Maria Ana Mei Lestari , 2201415069 (2020) EACHERS’ REINFORCEMENT AND STUDENTS’ PERCEPTION TOWARDS REINFORCEMENT IN ENGLISH CLASSROOM AT SMA KRISTEN YSKI SEMARANG. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

Based on the researcher’s priliminary research, the classroom was so boring and the students did not seem interested with the material. Teachers are to encourage the students to get involved in teaching and learning process. Motivation is one of the way to make students get involved. One of the motivation is Reinforcement which can be used during teaching and learning process. The objective of this study is to describe how the teachers of SMA Kristen YSKI Semarang use reinforcement in their classrooms and also the students’ perception towards reinforcement. The study focuses on the positive reinforcement that is used by the teachers in each class and the types of reinforcement used by each teacher. This study is qualitative research, and the researcher used descriptivequalitative design. I collected the data through audio-visual recording for teaching and learning process, questionnaire for the students and interview conducted at the end of the lessons. This research involved two English teachers and two different classes. Each teacher was recorded during teaching and learning process. The videos were transcribed and then analyzed using Siedel’s Theory of qualitative data analysis. According to the findings of this study, the teachers used reinforcement the way they preferred. They almost used all the types of reinforcement, except the Vicarious Reinforcement. In general, Non-verbal Reinforcement was mostly used by the teachers in SMA Kristen YSKI Semarang. From the analysis of students’ interview, they agreed that reinforcement is very important and useful for them during teaching and learning process, especially for those who get difficulty in learning English. They agreed that giving additional score, which belongs to Non-verbal reinforcement, was the best way of reinforcing them to be better in learning in the classroom.

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