Devi Fatmala, 2201415053 (2020) CLASSROOM INSTRUCTION REINFORCEMENT STRATEGIES USED BY ENGLISH TEACHERS AT SMP NEGERI 3 SEMARANG. Under Graduates thesis, UNNES.

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Abstract

This study focuses on the use of classroom instruction reinforcement by two English teachers at SMP Negeri 3 Semarang in the teaching learning process. The teachers were observed in five different classroom teaching. The teachers were aware of the the use of reinforcement strategies in the classroom. Each teacher was interviewed after classroom observations ended.The researcher used observation sheet, interview sheet, and audiovisual materials as the instruments of this study. The design of this study is discourse analysis. This study used the data triangulation to make sure that the data were valid and acceptable. In this study, the researcher identified the various types of instructional reinforcement by using a theory by Cotton (1988). Cotton (1988) classified the five types of instructional reinforcement, they were: praise, symbolic rewards, tangible rewards, token rewards, and activity rewards. The data showed that the teachers reinforced students by using almost all of those types. The type that was used the most was praise, followed by tangible rewards, token rewards, activity rewards, and the last was symbolic rewards. The results of the interviews showed that the teachers seemingly perceived that giving reinforcement to the students was important, the type of reinforcement that mostly used by the teachers was praise, giving reinforcement to the students fairly, and both of the teachers never used punishment in the classroom. Based on the result, the researcher suggests to the students to be more active in the classroom to improve their achievements. Moreover, the teachers need to enrich their knowledge about the various type of reinforcement strategies.

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