“Effect of Reinforcement on Teaching – Learning Process”

Hoque, Rezaul

doi:10.9790/0837-0711316

Cited by 13 publications

(13 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is in line with the result of study conducted by Pratiwi (2015) which showed that more than half of students agreed it helped them improving students' grade. This is also supported by the study by Hoque (2013) which showed that students treated by positive reinforcement was performing better.…”

Section: Students' Perceptionsupporting

confidence: 60%

Teachers’ reinforcement and students’ perception to the teachers in English classroom

Lestari

2020

ELTF

View full text Add to dashboard Cite

The study focuses on the positive reinforcement that is used by the teachers in each class and students’ perception towards reinforcement itself. This research involved two English teachers and two different classes of year ten students in SMA Kristen YSKI Semarang. To describe the use of reinforcement by the teachers, their teaching process were recorded and observed. Questionnaire and interview were done at the end of the lesson to describe how the students perceive reinforcement. This study is qualitative research. The data showed that the teachers used various types of reinforcement based on the theory of reinforcement by Moore (2007). They are Verbal, Non-verbal, Vicarious, Delayed, and Qualified Reinforcement. They used almost all types of reinforcement, except the Delayed Reinforcement. In general, Non-verbal Reinforcement was mostly used by the teachers. The interview results showed that the students agreed that reinforcement is important and useful for them during teaching and learning process.

show abstract

Section: Students' Perceptionsupporting

confidence: 60%

Teachers’ reinforcement and students’ perception to the teachers in English classroom

Lestari

2020

ELTF

View full text Add to dashboard Cite

show abstract

“…Therefore, positive reinforcement is essential to be applied by teachers during school from home. Hoque (2013) states that one of the essential elements in the teaching process is providing reinforcement to students. Therefore, the skill of giving reinforcement must be mastered by the teachers because the reinforcement given to students can increase student motivation.…”

Section: Introductionmentioning

confidence: 99%

Assessing Verbal Positive Reinforcement of Teachers during School from Home in the Covid-19 Pandemic Era

R¹,

Yusri²,

Sinring³

et al. 2021

INT J INSTRUCTION

View full text Add to dashboard Cite

During school from home, students need positive reinforcement both from parents and teachers to improve or trigger their positive behavior. This study aimed to identify the intensity of verbal positive reinforcement given by teachers to students during school from home. It was a mix-method study by involving 310 elementary school teachers as respondents (41.29 % males, 58.71% females). The intensity of positive reinforcement was measured using an instrument developed from the basic theory of positive reinforcement by Skinner (1953) and Schakel & Lyon (1984) and information collected from interviews with teachers. The instrument consisted of 7 kinds of verbal positive reinforcement that can be given by teachers during school from home. The findings indicated that during school from home, teachers tended to give less verbal positive reinforcement to students. Teachers' lack of understanding about the importance to give positive reinforcement during school from home was the main factor leading to the condition. Besides that, teachers did not understand that the verbal positive reinforcement can be delivered both in oral and written forms. Another finding shows that female teachers more often gave positive reinforcement than males. The kind of positive reinforcement given by these two different genders was also different.

show abstract

“…Based on observation, the researcher found that the English teacher used both positive and negative reinforcement. Although the teacher use both of them, but researcher can observ, the english teacher use positive reinforcement dominantly for the first grade students of SDIT Padang Islamic School.According to (Hoque, 2013), giving positive reinforcement to the students gave positive contribution to the students' affective, cognitive and psychomotor aspects. In line with that, this study was focused only on positive reinforcement because through positive reinforcement, it would stimulate the students to redo their positive behavior.…”

Section: Resultsmentioning

confidence: 99%

Teachers’ Reinforcement on Students’ Behavior in English Teaching Process at the First Grade Sudents of SDIT Padang Islamic School in Academic Year 2018/2019

Sari

2021

jlesson

View full text Add to dashboard Cite

This study was a descriptive study aimed at describing the implementation of reinforcement used by English teacher to the students on the first grade of SDIT Padang Islamic School, Gunung Pangilun Padang. The subjects of this study were an English teacher and 24 students. The data of this study were collected by observation and interview. The result of this study showed that the English teacher on the first grade of SDIT Padang Islamic School, Gunung Pangilun Padang used various kinds of reinforcement such as verbal, gestural, contact, and proximity reinforcement. Positive and negative reinforcement were consisted by each of those types. For positive reinforcement, the teacher used “good, very good, well done, good enough, that‟s right, nice, smiling, nodding head, thumb up, applause, touching the students, standing next to the students, and sitting close with the students”. For negative reinforcement, the teacher used “sssst, calling students‟ name, giving warning, giving explanation, and putting forefinger in front of the lips”. Besides, the teacher also apply it enthusiasticly.

show abstract

“Effect of Reinforcement on Teaching – Learning Process”

Cited by 13 publications

References 3 publications

Teachers’ reinforcement and students’ perception to the teachers in English classroom

Teachers’ reinforcement and students’ perception to the teachers in English classroom

Assessing Verbal Positive Reinforcement of Teachers during School from Home in the Covid-19 Pandemic Era

Teachers’ Reinforcement on Students’ Behavior in English Teaching Process at the First Grade Sudents of SDIT Padang Islamic School in Academic Year 2018/2019

Contact Info

Product

Resources

About