Andika Farid Abdillah , 2201405512 (2009) A COMPARATIVE STUDY OF USING VERBAL REINFORCEMENT AND TOKEN REINFORCEMENT TO ENHANCE THE STUDENTS’ ENGLISH LEARNING ACVIEVEMENT. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

This final project is based on a study which attempted to examine the comparison of the students’ English achievement who were taught by using verbal reinforcement and those who were taught by using token reinforcement. The main purpose of the study was to determine which group had better English achievement after they were given two types of different reinforcement; verbal and token. The research was conducted in the Pre-International Class in SMP Negeri 21 Semarang, grade VII, academic year of 2008/2009. The first group was taught by using token reinforcement and the second group was taught by using verbal reinforcement. In achieving the objective, the researcher concerned with the quantitative research. Therefore, quantitative methods were used in analyzing the data. The researcher drew samples by using non-random sampling technique. The researcher gathered the data by conducting pre-test, observation of the treatments and in the end conducting the post-test. In chapter 4, the result indicated that the students who were taught by using token reinforcement got better achievement (26.1) than those who were taught by using verbal reinforcement (23.4). From the computation the researcher found that the result of the “t” test was 4,06. It means that the two means are significantly different. Therefore, the researcher’s hypothesis is accepted and the null hypothesis is rejected. Thus, both types of reinforcement have a very important role in achieving good students’ achievement during the teaching and learning interaction in the classroom. The researcher concludes that the difference on students’ achievement scores is related to the treatment given during the teaching and learning process. Both reinforcements are basically good to increase the students’ motivation that later on will affect their achievement during the teaching and learning process. The students who were taught by using token reinforcement got better achievement than those who were taught by using verbal reinforcement. The higher achievement in the token group indicates that the use of token reinforcement will affect students’ better achievement. Based on the result of this study, the researcher gives suggestion to the English teacher to apply the use of token and verbal reinforcement during the teaching and learning process, because both types of reinforcements will have good effect of the students’ English achievement.

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