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

Abstract

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.

The Effects of Positive Reinforcement on Students’ Writing Achievement in an Indonesian EFL Classroom

“…In this study, the students also obtained another improvement such as their participation, attendance, motivation and behavior. A study from Lestari (2020) supported the statement. In the study, all of the students agreed about the importance and usefulness of reinforcement in the classroom.…”

“…Burnett and Mandel (2010) stated that students who reported that their classroom was a positive environment reported a positive relationship with their teacher and perceived that their teacher gave them a great deal of ability feedback. In line with Lestari (2020), she found that the students all agreed that reinforcement positively helped them in the classroom. As result, the students may achieve a better score as the study conducted by Pratiwi (2015) which showed that more than half of students agreed it helped them improving students' grade.…”

Students’ Responses to Teacher’s Reinforcement: A Discourse Analysis

“…In the context of this research, most students around the research area seemed not really interested in English. It is because they lack of English language skills, have few experiences in using English in their daily life, and are not expected to use it in their future (Astuti in Lestari, 2020).…”

“…Some researchers have conducted research dealing with the implementation of reinforcement in the teaching-learning process to different participants with different subjects. For example, Maslichah & Haryono (2013) did it to Junior High School students in teaching Mathematic and Lestari (2020) did it to Senior High School students in teaching English. All of the researches showed the same results that the students give a positive response to any kind of reinforcement given by the teacher during the teaching-learning process.…”