THE IMPLEMENTATION OF REWARDS AND PUNISHMENTS TOWARD STUDENTS’ MOTIVATION IN ENGLISH LEARNING.
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
“The Implementation of Reward
s and Punishments toward
Students’ Motivation in English Learning”
A Research Paper
Submitted to the English Education Department of FPBS IndonesiaUniversity of Education in Partial Fulfillment of the Requirements for Sarjana Pendidikan
Degree
Pratiwi Sri Nur Pebriani
(0804150)
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
(2)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
The Implementation of Rewards and Punishments toward
Students’
Motivation in English Learning
Oleh
Pratiwi Sri Nur Pebriani
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Pratiwi Sri Nur Pebriani 2013 Universitas Pendidikan Indonesia
Oktober 2013
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
(3)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
PAGE OF APPROVAL
THE IMPLEMENTATION OF REWARDS AND PUNISHMENTS TOWARD
STUDENTS’ MOTIVATION IN ENGLISH LEARNING
Pratiwi Sri Nur Pebriani 0804150
Approved by:
Main Supervisor Co. Supervisor
Prof. Fuad Abdul Hamied, M.A., Ph.D. Lulu Laela Amalia, S.S., M.Pd.
NIP. 195008211974121001 NIP. 197504092007102001
Head of English Education Department Faculty of Language and Arts Education
Indonesia University of Education
Prof. Dr. H. Didi Suherdi, M.Ed. NIP. 196211011987121001
(4)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
ABSTRACT
This research titled THE IMPLEMENTATION OF REWARDS AND
PUNISHMENTS TOWARD STUDENTS’ MOTIVATION IN ENGLISH
LEARNING is aimed at investigating the kinds of rewards and punishments that the teacher implements in motivating the students, and the students’ response to the implementation of those strategies toward their motivation. The research applies a qualitative study in one junior high school in Bandung. The data are taken from interviews, observations, and questionnaire. This study shows that kinds of rewards implemented by the teacher in English learning are verbal and tangible rewards, whereas for punishments are verbal, action, and penalty punishments. The students respond the implementation of rewards and punishments positively when it is delivered properly. The result shows that when
rewards are applied appropriately, they can enhance students’ motivation. In
addition, the implementation of punishments in proper way can also increase both
students’ discipline and motivation in learning English. This study suggests that
the appropriate application of rewards and punishments can be an alternative way
that enhances students’ motivation.
Key words: Motivation, Rewards, Punishments, Students’ responses
(5)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
TABLE OF CONTENT
PAGE OF APPROVAL ……… i
STATEMENT OF AUTHORIZATION ………. ii
PREFACE ………. iii
ACKNOWLEDGEMENT …... iv
ABSTRACT ……….. vi
TABLE OF CONTENT ……… vii
LIST OF FIGURES ……….. xi
LIST OF APPENDICES ……….. xii
CHAPTER I INTRODUCTION ………. 1
1.1. Background ……… 1
1.2. Statement of the Problem ………... 3
1.3. The Aims of the Study ………... 3
1.4. The Scope of the Study ………... 3
1.5. The Significance of the Study ……… 3
1.6. Research Method ………... 4
1.7. Definition of Key Terms ……….... 4
1.8. Organization of the Paper ………... 5
CHAPTER II THEORETICAL FOUNDATION ………. 6
2.1. Motivation ……….. 6
2.1.1. Definition ………... 6
2.1.2. Kinds of Motivation ………... 7
2.1.2.1.Intrinsic Motivation ………... 7
2.1.2.2.Extrinsic Motivation……… 8
(6)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
2.2.1. Rewards ………... 10
2.2.1.1.Definition ……… 10
2.2.1.2.Kind of Rewards ……… 11
2.2.2. Punishments ………... 14
2.2.2.1.Definition ………... 14
2.2.2.2.Kind of Punishments………... 15
2.3.Students’ Responses ………... 16
CHAPTER III METHODOLOGY ………. 18
3.1. Formulation of the Problem ………... 18
3.2. Research Design ………... 18
3.3. Site and Participants ………... 19
3.3.1. Site ………... 19
3.3.2. Participants ………... 19
3.4. Data Collection ………... 19
3.4.1. Interview ………... 20
3.4.2. Observation ………... 21
3.4.3. Questionnaire ………... 21
3.5. Data Analysis ………... 22
3.5.1. Interview ………... 22
3.5.2. Observation ………... 23
3.5.3. Questionnaire ………... 23
CHAPTER IV FINDINGS AND DISCUSSIONS ………. 25
4.1. Kinds of Rewards ………... 25
4.1.1. Verbal Rewards ………... 26
4.1.1.1.Advice/Positive Feedback ……….. 26
4.1.1.2.Appraisal ………... 27
4.1.2. Tangible Rewards ………... 29
4.1.2.1.Applause ………... 29
(7)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
4.1.2.3.Stars ………... 31
4.1.2.4.Present ………... 32
4.2. Kinds of Punishments ………... 33
4.2.1. Verbal Punishments ……… 34
4.2.1.1.Scolding ………. 34
4.2.1.2.Warning ………. 35
4.2.1.3.Giving Questions ……… 36
4.2.2. Physical/Action Punishments ………. 37
4.2.2.1.Standing in front of the Class ………. 37
4.2.2.2.Move Students’ Seat……… 38
4.2.2.3.Additional homework ………. 39
4.2.2.4.Excluding from the Class ……… 40
4.2.2.5.Decrease the point ………... 41
4.2.3. Penalty Punishments ………... 42
4.2. Students’ Responses to Rewards……… 42
4.2.1. Verbal Rewards ……….. 43
4.2.1.1.Advice/Positive Feedback ……….. 43
4.2.1.2.Appraisal ………. 44
4.2.2. Tangible Rewards ………... 45
4.2.2.1. Applause ……….. 45
4.2.2.2. Point ……… 46
4.2.2.3. Stars ………. 48
4.2.2.4. Present ………. 49
4.3. Students’ Responses to Punishments………. 50
4.3.1. Verbal Punishments ……… 50
4.3.1.1. Scolding ……….. 50
4.3.1.2. Warning ………... 51
4.3.1.3. Giving Question ……….. 52
(8)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
4.3.2.1. Standing in front of the Class ……… 53
4.3.2.2. Move Students’ Seat……… 55
4.3.2.3. Additional homework ……….. 55
4.3.2.4. Excluding from the Class ………. 56
4.3.2.5. Decrease the point ………... 57
4.3.3. Penalty Punishments ……… 57
CHAPTER V CONCLUSIONS AND SUGGESTIONS …………... 60
5.1. Conclusions ……….……… 60
5.1.1. The Kinds of Rewards and Punishments ……… 60
5.1.2. Students’ Responses to Rewards and Punishments ……… 62
5.2. Suggestions ………. 63
References Appendices
(9)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English Learning
Chapter 1 INTRODUCTION
This chapter consists of the background of the study, the statements of the problems, the aims, the scope, and the significance of the research, and the research method in brief. The clarification of terms is also included to avoid some misunderstandings, and at the end, the structure of the paper is presented.
1.1 Backgrounds
The term “motivation” is frequently used by the teachers to
describe the success or failure of the learners (Dornyei, 2001). It is also applied for language teachers who teach foreign or second language. Many aspects can determine the success or the failure in learning the language. Gardner & Lambert (1960) found two factors that were equally related to second-language achievement. The first is an intellectual or aptitude factor, and the second is a motivational factor. Gardner (1985) and Scarcella & Oxford (1992) as cited in Lucas (2010, p.3) also stated that
“Motivation is an important factor in learning a second and foreign
language“.
Ryan & Deci (2000), who discovered the self-determination theory, classified the motivation into intrinsic and extrinsic motivation. The students are motivated intrinsically when they do something because they are interested in doing it. On the other hand, they are motivated extrinsically when they do something based on some separable consequences such as rewards or punishments. Having an intrinsic motivation, the students are able to keep their interest in learning in a long term. However, not everyone is intrinsically motivated in any particular tasks, so that extrinsic motivation has an important role in motivating the students.
Extrinsic motivation, such as rewards and punishments, may enhance intrinsic motivation (Cameron & Pierce, 1984, stated in Dev,
(10)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English Learning
1997). However, it also may undermine intrinsic motivation (Deci, et al, 1999). It depends on how the teacher delivers the implementation of extrinsic motivation. Skinner, as stated in Cameron (2001), who identified different types of reinforces, explained that positive reinforces (rewards) are consequences that increase the probability of a given behavior they made contingent on, whereas negative reinforces (sanctions/punishments) are consequences that increase the probability of a given behavior by removing / reducing some negative external stimulus.
During the researcher conducted teaching practicum in one of Junior High Schools in Bandung, most of the students seemed to be less motivated intrinsically. Most of them thought English as a difficult subject. They did not follow the lesson well especially when the teacher explained about the grammar, they found it difficult to remember the vocabularies, and they were discouraged to speak. Thus, they had no interest in learning and had quite low motivation in learning.
In the case of less motivated intrinsically, the students may be more extrinsically motivated. The researcher tried to give extrinsic motivation, where rewards and punishments strategies became one of the alternatives to motivate the students. This is in line with Good & Brophy (2008) who state that if school activities are inherently boring and unrewarding, the teacher must rely on extrinsic rewards and punishments with a view to forcing students to engage in these unpleasant tasks.
The previous research about rewards and punishment method was conducted in French and Arabic Language learning activities. Therefore, this research was conducted to find out how rewards and punishments implemented in English classroom learning activities toward students’ motivation improvement in Junior High School level. This research focused on what kinds of rewards and punishments that the teacher implemented and what responses that the students gave to rewards and punishments strategies that were implemented by the teacher.
(11)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English Learning
1.2 Statement of the Problems
The problems investigation is focused on the following:
1) What kinds of rewards and punishments does the teacher use in motivating the students?
2) What are students’ responses toward the implementation of rewards and punishments strategies?
1.3 The Aims of the Study
According to the research questions mentioned above, the purposes of this research are focused on the followings:
1) The kinds of rewards and punishments used by the teacher in motivating the students
2) Students’ responses toward rewards and punishments that were implemented by the teacher
1.4 The Scope of the Study
The research was conducted in Junior High School level. There were two foci in this research. The first one is identifying the kinds of rewards and punishments that were implemented by the teacher in the classroom learning activities in order to motivate the student. Furthermore,
the second one is finding out the students’ responses through the rewards
and punishments given by the teacher.
1.5 The Significance of the Study
This research is expected to give contributions for teachers of English in Junior High School in both theoretical and practical side.
Theoretically, this research is conducted to give some suggestions in rewards and punishments strategies that may be implemented and they can be used as additional sources for the related research.
Practically, this research will help the teachers in arranging the
(12)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English Learning
through rewards and punishments strategies. It is expected to give some inputs in choosing the rewards and punishments, which are appropriate
and effective for the students that lead to increase students’ motivation. It
is especially when the students are less motivated intrinsically.
1.6 Research Method
The research employs a descriptive qualitative research method that attempts to describe the implementation of rewards and punishments
in improving students’ motivation. The participants of this research were the teacher and the students of a class in one Junior High School. The data were collected by doing interviews, conducting observations, and distributing questionnaire with open-ended questions. The data gathered were transcribed, categorized, and analyzed systematically to answer the research questions.
Further elaboration on the research method will be discussed in chapter III.
1.7 Definition of Key Terms
Some terms below are clarified to avoid misunderstanding: 1) Motivation
In this research, motivation refers to combination of effort plus desire to achieve the goal of learning the language plus favorable attitudes towards learning the language (Gardner, 1985)
2) Extrinsic Motivation
Extrinsic motivation in this research is a motivation where the students engage in learning "purely for the sake of attaining a reward or for avoiding some punishment" (Dev, 1997, p.13).
3) Intrinsic Motivation
Intrinsic motivation in this research is a motivation where the students engage themselves in learning out of curiosity, interest, or enjoyment, or to achieve their own intellectual and personal goals (Dev, 1997).
(13)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English Learning
4) Reward
Reward in this research is some kinds of incentives that are given to
the students for certain positive behavior as the teacher’s appreciation
(Deci, Koestner, & Ryan, 2000) 5) Punishment
Punishment in this research is consequences that are received for the reduction of students’ negative behavior to be disciplined (Maag, 2001)
1.8 Organization of the Paper
The paper is organized into five chapters consisting of background of the research, theoretical foundation, research methodology, findings and discussion of the research and the last is conclusions. The followings are explanation in details on each chapter.
Chapter I contains of background of the study, statements of the problem, the aims of the study, the scope of the study, significance of the study, clarification of terms, and the organization of the paper.
Chapter II provides the literature review of the research. Theoretical frameworks that are relevant to the rewards and punishments
strategies and students’ motivation are provided.
Chapter III consists of research methodology, including the formulation of the problem, research design of the study, site and participants, data collection, and data analysis.
Chapter IV presents the findings and discussions that described the data, which has been analyzed.
The last is chapter V that concludes the result of the study and gives some suggestions for the next research.
(14)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
Chapter III
RESEARCH METHODOLOGY
This chapter describes the methodology that is applied in the research. It consists of the formulation of the problem, research design, site, participants, data collection method, and data analysis.
3.1 Formulation of the Problem
The problems of the research are formulated below:
1) What kinds of rewards and punishments does the teacher use in motivating the students?
2) What are students’ responses toward the implementation of rewards and punishments strategies?
3.2 Research Design
The research applied a descriptive qualitative research method that attempts to describe the implementation of rewards and punishments in
improving students’ motivation. Creswell (2008) stated that this method is suitable for descriptive qualitative research regarding to describe a phenomenon in depth. By using this method, this research was able to describe the kinds of rewards and punishments that were implemented in
motivating the students and students’ responses toward the used of the methods could be revealed.
In order to answer the research questions, several instruments were applied. The instruments that were used are teacher’s and students’ interviews, classroom observations, and open-ended questionnaire.
(15)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
3.3 Site and Participants 3.3.1 Site
This research was conducted in one Junior High School in Bandung. The selected class was based on the discussion with the teacher, where this class consisted of students with various motivations.
3.3.2 Participants
The participants of this research were the teacher and the students of the class, which consisted of 39 students.
3.4 Data Collection Method
Conducting data collection in qualitative descriptive studies is typically directed toward discovering the who, what, and where of events or experiences, or their basic nature and shape (Sandelowski, 2000). It is also said that the data collection techniques usually include open-ended individual and/or focus group interviews. Data collection techniques may also include observations of targeted events, interview, and questionnaire (Creswell, 2008).
Several instruments were implemented in this research to collect the data, at which point the instruments selected were confirming to the
experts’ statement above. In order to answer the first research question, the
researcher hold teacher’s interview and conducted classroom observations.
However, open-ended questionnaires were distributed to answer the
second research question, and students’ interview was also conducted for
further information.
The followings are the explanation of each instrument that was used in collecting the data:
(16)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
3.4.1 Interview
a. Teacher’s Interview
One of the instruments applied in collecting the data was interview. Interview is an appropriate method to get deeper information in qualitative research (Creswell, 2008). By doing interview, the researcher can get deeper information that cannot be obtained in the classroom observation.
The interview was conducted in one-on-one interview where the researcher asked the questions directly to one interviewee in collecting
the data (Creswell, 2008). In this research, teacher’s interview was
conducted after and before the observation. In the initial interview, the researcher asked some questions to the teacher focusing on her/his
motivational strategies and students’ response toward them, especially
in rewards and punishments that she might apply.
Other interviews were also conducted after the observation in order to clarify and to get further explanation based on the data found. Based on the teacher willingness, the interviews were conducted in using second language (L2), which is English, in accordance with the
researcher’s request.
b. Students’ Interview
Another interview that focused in students’ response was also
conducted after they filled in the questionnaires. Some students were invited to have small talk about the issue towards motivational strategy, especially rewards and punishments, based on their
questionnaire’s answer. The issues were about the kinds of rewards
and punishments they received and their responses on those strategies
towards their motivation. Students’ interview was hold in using first
language due to the limited ability of the students. By using the first language, they could express their taught wider.
(17)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
During the interviews, the researcher included the audiotape recording as suggested by Creswell (2008) to get more accurate recording of the conversation. The researcher used second language in interviewing the teacher and first language in interviewing the students.
3.4.2 Observation
Another instrument used was classroom observations. Observation is the process of gathering the information by observing the people and place of the research objective (Creswell, 2008). In this research, the researcher conducted classroom observations to find out the real teaching
– learning activities between the students and the teacher, particularly in terms of the implementation of motivation strategy, specifically for kinds of rewards and punishments that were implemented in the classroom by the teacher.
The researcher applied some processes in conducting the observations. Regarding to what Creswell (2008) proposed, that the researcher could obtain more understanding of the site proposed and individuals by conducting multiple observations, the researcher conducted four times observations in order to gain more information. In the observations, field notes and video recordings were also conducted. They helped the researcher to recheck the data easily in categorizing the kinds of rewards and punishments that were implemented by the teacher.
3.4.3 Questionnaire
The third instrument that was applied in this research was questionnaire. It was used to obtain the information from the students based on their point of view. The language used in the questionnaire was their first language, which is Bahasa Indonesia. It was intended to facilitate the students in understanding the questions.
(18)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
Distributed questionnaire was consisted of six open-ended
questions. It was formulated to gain students’ contribution in giving
information about their response to rewards and punishments motivational strategy that were implemented by the teacher toward their motivation.
3.5 Data Analysis
The data gathered were separated according to each category.
Classroom observations results were analyzed, teacher and students’
interview result were transcribed, and the questionnaire result was categorized. They were divided into some analysis steps in order to answer the research questions. Based on Miles & Huberman (1984), there are three steps in analyzing the data which are reduction, data display, and conclusion (drawing or verifying).
The following are further explanation of each instrument result.
3.5.1 Interview
In this reserach, there were two interview subjects. The first subject
of the interview was the teacher, and the second one was the students’
interview. The researcher analyzed the interview results separately, which were elaborated more below.
a. Teacher’s Interview
In analyzing the teacher’s interview result, the researcher transcribed the recording. It was implemented to discover the kinds of rewards and punishments that were usually used by the teacher.
The researcher categorized the kinds of rewards and punishments that were mentioned by the teacher. Furthermore, the interview transcription was connected to the classroom video observation that
had been analyzed to correlate the teacher’s statement with the real
(19)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
The data that had been synchronizing then were displayed in the form of narrative text where later on would be elaborated to draw a conclusion.
b. Students’ Interview
Similar to what had been done to the teacher’s interview, students’
interview results were transcribed to be analyzed. Firstly, the students’ responses were categorized into rewards and punishments that were implemented by the teacher. After that, the interpretation was displayed then a conclusion was drawn to answer the research questions.
3.5.2 Observation
The data from the observations that consisted of field notes and video recordings were analyzed one by one. The researcher analyzed the video to categorize the teacher’s actions in terms of motivational strategies applied in the classroom. In the reduction step, the researcher coded the kinds of rewards and punishments that were found in the video. When there were some data confusion or the researcher needed more information
about why the teacher did so in the observation’s time, the researcher
conducted post interview. It was implemented to validate the findings.
3.5.3 Questionnaire
The students’ responses in questionnaire were analyzed in two
steps. The first one, it focused on categorizing the kinds of rewards and punishments that the students mentioned. The second one was finding out the students’ responses toward the implementation of rewards and punishments. It concerned on their motivation, whether it was high or low motivated.
(20)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
After doing the categorization and analysis, a conclusion can be drawn in order to answer the research question related to students’ responses.
(21)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
Chapter V CONCLUSIONS
This chapter presents the conclusions and suggestions of this research. The conclusions are based on the previous chapter, regarding to the findings and discussions. Furthermore, the suggestions are included for English teacher and the future research.
5.1. Conclusions
Based on the research problems proposed in this research, there are two conclusions for this research. The first one focuses on the kinds of rewards and punishments that the teacher implements in the classroom to motivate the students. The second one focuses on students’ responses to rewards and punishments that are implemented by the teacher. Further elaboration of the conclusions is presented below.
5.1.1. Rewards and Punishments
There are six kinds of rewards and nine kinds of punishments that were found during the research.
It is found that each instrument used revealed six kinds of rewards that appear in the classroom activities. Teacher’s interview and students’ questionnaire result presented the same kinds of rewards; which are applause, point, advice/positive feedback, stars, and appraisal. Giving presents appeared as another kind of reward that occurred in observations but could not be found in the interview and questionnaire result. This occurs because the teacher rarely used presents as rewarding system for the students so it was never mentioned in the interview. While for the students, they did not realize the presence of presents as rewards, since presents were rarely given. After the researcher confirmed the situation that was found to the teacher, she explained that she found a suitable
(22)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
activity to implement a present as the reward so she used that kind of reward.
Rewards that were found are similar with the kinds of rewards that were proposed by Deci, Koestner, & Ryan (2001). They consist of tangible and verbal rewards. It is also supported by Brown’s (2001) statement in the kinds of things that can reward the students. Some of the external rewards that were used may increase nor decrease the intrinsic motivation; it depends on how the teacher implements it. The teacher should use the external rewards in the term of informing rather than controlling so the students will not rely on the rewards to improve their motivation in learning.
Whereas for punishments, it was found that based on the interview result there were seven kinds of punishments that the teacher might implement in the classroom activities, which are giving question, excluded from the class, scolding, warning, standing in front of the class, decreasing students’ point, and moving students’ seat position. According to the questionnaire, the students felt that there were five kinds of punishments that were usually implemented by the teacher; they are scolding, warning, standing up in front of the class, decreasing students’
point, and moving students’ seat position. While the classroom
observations result showed similar numbers of punishments that the teacher applied in the interview, seven kinds of punishment appeared, out of excluding from the class and decrease the students’ point; including penalty and additional homework.
The differences between interview, questionnaire, and classroom observations result are due to the possibility of the situation in
implementing each kind of punishment and the students’ awareness of the
kinds of punishments that were given. The kinds of punishments that were implemented by the teacher are in line with Keh (2012). They belong to verbal, action, and penalty punishments. Munn & Mellor (2001) also propose some kinds of punishments that the teacher implemented in the
(23)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
activities. The teacher’s intentions by implementing the punishment are to motivate the students to be better, to make them discipline, and to reduce their negative behavior.
5.1.2. Students’ Responses to Rewards and Punishments
Referring to the second conclusion, kinds of rewards and punishments that were implemented by the teacher acquired variety responses from the students. Toward rewards strategies that were implemented, the most positive responses appear for points participation and presents/prizes, almost three quarter of the students were highly motivated by getting points or prizes as their reward. Some of the students were slightly unmotivated when the teacher used applause and appraisal system, especially when it was implemented too often. For advice/feedback, the students felt motivated as long as the teacher conveyed it positively.
As well as rewards, punishments strategies also showed diverse
students’ responses. The result showed that students were highly
motivated when the teacher applied penalty punishment, it could be seen in their eagerness to try to speak English more. Half of the students felt motivated when the teacher punished them to stand in front of the class and explain their reason in English when they came late. It also happened for giving extra homework, asking questions, and moving students’ seat. While for scolding, the students felt unmotivated after they received it, their desire in learning English decreased afterwards.
In conclusion, the students were basically motivated to learn English by the implementation of rewards and punishments strategies. In this research, each type of rewards and punishments gives different effect towards the students’ motivation. It can be both highly or slightly motivated. The teacher’s role in implementing these strategies is important, she/he should pay more attention in selecting the appropriate situation, and how she/he implements them.
(24)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
5.2. Suggestions
Based on the previous findings and discussions, there are several suggestions for English teachers and further research, related to this research.
Concerning this research, rewards and punishments could be an alternative way to motivate the students in English classroom learning. The teacher can apply the kinds of rewards and punishments strategies based on this research. The combination of the strategies above with several other aspects such as paying attention to the language used when the teacher gives advice/feedback, warning, or scolding, as well as selecting an appropriate situation in implementing the rewards, will lead well towards their motivation.
Giving points or penalties may become choices to motivate the students, especially for their speaking skill since the research showed that many students felt motivated to speak English more when those strategies were implemented.
Meanwhile, this research also suggests that the further research might analyze the implementation of rewards and punishments toward each skill of English learning; speaking, writing, reading and listening. The application of rewards and punishments strategies will be more effective later on by having deeper analysis focusing on each skill. The
students’ responses will also be more specific in each kind of rewards and
punishments that they receive. It is expected to know further about each kind of rewards and punishments that appropriate for each skill.
(25)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English Learning
References
_____. 2000. Oxford learner’s pocket dictionary. Oxford: Oxford University Press. _____.2012. Motivation in the classroom. Asiaeuniversity. Retrieved on February 5,
2013 from www.peoplelearn.homestead.com/beduc/chapter_8.pdf
Brewster, C., & Fager, J. 2000. Increasing student engagement and motivation: From time-on-task to homework. NW Regional Educational Laboratory.
Brown, H. D. 2001. Teaching by principles: An interactive approach to language pedagogy (2nd Edition). Longman: San Francisco State University.
Cameron, L. 2001. Teaching language to young learners. Cambridge: Cambridge University Press.
Ching, G. S. 2012. Looking into the issues of rewards and punishment in students. International Journal of Research Studies in Psychology, Volume 1 Number 2, 29-38.
Creswell, J. W. 2008. Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd Edition). New Jersey: Pearson Education, Inc.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. 1991. Motivation and education: The self-determination perspective. Educational Psychologist, 26 (3&4), 325-346.
Deci, E. L., Koestner, R., & Ryan, R. M. 1999. A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin 1999, Vol, 125. No 6, 627-668.
Deci, E. L., Koestner, R., & Ryan, R. M. 2001. Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research Spring 2001, Vol, 71. No I, pp. 1-27.
Dev, P. C. 1997. Intrinsic motivation and academic achievement: What does their relationship imply for the classroom teacher?. Volume 18. Number 1, January/February 1997, Pages 12-19.
(26)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English Learning Dörnyei, Z. 2001. Motivational in language learning classroom. United Kingdom:
Cambridge University Press.
Dörnyei, Z. 2003. Attitudes, orientation, and motivations in language learning: Advances in theory, research, and applications language learning. 53 (sup.), 3-32.
Eisenberger, R., Pierce, W. D., & Cameron, J. 1999. Effect of reward on intrinsic motivation – negative, neutral, and positive: comment on deci, koestner, and ryan (1999). Psycological Bulletin 1999, Vol. 125, No. 6, 677 – 691.
Gardner, R. C. 1960. Motivational variables in second-language acquisition.
Retrieved on September 18th, 2012. from:
http://publish.uwo.ca/~gardner/docs/phd.pdf.
Gardner, R. C. 1985. Social psychology and second language learning: The role of attitude and motivation. London: Edward Arnold Publisher.
Good, T. L., & Brophy, J. E. 2008. Looking in classrooms (10th Edition). United States of America: Pearson Education, Inc.
Kano, E. 2012. Punishments and learning. Retrieved on July 15th, 2012 from: www.books.google.com/books?isbn=3656160775
Kappan ,P. D. 1993. Sticking up for rewards: response to (an article by artie kohn paul chance). v74 n10 p787(4).
Keblawi, F. . A review of language learning motivation theories. Retrieved on July 7th, 2012 from: http://www.qsm.ac.il/mrakez/asdarat/jamiea/12/eng-2-faris%20Keblawi.pdf.
Keh, J. 2011. The psychological concept regarding family. Publication and Educational Resources - Global Virtual Classroom: Virginia Cooperative Extension.
Lucas, R. I. 2010. A study on the intrinsic motivation factors in second language learning among selected freshman students. Philippine ESL Journal, Vol. 4. Maag, J. W. 2001. Rewarded by punishment: Reflections on the disuse of positive
reinforcement in schools. The Council for Exceptional Children, Vol. 67, No. 2, pp.173-18 6.
(27)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English Learning Mansfield, C. 2007. Responding to rewards and sanctions: the impact on students’
sense of belonging and school affect. (A Paper) School of Education Murdoch University Western Australia, MAN 07375.
Miles, M.B., & Huberman, A.M. 1984. Qualitative data analysis. Beverly Hills: Sage Munn, P., & Mellor, A. 2000. Praise and rewards system. Retrieved on May 28th,
2013 from: www.antibullying.net/praiserewardinfo3.htm.
Noels, K. A., Pelletier, L. G., Clement, R., & Vallerand, R. J. 2003. Why are you learning a second language? motivational orientations and self-determination theory. Language Learning Volume 53, Issue S1, pages 33-64
Ryan, R. M., & Deci, E. L. 2000. Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology 25, 54–67 (2000), doi:10.1006/ceps.1999.1020. Retrieved on April 25th, 2012 from: http://www.idealibrary.com..
Ruffin, N. 2009. Discipline and punishment: Discipline for young children. Publication 350-111: Virginia State University.
Sandelowski, M. 2000. Focus on research method: Whatever happened to qualitative descriptive. Retrieved on September 18th, 2012 from: http://www.wou.edu/. Strater, D. 2006. Rewards/punishment debate and application. University of Phoenix
Online, Psychology 538
Trisnawati, R. 2011. Efektivitas penggunaan metode reward and punishment dalam meningkatkan keterampilan berbicara bahasa prancis siswa SMA. Bachelor Degree in UPI: Unpublished
Wilson, G. V. . The effects of external rewards on intrinsic motivation. Retrieved on April 28th, 2012 from : www.abcbodybuilding.com.
(1)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
activity to implement a present as the reward so she used that kind of reward.
Rewards that were found are similar with the kinds of rewards that were proposed by Deci, Koestner, & Ryan (2001). They consist of tangible and verbal rewards. It is also supported by Brown’s (2001) statement in the kinds of things that can reward the students. Some of the external rewards that were used may increase nor decrease the intrinsic motivation; it depends on how the teacher implements it. The teacher should use the external rewards in the term of informing rather than controlling so the students will not rely on the rewards to improve their motivation in learning.
Whereas for punishments, it was found that based on the interview result there were seven kinds of punishments that the teacher might implement in the classroom activities, which are giving question, excluded from the class, scolding, warning, standing in front of the class, decreasing students’ point, and moving students’ seat position. According to the questionnaire, the students felt that there were five kinds of punishments that were usually implemented by the teacher; they are scolding, warning, standing up in front of the class, decreasing students’
point, and moving students’ seat position. While the classroom observations result showed similar numbers of punishments that the teacher applied in the interview, seven kinds of punishment appeared, out of excluding from the class and decrease the students’ point; including penalty and additional homework.
The differences between interview, questionnaire, and classroom observations result are due to the possibility of the situation in
implementing each kind of punishment and the students’ awareness of the kinds of punishments that were given. The kinds of punishments that were implemented by the teacher are in line with Keh (2012). They belong to verbal, action, and penalty punishments. Munn & Mellor (2001) also propose some kinds of punishments that the teacher implemented in the
(2)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
activities. The teacher’s intentions by implementing the punishment are to
motivate the students to be better, to make them discipline, and to reduce their negative behavior.
5.1.2. Students’ Responses to Rewards and Punishments
Referring to the second conclusion, kinds of rewards and punishments that were implemented by the teacher acquired variety responses from the students. Toward rewards strategies that were implemented, the most positive responses appear for points participation and presents/prizes, almost three quarter of the students were highly motivated by getting points or prizes as their reward. Some of the students were slightly unmotivated when the teacher used applause and appraisal system, especially when it was implemented too often. For advice/feedback, the students felt motivated as long as the teacher conveyed it positively.
As well as rewards, punishments strategies also showed diverse
students’ responses. The result showed that students were highly motivated when the teacher applied penalty punishment, it could be seen in their eagerness to try to speak English more. Half of the students felt motivated when the teacher punished them to stand in front of the class and explain their reason in English when they came late. It also happened
for giving extra homework, asking questions, and moving students’ seat.
While for scolding, the students felt unmotivated after they received it, their desire in learning English decreased afterwards.
In conclusion, the students were basically motivated to learn English by the implementation of rewards and punishments strategies. In this research, each type of rewards and punishments gives different effect towards the students’ motivation. It can be both highly or slightly motivated. The teacher’s role in implementing these strategies is important, she/he should pay more attention in selecting the appropriate situation, and how she/he implements them.
(3)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English
Learning
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu 5.2. Suggestions
Based on the previous findings and discussions, there are several suggestions for English teachers and further research, related to this research.
Concerning this research, rewards and punishments could be an alternative way to motivate the students in English classroom learning. The teacher can apply the kinds of rewards and punishments strategies based on this research. The combination of the strategies above with several other aspects such as paying attention to the language used when the teacher gives advice/feedback, warning, or scolding, as well as selecting an appropriate situation in implementing the rewards, will lead well towards their motivation.
Giving points or penalties may become choices to motivate the students, especially for their speaking skill since the research showed that many students felt motivated to speak English more when those strategies were implemented.
Meanwhile, this research also suggests that the further research might analyze the implementation of rewards and punishments toward each skill of English learning; speaking, writing, reading and listening. The application of rewards and punishments strategies will be more effective later on by having deeper analysis focusing on each skill. The
students’ responses will also be more specific in each kind of rewards and punishments that they receive. It is expected to know further about each kind of rewards and punishments that appropriate for each skill.
(4)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English Learning
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu References
_____. 2000. Oxford learner’s pocket dictionary. Oxford: Oxford University Press. _____.2012. Motivation in the classroom. Asiaeuniversity. Retrieved on February 5,
2013 from www.peoplelearn.homestead.com/beduc/chapter_8.pdf
Brewster, C., & Fager, J. 2000. Increasing student engagement and motivation: From time-on-task to homework. NW Regional Educational Laboratory.
Brown, H. D. 2001. Teaching by principles: An interactive approach to language pedagogy (2nd Edition). Longman: San Francisco State University.
Cameron, L. 2001. Teaching language to young learners. Cambridge: Cambridge University Press.
Ching, G. S. 2012. Looking into the issues of rewards and punishment in students. International Journal of Research Studies in Psychology, Volume 1 Number 2, 29-38.
Creswell, J. W. 2008. Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd Edition). New Jersey: Pearson Education, Inc.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. 1991. Motivation and education: The self-determination perspective. Educational Psychologist, 26 (3&4), 325-346.
Deci, E. L., Koestner, R., & Ryan, R. M. 1999. A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin 1999, Vol, 125. No 6, 627-668.
Deci, E. L., Koestner, R., & Ryan, R. M. 2001. Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research Spring 2001, Vol, 71. No I, pp. 1-27.
Dev, P. C. 1997. Intrinsic motivation and academic achievement: What does their relationship imply for the classroom teacher?. Volume 18. Number 1, January/February 1997, Pages 12-19.
(5)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English Learning
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
Dörnyei, Z. 2001. Motivational in language learning classroom. United Kingdom: Cambridge University Press.
Dörnyei, Z. 2003. Attitudes, orientation, and motivations in language learning: Advances in theory, research, and applications language learning. 53 (sup.), 3-32.
Eisenberger, R., Pierce, W. D., & Cameron, J. 1999. Effect of reward on intrinsic motivation – negative, neutral, and positive: comment on deci, koestner, and ryan (1999). Psycological Bulletin 1999, Vol. 125, No. 6, 677 – 691.
Gardner, R. C. 1960. Motivational variables in second-language acquisition.
Retrieved on September 18th, 2012. from:
http://publish.uwo.ca/~gardner/docs/phd.pdf.
Gardner, R. C. 1985. Social psychology and second language learning: The role of attitude and motivation. London: Edward Arnold Publisher.
Good, T. L., & Brophy, J. E. 2008. Looking in classrooms (10th Edition). United States of America: Pearson Education, Inc.
Kano, E. 2012. Punishments and learning. Retrieved on July 15th, 2012 from: www.books.google.com/books?isbn=3656160775
Kappan ,P. D. 1993. Sticking up for rewards: response to (an article by artie kohn paul chance). v74 n10 p787(4).
Keblawi, F. . A review of language learning motivation theories. Retrieved on July 7th, 2012 from: http://www.qsm.ac.il/mrakez/asdarat/jamiea/12/eng-2-faris%20Keblawi.pdf.
Keh, J. 2011. The psychological concept regarding family. Publication and Educational Resources - Global Virtual Classroom: Virginia Cooperative Extension.
Lucas, R. I. 2010. A study on the intrinsic motivation factors in second language learning among selected freshman students. Philippine ESL Journal, Vol. 4. Maag, J. W. 2001. Rewarded by punishment: Reflections on the disuse of positive
reinforcement in schools. The Council for Exceptional Children, Vol. 67, No. 2, pp.173-18 6.
(6)
Pratiwi Sri Nur Pebriani, 2013
The Implementation of Rewards and Punishments toward Students’ Motivation in English Learning
Universitas Pendidikan Indonesia | Repository.upi.edu | Perpustakaan.upi.edu
Mansfield, C. 2007. Responding to rewards and sanctions: the impact on students’ sense of belonging and school affect. (A Paper) School of Education Murdoch University Western Australia, MAN 07375.
Miles, M.B., & Huberman, A.M. 1984. Qualitative data analysis. Beverly Hills: Sage Munn, P., & Mellor, A. 2000. Praise and rewards system. Retrieved on May 28th,
2013 from: www.antibullying.net/praiserewardinfo3.htm.
Noels, K. A., Pelletier, L. G., Clement, R., & Vallerand, R. J. 2003. Why are you learning a second language? motivational orientations and self-determination theory. Language Learning Volume 53, Issue S1, pages 33-64
Ryan, R. M., & Deci, E. L. 2000. Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology 25, 54–67 (2000), doi:10.1006/ceps.1999.1020. Retrieved on April 25th, 2012 from: http://www.idealibrary.com..
Ruffin, N. 2009. Discipline and punishment: Discipline for young children. Publication 350-111: Virginia State University.
Sandelowski, M. 2000. Focus on research method: Whatever happened to qualitative descriptive. Retrieved on September 18th, 2012 from: http://www.wou.edu/. Strater, D. 2006. Rewards/punishment debate and application. University of Phoenix
Online, Psychology 538
Trisnawati, R. 2011. Efektivitas penggunaan metode reward and punishment dalam meningkatkan keterampilan berbicara bahasa prancis siswa SMA. Bachelor Degree in UPI: Unpublished
Wilson, G. V. . The effects of external rewards on intrinsic motivation. Retrieved on April 28th, 2012 from : www.abcbodybuilding.com.