THE USE OF REWARDS TO MOTIVATE YOUNG LEARNERS IN LEARNING ENGLISH: A Descriptive Study on a fifth grade of Elementary School in Bandung.

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THE USE OF REWARDS TO MOTIVATE YOUNG LEARNERS IN LEARNING ENGLISH

(A Descriptive Study on a fifth grade of Elementary School in Bandung)

A Research Paper

Submitted to the English Department of FPBS of Indonesia University of Education (UPI) in a Partial Fulfillment of the Requirements for the Sarjana Pendidikan Degree

By:

HARUM MARDININGSARI 0609034

ENGLISH EDUCATION DEPARTEMENT FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION 2013

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Harum Mardiningsari, 2013

The Use Of Rewards To Motivate Young Learners In Learning English (A Descriptive Study on a fifth grade of Elementary School in Bandung)

Universitas Pendidikan Indonesia | repository.upi.edu

The Use of Rewards to Motivate Young

Learners in Learning English

Oleh

Harum Mardiningsari

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Agustus 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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PAGE OF APPROVAL

THE USE OF REWARDS TO MOTIVATE YOUNG LEARNERS IN LEARNING ENGLISH

(A Descriptive Study on a fifth grade of Elementary School in Bandung) A Research Paper

Written By: Harum Mardiningsari

0609034

Approved by:

Main Supervisor Co-Supervisor

Prof. A. Chaedar Alwasilah, M.A., Ph.D. Sudarsono, M.I., M.A.

NIP. 195303301980021001 NIP.196607051994031004

Head of English Education Department Faculty of Language and Arts Education

Indonesia University of Education

Prof. Dr. H. Didi Suherdi, M.Ed. NIP. 196211011987121001

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Harum Mardiningsari, 2013

The Use Of Rewards To Motivate Young Learners In Learning English (A Descriptive Study on a fifth grade of Elementary School in Bandung)

Universitas Pendidikan Indonesia | repository.upi.edu ABSTRAK

Penelitian ini berjudul “The Use of Rewards to Motivate Young Learners in Learning English (A descriptive study on a fifth grade of Elementary School in Bandun)”. Penelitian ini bertujuan untuk mencari tahu respon siswa ketika mendapat reward dari guru. Dan juga untuk mencari tahu reward apa yang diberikan guru selama kegiatan dikelas. Penelitian ini dilakukan di salah satu Sekolah Dasar Negeri di Bandung. Penelitian ini menggunakan metode deskriptif kualitatif dan melibatkan seorang guru Bahasa Inggris dan siswa kelas 5 di sekolah tersebut sebagai pokok penelitian. Observasi dan wawancara digunakan dalam penelitian ini untuk mendapatkan data yang sesuai dengan pertanyaan penelitian. Kemudian, data tersebut di analisis dengan metode adaptasi dari Miles dan Huberman (1994). Hasil dari penelitian ini adalah siswa sangat senang dan antusias dalam belajar Bahasa Inggris setelah guru memberikan reward berupa pujian daripada reward berupa barang.

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ABSTRACT

This study entitled “The Use of Rewards to Motivate Young Learners in Learning English (A descriptive study on a fifth grade of Elementary School in Bandung)”. The objective of this study was to find out the students' responses when getting the rewards. Besides, it was also aimed at finding out the rewards used by the teacher. The data were taken from one public school in Bandung. This study employed a descriptive design and involved an EFL teacher and fifth grade students in that school as the subjects. In order to gain the data, observation and interview were conducted. Then, the data were analyzed by the framework adapted from Miles & Huberman (1994). The findings revealed that the students were happy and enthusiastic in learning English after the teacher gave them the intangible reward rather than the tangible.

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Harum Mardiningsari, 2013

The Use Of Rewards To Motivate Young Learners In Learning English (A Descriptive Study on a fifth grade of Elementary School in Bandung)

Universitas Pendidikan Indonesia | repository.upi.edu

TABLE OF CONTENTS

PAGE OF APPROVAL

STATMENT OF AUTHORIZATION... i

ABSTRACT... ii

PREFACE... iii

ACKNOWLEDGEMENT... iv

TABLE OF CONTENTS... vi

LIST OF TABLES... viii

CHAPTER I INTRODUCTION 1.1 Background... 1

1.2 The scope of the research... 4

1.3 Research questions... 5

1.4 Aims of the study ... 5

1.5 Significance of study... 5

1.6 Clarification of terms... 6

1.7 Organization of the paper... 7

CHAPTER II THEORITICAL FOUNDATION 2.1 Definitions of Reward... 9

2.2 Types of Reward... 10

2.3 Strategies in Rewarding Students ... 12

2.4 Definitions of Motivation ... 13

2.5 Kinds of Motivation... 16

2.6 Functions of Motivation in Learning Process... 18

2.7 Motivation in Learning English... 18

2.8 The Characteristics of Young Learners... 19

2.9 Teaching English for Young Learners... 21

2.10 English for Young Learners... 23

2.11Teachers’ Role... 25

2.11.1 The Teacher as Facilitator... 26

2.12 Previous Studies on Reward in Teaching Learning... 26

2.13 Concluding Remark... 27

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Problem ... 28

3.2 Research Design... 28

3.3 Site and Participants... 29

3.4 Data Collection Techniques... 29

3.4.1 Classroom Observation ... 30

3.4.2 Interview... 31

3.5 Data Analysis... 33

3.6 Reliability and Validity of Data... 35

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3.6.2 Rich Data... 36

3.7 Concluding Remark... 36

CHAPTER IV FINDINGS AND DISCCUSSION 4.1 Findings... 37

4.1.1 Findings from Observation... 37

4.1.2 Findings from Interview... 39

4.2 The Disccussion... 42

4.2.1 The Disccussion from Observation... 42

4.2.2 The Disccussion from Interview... 47

4.3 Concluding Remark... 48

CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion... 50

5.2 Suggestions... 51

BIBLIOGRAPHY... 53 APPENDICES

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Harum Mardiningsari, 2013

The Use Of Rewards To Motivate Young Learners In Learning English (A Descriptive Study on a fifth grade of Elementary School in Bandung)

Universitas Pendidikan Indonesia | repository.upi.edu LIST OF TABLES

Table 3.1 Table of the schedule of observation... 30

Table 3.2 Questions in the interview to the students... 32

Table 3.3 Questions in the interview to the teacher... 33

Table 3.4 The kinds of rewards in classroom activities... 34

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CHAPTER I INTRODUCTION

This chapter introduces the present study. It provides background of the study, research questions, aims of the study, significance of study, scope of study, clarification of terms, and organization of the paper.

1.1Background

Nowadays, in line with the more massive development of information, more Indonesian people think that English is an important capability to achieve. For certain reasons, many Indonesian parents, mostly those living in the big cities, encourage their children to learn English, even since they are at the early age. It can be understood that they are motivated by the assumption that acquiring English will help their children in the future.

Considering the same assumption, elementary schools provide English for their students, although the new national curriculum does not cover it as the main subjects to teach. Elementary schools, both private and state’s, offer their best English programs. One of the ways is by providing classrooms with suited environment to children’s characteristics. Also, teaching techniques are created in such a way to accommodate appropriate learning activities.

Teaching young learners is a challenging activity. That is why, it becomes a common problem faced by most of the young-learners teachers in Indonesia. It is because young learners have unique characteristics. Young learners have their own ways in learning English. When adults feel comfortable in the classroom with

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Harum Mardiningsari, 2013

The Use Of Rewards To Motivate Young Learners In Learning English (A Descriptive Study on a fifth grade of Elementary School in Bandung)

Universitas Pendidikan Indonesia | repository.upi.edu

competition and isolation (studying part by part of language components, e.g. Grammar, reading, writing, etc.), young learners do another way. They feel better to learn English in a social context with the integrated language components. In addition, young learners preferably like cooperative situation rather than competitive atmosphere, like in the adults’ class. Another challenge is it is difficult to get their attention and keep it for an extended period of time. However, there are a few things to keep in mind that will make teaching young students easier.

In the process of improving the students’ learning motivation, it can be found that they are likely to face some problems and barriers hindering their motivation to learn. The source of problems and barriers can be internal factors, which means that the problems come from the students themselves, and external, which can be from their environments.

Learning English is vital skills that will help children achieve their full potential in the future. The sooner they start learning, the better — with the right methods — children can learn English quickly, effectively and joyfully. Once they have this initial grasp of English in primary school, they will have a strong foundation which will be an advantage in their previous studies.

The relationship between teaching and learning is dynamic. It requires two ways of transmission of knowledge to achieve a successful result. Successful learning is supported by many factors, one of them is the feedback provided by teachers in the classroom. However, teachers are required to provide effective feedback in the classroom in order to make learning successful. Ineffective feedback may lead students to confusion. It may also discourage students and

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decrease their motivation and self-esteem.

Feedback comes in many different forms, such as verbal and non-verbal. People frequently talk about “giving” and “receiving” feedback. Feedback is not always the one comes from the side of the teacher as the knower to judge and evaluate the students’ performance or achievement. A good feedback may be in form of the ping-pong model, which allows a discussion or communication between the “giver” and “receiver”. There is a description of the performance of the “receiver” in this kind of feedback. Description, unlikely evaluation, allows a further reflection of the performance or achievement to explore. Effective feedback can increase students’ motivation, such as by giving reward.

Students need stimulation to create their willing and motivation to be involved in the activity. While, today, many teachers still use conventional methods to teach English, such as a grammar translated method which does not involve students to learn English joyfully. In teaching, an interesting method is one of the ways to motivate students, especially young learners to be involved to learn English.

Teachers of young learners need to spend time understanding how their students think and operate. They need to be able to pick up on their students’ current interests so that they can use them to motivate the children.

Most educators agree that children need to be in a supportive, and friendly environment. But recent research indicates that some teachers’ attempts to create such environments by using reward may actually be counterproductive. Using a reward system can not only motivate the students to learn English and do their

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Harum Mardiningsari, 2013

The Use Of Rewards To Motivate Young Learners In Learning English (A Descriptive Study on a fifth grade of Elementary School in Bandung)

Universitas Pendidikan Indonesia | repository.upi.edu

homework, but can also work wonderful, when it comes to improving classroom behavior. Children may be self-motivated, motivated by the teacher, by their classmates, or by the activities and environment around them. Different children are motivated by different things. Teachers need to try to keep all children motivated throughout the lesson. The best way to do this is by using a variety of activities and strategies. The reward system is a strategy to make learning more meaningful and memorable.

The use of reward aims to enable students to get the lesson and enjoyable classroom activity to encourage students’ motivation and interest. The rewards are expected to help the teacher in teaching learning English. The use of reward is suitable to the characteristic of elementary students who have high curiousity.

Some issues discussed above are the background of the researcher’s interest in teaching-learning to young learners, and based on it, the researcher will investigate how rewards are used to motivate young learners; therefore this study is entitled "The use of reward to motivate young learners in learning English".

2. The scope of the research

This study will focus only on the use of rewards in motivating young learners in learning English. The subjects of this study are an EFL teacher and 30 students of fifth graders of SDN Panyileukan 1, Bandung.

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3. Research questions

The problems to be discussed in this research will be summarized in the following research questions:

1. How do the students respond when getting the rewards?

2. What kinds of rewards are used by teachers in teaching young learners?

4. Aims of the study

Given the research questions, this study is aimed at the following matters: 1. To find out students’ responses when getting the rewards.

2. To find out the kinds of reward that teacher gives to young learners during the teaching-learning process.

5. Significance of the study

The rewards can increase not only performance, but also a student’s intrinsic motivation when used properly (Cameron, 2001). In line with Cameron theory, rewards were chosen in motivating young learners in learning English. Besides, based on the researcher experience, teaching young learners is not easy. The students need to be in supportive and friendly environments. The teacher attempts to create such friendly environment through rewards. Using a reward system can not only motivate students to learn English and do their homework, but can also work wonderful, when it comes to improve classroom behavior.

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Harum Mardiningsari, 2013

The Use Of Rewards To Motivate Young Learners In Learning English (A Descriptive Study on a fifth grade of Elementary School in Bandung)

Universitas Pendidikan Indonesia | repository.upi.edu

practically to the improvement of teaching and learning process. In addition, the findings can give teachers some valuable inputs and references to develop their teaching performances in the classroom. Moreover, the result of the study can provide valuable information for English teachers, especially for the teachers at the school which is investigated.

This study is also important for the students. It is expected that the students can more actively participate, not anxious to speak English, brave in answering teachers’ questions, and they are able to communicate in English well. Furthermore, the study can give contribution for the other researchers as their references in conducting further researchs.

6. Clarification of Terms

To avoid misunderstanding and ambiguity, some terms used in the study are clarified as follows:

1. Reward

According to Tracey (1999), reward means the positive thing that somebody has done well. Reward of this study is something given by teachers to children when they are active in the classroom activity. The kinds of rewards are tangible or intangible. Tangible rewards are concrete and touchable. The Examples are trophies, plaques, certificates, or item selected. Whereas, intangible rewards include social approval in the forms of praise, smiles, nods, and pats on the back.

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2. Motivation

Huitt (2001) defines motivation as an internal state or condition (sometimes described as a need, desire, or want) that serves to activate or energize behavior and give it direction. In this study, motivation means a student with a strong desire and willingness to do the task given, to answer teacher’s questions, to learn and practice English, and the last to be more active in the classroom activity.

3. Young learners

Young learners are defined here as children from the first year of formal schooling (five or six years old) to eleven or twelve years of ages (Sarah Philips, 1993:5). In addition, young learners of this study are the fifth graders of elementary school whose age range is from ten to eleven years old. They are the major respondents of this study.

7. Organization of The Paper

The organization of this paper is started with Chapter I, Introduction. This chapter introduces the problem discussed in this paper. It consists of background of the study, a statement of the problem, the aims of the study, significance of study, the scope of the study, methodology, clarification of terms, and organization of the paper. Chapter II is Theoretical Foundation which explains related theories and literature. The third is Chapter III, Methodology, explains the methodology or research design used by the researcher. Chapter IV, is Findings and Discussion, which explains the findings of the study and the discussion. And the last is Chapter V, Conclusion and Suggestions. The

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Harum Mardiningsari, 2013

The Use Of Rewards To Motivate Young Learners In Learning English (A Descriptive Study on a fifth grade of Elementary School in Bandung)

Universitas Pendidikan Indonesia | repository.upi.edu

conclusion of the study is described in this chapter. It also contains some suggestions that are fully hoping to assist anyone deals with this study.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter elaborates the research methodology which has been briefly introduced in chapter I. It also describes the procedures and sequences involved in this research. In detail, this chapter explains research problem, research design, research site and participants, data collection techniques, data analysis and reliability and validity of data.

3.1 Research Problem

The research was conducted to investigate the use of rewards to motivate young learners in learning English at an elementary school in Eastern Bandung. The problem to be investigated is formulated into two research questions as follows:

1. How do the students respond when getting the rewards?

2. What kinds of rewards are used by teacher in teaching young learners?

3.2Research Design

Actually, this study was guided by a qualitative approach with descriptive research in particular. This study is aimed at describing the use of rewards to motivate young learners in learning English and to seek students’ response to those activities. As suggested by Alwasilah (2002), this design is used because it

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Harum Mardiningsari, 2013

The Use Of Rewards To Motivate Young Learners In Learning English (A Descriptive Study on a fifth grade of Elementary School in Bandung)

Universitas Pendidikan Indonesia | repository.upi.edu

describes the characteristics of object-study. In this case, the study describes how the students’ responses and what kinds of rewards used by the teacher.

3.3 Site and Participants

The research was undertaken in SD Negeri Panyileukan 1 located at Komplek Bumi Panyileukan, Kecamatan Panyileukan Kota Bandung. The selection of the school as the research setting was based on the reason that the school was relatively accessible, both administratively and in term of distance. The participants of the study were an EFL teacher and 30 students of fifth graders in that school who were Indonesian native speakers. The teacher was chosen for the reason that she has been teaching young learners for nine years. She has been teaching in all levels, started from the first grade to the sixth grade in that school. Thus, it was considered that she had long experience in teaching young learners.

3.4 Data Collection Techniques

The data which used in this study were gain through two forms; observation and interview. In addition, through observation, the teacher could observe implicit understanding, how theory in use, and respondents’ point of view (Alwasilah, 2002: 155).

Then, the interview is used as an additional way in gaining deeper information about something (Alwasilah, 2002, p.154). Each technique of data collection is described below.

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3.4.1 Classroom Observation

According to Alwasilah (2002), observation is a systematic and planned monitoring conducted to get data in which the validity and reliability of the data are controlled. The observation was conducted in the fifth grade class. Classroom observation was conducted in order to identify the use of rewards in improving young learners’ motivation to learn English. The nature of observation in this study was non-participant observation. Fraenkel and Wallen (2008: 439, in Sugiyono, 2008: 227) states that non-participant observation belongs to a condition when the researcher is presented at the scene of action but does not interact or participate. In the research, the researcher only observed what happened in the classroom. The table below explains the schedule of observation and its contents.

Table 3.1

Table of the schedule of observation

Date Activity

13 September 2012 Recording the classroom activities 20 20 September 2012 1. Recording the classroom activities

2.Recording the interview to students and teacher

The observation was conducted in two meetings in order to gather more data that would be useful for the study. Most of the observation sessions were documented as videos so that the situation could be watched several times during the process of data analysis of observation. Moreover, Alwasilah (2002: 157) agrees that the transcription was also used in the research to understand how respondents organized their perspectives. In this study, the recording was

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Harum Mardiningsari, 2013

The Use Of Rewards To Motivate Young Learners In Learning English (A Descriptive Study on a fifth grade of Elementary School in Bandung)

Universitas Pendidikan Indonesia | repository.upi.edu

converted into video transcriptions. The transcripts of the video recording were analyzed to see how the students’ responses toward the rewards given by the teacher and what kinds of rewards used by the teacher in the classroom.

1.4.2 Interview

The second technique employed in data collection of this study was interviewed. It was conducted in order to get in-depth information from the participant (Alwasilah, 2002).

The interview was conducted after doing the classroom observation. It was administered in a form of semi-structured interview since there might be some possibilities from the teacher to answer the question out of the context. The semi-structured interview is also called an in-depth interview where the questions are prepared before the interview but there are possibilities for new questions to come up during the interview (Sugiyono, 2008). In an in-depth interview, the researcher can gain more information about the topic than the structured interview (Alwasilah, 2002). The interview consisted of several questions for students related to their response by using rewards and the teacher perception about rewards.

There were only three students interviewed. They were one student who got the highest score, one student who got a middle score, and one student who got the lowest score in their class. The researcher assumed that three students represent all members of the class. The three students who are involved in the interview, were chosen based on the score they get. The researcher also interviewed the teacher to get more detailed information.

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After the interview established, it was directly transcribed and then given back to the respondents to make member-checking whether the answer was in conformity with the conditions of the respondent or not. This was done to avoid misinterpretation between the researcher and respondents.

The questions in the interview were delivered in Bahasa Indonesia. It was aimed to avoid misunderstanding and to make it easier for the participants to answer the questions. The interview was recorded using a voice recorder.

The questions for interviews, can be seen in the following tables. Table 3.2

Questions in the Interview to the Students

No Questions in Interview

1 Menurut kamu belajar Bahasa Inggris itu bagaimana? Cenderung susah atau mudah?

(How do you think about learning English? Difficult or easy?)

2 Apakah amu suka dengan pelajarannya?

(Do you like the subject?)

3 Apakah kamu suka dengan gaya guru kamu ngajar?

(Do you like your teacher style in teaching English?) 4 Apakah kamu tau apa itu “reward”?

(Do you know what reward is?)

5 Siswa yang bagaimana yang biasanya dikasih “reward”?

(For whom students the teacher usually give the reward?) 6 Apakah kamu pernah mendapat “reward”?

(Do you ever get the reward?)

7 Bagaimana perasaannya waktu mendapat “reward”? (How do you feel?)

8 Kamu lebih senang mendapat “reward” berupa apa?

(What reward do you like?)

9 Menurut kamu jika disetiap kegiatan belajar guru memberi “reward” bagaimana?

(What do you think if during the lesson the teacher gives reward?)

10 Apakah kamu jadi termotivasi belajar Bahasa Inggris dengan adanya “reward”?

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Harum Mardiningsari, 2013

The Use Of Rewards To Motivate Young Learners In Learning English (A Descriptive Study on a fifth grade of Elementary School in Bandung)

Universitas Pendidikan Indonesia | repository.upi.edu Table 3.3

Questions in the Interview to the Teacher

No Questions in Interview

1 Apakah anda selalu mempunyai persiapan sebelum mengajar?

(Do you always have preparation when you are going to teach?)

2 Persiapan seperti apa yang biasanya dilakukan?

(What kind of preparation do you have?)

3 Apakah anda mempunyai masalah dalam mengajar anak-anak?

(Do you encounter problems when you are teaching English to young learners?)

4 Masalah seperti apa yang ditemui dalam meningkatkan motivasi siswa?

(What problems do you encounter in improving the motivation of young learners?)

5 Apa yang anda lakukan dalam memotivasi anak ketika belajar di dalam kelas?

(What do you usually do to motivate them to learn English in the class?) 6 Apakah anda pernah menggunakan “reward” dalam mengajar?

(Do you ever give some rewards in your Teaching-Learning Process?) 7 Jenis “reward” seperti apa yang biasanya anda berikan?

(What kinds of rewards that you usually give to your students?) 8 Kenapa anda memberikan “reward” itu?

(Why did you use those rewards?)

9 Bagaimana denga respon siswa?

(How the students responses?)

10 Apakah menurut anda “reward” dapat memotivasi siswa dalm belajar? (Do you think that giving rewards can motivate students?)

3.5.Data Analysis

Bogdan (1975, as cited by Sugiyono, 2008:334) states that data analysis is a process of systematically searching and arranging the interview transcript, notes, and other materials that this research accumulate to increase the understanding of them. Based on the data collection, the study analyzed the data using descriptive qualitative analysis by Miles and Huberman (1994) which consists of three concurrent activities: data reduction, data display, and conclusion drawing or verification.

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1. Data Reduction

The information obtained was reduced to classify the data that were really appropriate to the purpose of the research so that the research questions could be answered. In data reduction step, the data from classroom observation were selectively analyzed to find the important points related to the study. Meanwhile, the data from the interview were transcribed to find out the students’ responses and to find out the rewards used by the teacher in the classroom activities

After the data were reduced, the main data that would help to answer research questions, namely the students’ responses toward the rewards given and the kinds of rewards used by the teacher, were obtained. This data were then displayed for analysis.

2. Data Display and Analysis

The data from observation and interview were displayed in the form of narrative text and tables. As Miles and Huberman (1994) states, narrative text is the most common form to be used in displaying data in qualitative studies. The data were displayed and analyzed at the same time to facilitate an easier reading of the data and analysis. The table below displays about the classification of reward that used in classroom activities.

Table 3.4

The Kinds of Rewards in Classroom Activities

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Harum Mardiningsari, 2013

The Use Of Rewards To Motivate Young Learners In Learning English (A Descriptive Study on a fifth grade of Elementary School in Bandung)

Universitas Pendidikan Indonesia | repository.upi.edu 3. Conclusion Drawing

Descriptive method was used in the third step of analyzing the qualitative data. It was to know the students’ responses to the rewards and kinds of rewards the teacher used. The collected data were classified based on the research questions. The research questions would be answered through the conclusion from the data display of two data collections and would be elaborated in the next chapter.

3.6 Reliability and Validity of Data

In conducting qualitative research, the researcher was aware that there might be biases and reactivity. Moreover, to avoid the two threats, the researcher tried to make the data valid and reliable with the following ways:

3.6.1 Member Checking

A member checking was applied in this research to validate the findings. The member checking is a way to receive feedback from informants (Creswell, 1994) to know how far the data gained in the findings is appropriate with the data from informants (Sugiyono, 2008). To Alwasilah (2002), member checking is employed in order to (1) prevent misunderstanding toward the respondents’ answer in an interview, (2) prevent misunderstanding toward respondents’ behavior during observation, and (3) confirm respondents’ perspectives toward what was happening. To prevent all misunderstandings, the researcher asked the respondents especially the teacher, to check the transcripts and interpretation of the data in order to enable the researcher to achieve validity of the research.

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1.6.2 Rich Data

To get the rich data, the researcher made a complete transcription of the interviews. It was useful to enrich the interpretation of the data. Maxwell (1996, cited in Alwasilah 2002:178) proposes that the purpose of rich data not only as evidences resources of supporting conclusion but also as a test for theories being developed.

1.7 Concluding Remarks

This chapter has discussed the methodology of the study in details in order to reveal how the students’ responses toward the reward given and the kinds of rewards used by the teacher. A qualitative descriptive design was used in this study. The data was collected through observations and interview. Data analysis of this study consisted of data reduction, data display and conclusion drawing.

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Harum Mardiningsari, 2013

The Use Of Rewards To Motivate Young Learners In Learning English (A Descriptive Study on a fifth grade of Elementary School in Bandung)

Universitas Pendidikan Indonesia | repository.upi.edu CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents some important points of the study in the conclusions and offers the suggestions for related study. The conclusions of the study are made based on the findings and discussion in the previous chapter.

5.1 Conclusions

This study is investigating the use of rewards to motivate young learners in learning English. The purposes of this research were about to find out the students’ responses and the types of reward used by the teacher.

Teaching young learners is a challenging activity. That is why, it becomes a common problem faced by most of the young-learners teachers in Indonesia. It is because young learners have a unique characteristics. They have their own ways in learning English. Another challenge is it is difficult to get their attention and keep it for an extended period of time.

One of the ways in motivating students is giving them rewards. Reward is something given and received in return for something done. Rewards can influence learning, motivation and motions.

Referring to the findings in the previous chapter, it can be seen that there were two categories of students responses when getting the rewards, those were; ‘positive responses’ and ‘negative responses’. All students were happy and enthusiastic to learn English using rewards. Students smiled, shouted, said “Thank

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the activities during the lesson.

Meanwhile, there were two types of rewards, those are tangible rewards and intangible rewards. Based on the findings of the research about the kinds of rewards used by teacher, it can be concluded that intangible rewards were mostly used by the teacher during the teaching and learning process. This is because giving the tangible rewards takes more times rather than the intangible. It can be seen that intangible rewards can motivate young learners more than tangible one. Those belonging to intangible rewards are smiles, praises, gives thumbs up, nods, and snapps the fingers.

On the other hand, giving rewards during the classroom activity would not be successful for two reasons; first, there were students who consider giving rewards is ordinary thing; second, there were students who did not understand about the expression of giving rewards.

5.2 Suggestion

From the results of the research, there are some suggestions for teachers and for further research.

A.For teachers, they should comprehend about giving rewards and its criteria. Thus, this may help teachers giving rewards to the students appropriately. Still, it would be better for the teacher to use not only intangible rewards but also tangible rewards.

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Harum Mardiningsari, 2013

The Use Of Rewards To Motivate Young Learners In Learning English (A Descriptive Study on a fifth grade of Elementary School in Bandung)

Universitas Pendidikan Indonesia | repository.upi.edu

B.For further research, the study about motivating young learners in learning English towards the use of rewards might be used as reference to conduct similar research. In addition, further reasearch can make improvement in this field for better development on giving rewards.

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BIBLIOGRAPHY

Agustina, Nurita. 2012. Penerapan Reward dan Punishment Sebagai Upaya Meningkatkan Hasil Belajar Siswa Kelas V Mata Pelajaran Matematika SDN 03 Nglebak Kecamatan Tawangmangu. Unpublished Thesis.

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The Use Of Rewards To Motivate Young Learners In Learning English (A Descriptive Study on a fifth grade of Elementary School in Bandung)

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the activities during the lesson.

5.2 Suggestion

From the results of the research, there are some suggestions for teachers and for further research.

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Harum Mardiningsari, 2013

The Use Of Rewards To Motivate Young Learners In Learning English (A Descriptive Study on a fifth grade of Elementary School in Bandung)

Universitas Pendidikan Indonesia | repository.upi.edu BIBLIOGRAPHY