in which the Teacher Uses Extrinsic Rewards .................. 48 4.1.1 The Activity Level of the Students (ACL) .................................. 48 4.1.2 The Students’ Performance in Doing the Task (PL) .................... 50 4.1.3 The Students’ Attention and Direction in the Activity (ADL) ..... 51
4.2 The Management on the Use of Extrinsic Rewards in the Classroom ...... 52 4.2.1 The Use of Various Extrinsic Rewards ....................................... 53
4.2.1.1 Based on Everston’s Theory ............................................ 53 4.2.1.1.1 Symbol (S) ....................................................... 53 4.2.1.1.2 Recognition (R) ................................................ 54 4.2.1.1.3 Incentives (I) .................................................... 55
4.2.1.2 Based on Deci and Ryan’s Theory ................................... 56 4.2.1.2.1 TaskContingent Reward .................................. 56 4.2.1.2.2 PerformanceContingent Reward ...................... 57 4.2.1.2.3 CompetitivelyContingent Reward .................... 58
4.2.2 The Use of Informational Aspect as Major Used Aspect ............. 58 4.3 Other Findings ....................................................................................... 60
4.3.1 The Negative Effects of Extrinsic Reward Used by the Teacher .. 61 4.3.2 The Positive Effects of Extrinsic Rewards Used by the Teacher .. 62
CHAPTER 5: CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS .................................................................. 63
5.1 Conclusions ........................................................................................... 63 5.2 Implications ........................................................................................... 66 5.3 Suggestions ............................................................................................ 67
BIBLIOGRAPHY ..................................................................................... 69
APPENDICES ............................................................................................ 71
xii
ABSTRACT
Sulistiyani, Elisabet Anita. 2006. The Use of Extrinsic Rewards by An English
Teacher in Elementary School: A Case Study.
Teachers especially in elementary schools often use extrinsic rewards to get students’ attention and raise their motivation since they are adjusted as the predictor of success in learning. However, the use of extrinsic rewards in the classroom could affect the ideal motivation in learning namely intrinsic motivation. Considering some important functions of intrinsic motivation in learning, there should be a management from the teacher in using extrinsic rewards in the classroom in order to protect the students’ intrinsic motivation. This research is aimed to investigate the teacher’s management in using extrinisc rewards by formulating two research questions: 1) In what ocassions does the english teacher give extrinsic reward in the class? 2) How is the extrinsic reward managed by the English teacher?
The research was a case study. It is a qualitative study in nature. The source of the data gathered was an English teacher in SD Mungkid I Magelang. There were three observations which were conducted to collect the data. The data were in the form of class recording taken from the handy camera, field notes (to clarify everything happening in the classroom), interview script (triangulation) and documents.
The result of the analysis on the first problem is that the teacher used extrinsic rewards because of three considerations namely activity level, performance level, and students’ attention and direction in the activity. The second finding is divided into three parts. The first part is the kinds of extrinsic rewards used by the teacher based on two theories (Everston’s theory and Deci and Ryan’s theory). Based on Everston’s, the teacher used symbol, recognition and incentives during the research. Next, based on Deci and Ryan’s the teacher used three kinds of extrinsic reward based on Cognitive Evaluation Theory namely taskcontingent reward, performancecontingent reward, and competitivelycontingent reward. Second, in terms of aspect, the teacher mostly used informational than controlling aspect. The last section is other findings. It was found that there were some extrinsic rewards, which were used by the teacher, has positive effects for the students’ intrinsic motivation but there were also some extrinsic rewards which has negative effects.
As the conclusion, the teacher has a good management in using extrinsic reward, however, she still has to pay attention to some undermining effect which comes from the other extrinsic reward she used. The teachers, then, are expected to encourage his or her awareness in the management of using extrinsic rewards in his or her class. Not only the teacher, the educational institutions could also reflect the teacher’s way in managing the use of such reward. Then, in the future, they could take some effort in giving some worthy information for the teacher about this importance topic. This study, however, is not comprehensive. Therefore, further studies need to be conducted in this area so that there will be more comprehensive understanding of the use of extrinsic reward. xiii
ABSTRAK
Sulistiyani, Elisabet Anita. 2006. The Use of Extrinsic Rewards by An English
Teacher in Elementary School: A Case Study.
Para guru terutama guru – guru sekolah dasar sering menggunakan hadiah untuk megarahkan perhatian dan memacu motivasi para siswa. Hal ini dilakukan karena motivasi dipercaya sebagai penentu kesukesan dalam belajar. Di lain pihak penggunaan hadiah dalam proses belajar mengajar masih menjadi perdebatan karena pemberian hadiah yang tidak terkontrol dapat menimbulkan efek yang tidak baik bagi motivasi paling ideal dalam proses belajar mengajar yaitu motivasi intrinsik. Untuk itu, penting bagi guru untuk memperhatikan pengelolaan pengggunaan hadiah di dalam kelas mengingat pentingnya fungsi motivasi intrinisk dari para murid dalam proses belajar mengajar demi melindungi motivasi intrinsik itu sendiri. Penelitian ini dimaksudkan untuk meneliti pengelolaan hadiah yang dilakukan oleh guru melalui dua masalah penelitian yaitu: 1) Dalam situasi apa guru memberikan hadiah? dan 2) Bagaimana hadiah tersebut dikelola oleh guru bahasa inggris?
Penelitian ini tergolong dalam studi kasus yang bersifat kualitatif. Sumber pengumpulan data berasal dari salah seorang guru bahasa inggris di SD Mungkid I Magelang. Dilakukan tiga kali masa pengamatan di kelas untuk mengumpulkan data – data yang diperlukan. Data – data tersebut terdapat dalam rekaman kelas melalui handycamera, field notes atau catatan kelas (dimaksudkan untuk memperjelas apa saja yang terjadi di kelas), skrip interview (dimaksudkan untuk adanya trianggulasi), dan dokumen – dokumen.
Hasil analisa untuk permasalahan penelitian yang pertama adalah guru memiliki tiga situasi untuk menggunakan hadiah yaitu activity level, performance
level, tingkat perhatian dan arah perhatian siswa. Untuk menjawab permasalahan
yang kedua, terdapat tiga sub penemuan yang saling berkaitan. Sub penemuan yang pertama adalah jenis hadiah seperti apa yang digunakan guru (berdasarkan teori Everston dan teori Deci dan Ryan). Guru, berdasarkan teori Everston, menggunakan tiga tipe hadiah yaitu simbol, recognition, dan insentif . Selanjutnya, berdasarkan teori Deci dan Ryan, guru menggunakan tiga jenis hadiah berdasarkan Cognitive Evaluation theory yaitu taskcontingent reward,
performancecontingent reward, and competitvelycontingent reward. Jenis –
jenis hadiah tersebut memiliki efek yang berbeda terhadap motivasi intrinisik. Kedua, berdasarkan aspeknya, guru cenderung menggunakan hadiah yang bersifat informatif daripada hadiah yang bersifat mengontrol. Sub penemuan terakhir adalah penemuan – penemuan yang lain. Di dalam bagian ini diungkapkan bahwa hadiah yang diberikan guru tersebut sebagian besar memiliki dampak yang baik dalam motivasi intrinsik siswa . Tetapi, masih ada pula hadiah yang memiliki efek yang tidak baik dalam motivasi intrinsik siwa.
Sebagai kesimpulan, guru SD Mungkid I magelang memiliki pengelolaan hadiah yang baik tetapi beliau juga masih harus memperhatikan beberapa hadiah yang masih memiliki efek yang tidak baik bagi motivasi intrinsik siswa. Dalam hal ini, guru – guru diharapkan untuk lebih memperhatikan kewaspadaan dalam pengelolaan hadiah di kelas. Bukan hanya guru, lembaga pendidikan terkait perlu pula berkaca dengan hasil penelitian ini. Untuk selanjutnya memberikan informasi yang berharga kepada para guru berkaitan dengan topik yang sangat menarik ini. Penelitian ini masih memiliki banyak kelemahan. Untuk itu diperlukan penelitian – penelitian lebih lanjut tentang topik ini agar dapat dipahami lebih mendalam. xiv
CHAPTER I
INTRODUCTION
This chapter presents the background of the study, problem identification, problem limitation, problem formulation, objectives of the study, benefit of the study, and the definition of terms.
1.1 Background of the Problem
Learning English for young learners has gotten a special attention from the government since the establishment of the new English curriculum in 1994 (Usman, 1997: 148). This curriculum regulates that English should be taught from the fourth grade of elementary school as local load content or optional subject. The purpose of this policy is to get the elementary school students accustomed to the language so that it will be easier for them to follow the English lesson in the higher level. Another purpose is that the government, with the educational institutions’ capabilities and facilities, tries to prepare the youth to be ready to use the language in the working world from the very beginning.
This government’s decision is supported by a theoretical foundation. Based on the critical age hypothesis in second language learning, elementary school students are included in the critical age period that is considered as the best age to learn second language for example English (Rivers, 1970: 353). Therefore, learning English in elementary schools should be regarded as a good way to introduce English in our society. However, the success of second language
2 learning is not only determined by age factor. Some other factors also affect the achievement in second language learning.
Motivation is one of those factors that also have major contribution in the success of second language learning. The word “motivation” does not have a single definition. Each expert usually has his or her own definition based on his or her own perception. Woolfolk, for example, defines motivation as something that energizes and directs behavior (Woolfolk, 1990: 302). Brown, in Woolfolk, also has his own definition. He defines motivation as drive, impulse, emotion, or desires that move one to a particular action. As one of the cognitive factors, motivation mostly discussed among the researcher as the important determiner in the success of second language learning. Even it becomes a predicator of success in second language learning because the learner’s attention and involvement of the activities in classroom verified from it (Stipek, 1993: xi)
Realizing the importance of motivation in teaching learning activities, some researchers try to explore more about some types of motivation. There are two types of motivation that become a topic in the last decade; namely intrinsic motivation and extrinsic motivation. Many researchers try to find out the correlation or the effect of those two types of motivation. There is a major difference between these types of motivation. Students who are intrinsically motivated never do exercise or assignment because of reward, praise, grade, fear or punishment because they feel the activity itself is rewarding (Woolfolk, 1995: 332). On the other hand, extrinsic motivation makes the students do the activity based on some extrinsic motivators; such as reward, punishment or praise.
3 Based on the research, intrinsic motivation is the ideal motivation in teaching learning activity. The major advantages of keeping intrinsic motivation are the students will really explore the ability and their memory about their understanding on the lesson could stay longer. This explanation makes the teacher arouse students’ intrinsic motivation in the classroom in order to protect the students’ knowledge in the future. Nevertheless, sometimes the actual condition in teaching learning activities forces the teacher to ignore their responsibility in protecting the students’ intrinsic motivation.
1.2 Problem Identification
Considering the condition that elementary school students still have not realized the importance of learning English for their future and English still becomes a difficult subject for them. It would be hard to expect intrinsic motivation from the elementary school students. Then, some teachers try to think about giving reward for example stuff, grade, reward, or praise for the students who are willing to participate in the activities in class. For example, the teacher offers chocolate to the students who want to answer questions, or who want to come in front of the class and read the dialogue.
Some teachers assume that extrinsic reward is the easiest and efficacious way to focus the students' attention and to make the students join the classroom activities. It is true because the teachers only have to prepare the students' favorite things, for example chocolate, toys, or interesting activities and to offer them, and then wait for the result. Actually, it is not only the matter of giving or offering.
4 There are some dangerous effects if teachers do not control the use of reward in their classroom.
Researchers find out that uncontrolled reward could have bad effect to the students' intrinsic motivation (Atkinson, 1964; deCharms, 1968; Murray, 1964 in Deci, 1971). “Uncontrolled” means giving or offering extrinsic reward without having some basic considerations about the appropriate time, kinds and the effect of such kinds of extrinsic reward toward students’ intrinsic motivation. Deci and Ryan state that extrinsic reward could be useful in the classroom if the teacher really understands when he or she should give extrinsic reward and how to manage it (Ryan; Mims; Koestner: 1983). Without those considerations, extrinsic reward will cause harmful effects in the classroom activities which could undermine the ideal motivation in learning (Ryan, Mims, Koestner: 1983). Thus, the teacher should be careful in deciding the appropriate time to deliver and in managing the use of it in classroom.
In order to achieve the goal in mastering English, it seems that there should be an investigation about the use of extrinsic reward in elementary school. It should be conducted in order to protect student’s intrinsic motivation in learning.
1.3 Problem Limitation
Related to rationale, the researcher will discuss the reality in elementary school now. It is done in order to know how English teachers in elementary school manage the use of extrinsic reward in her classroom.
5 This study discusses the use of extrinsic reward by English teachers in elementary school. To focus the study, the researcher investigates the use of extrinsic reward by an English teacher in SD Mungkid I Magelang. The reason why researcher only chooses one elementary school teacher is that she wants to investigate more deeply on the topic. She chooses the fifth grade students of elementary school in SD Mungkid I Magelang because of the unique characteristics of this class that encourages the teacher to find a creative way to grasp their attention.
SD Mungkid I is one of the elementary schools that still have difficulty in providing the facilities and appropriate methodology to learn English. It is caused by the surrounding, that ignore the importance of learning English, which also influence the students' motivation in learning English. Besides that reason, the researcher also thinks about the time efficiency as the elementary school is close to her house.
1.4 Problem Formulations
1. In what occasions does the English teacher use extrinsic rewards in class? 2. How is the extrinsic reward managed by the English teacher?
1.5 Objectives
This study is conducted to find out when the English teacher uses extrinsic reward to the students. Besides, it is also aimed to find out how the extrinsic reward is managed by the English teacher.
6
1.6 Benefits of the Study
Regarding the danger of the use of extrinsic reward to the students' intrinsic motivation, it is important for the teacher to control the use of it in class. This research, first, serves as a reflection toward her teaching method and strategy and as a note to develop the English class in her elementary school. It is important to enhance the students’ motivation in learning English in the higher level.
For the educational institution, this research also plays a role as the media in monitoring the use of extrinsic reward by English teacher in elementary school. The result of the study could be used as consideration to develop the ability of an English teacher to maintain the use of extrinsic reward in class.
Not only the teacher or the educational institution which could get the benefit of this study, further researcher could also take benefit of this study. This research could be used as additional literature for further researcher who is also interested in the topic.
1.7 Definition of Terms
1. Extrinsic reward Extrinsic reward has two kinds of definition; unexpected and expected
(Ryan; Mims; Koestner: 2000). Unexpected means extrinsic reward which is given after the task completion without having been mentioned before, while expected means extrinsic reward that are offered to subjects before they began working on the activity. Each of extrinsic reward has its own management and effect toward the students’ intrinsic motivation.
7 This study tends to use the second definition of extrinsic reward; expected reward. This definition is used based on the consideration that the teacher commonly uses this kind of reward. Finally, extrinsic reward in this study is an expected reward which is given by the teacher to the students in the classroom activity based on some criteria. 2. English teacher