Opini Ala Samodra, 0203517072 (2021) THE CORRELATION BETWEEN POSITIVE REINFORCEMENT, SELF-CONFIDENCE, AND SPEAKING PERFORMANCE OF THE 5 th GRADERS OF SD N 1 WATES IN THE ACADEMIC YEAR OF 2019/2020. Masters thesis, Universitas Negeri Semarang.

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Abstract

The study aimed to investigate the correlation between verbal reinforcement, gestural reinforcement, token reinforcement, self-confidence and speaking performance. The research method used was a quantitative study with multiple linear regressions. Students of the fifth grade of SD N 1 Wates Undaan Kudus as the population took part in the positive reinforcement, self-confidence, and speaking performance test in teaching English. The data were analyzed through a statistical program of SPSS 24. The result reveals that there is a correlation between positive reinforcement, self-confidence and speaking performance. The value of the correlation coefficient on verbal reinforcement with self-confidence was R = 0.635 or 63%. Second, the value of the coefficient on verbal reinforcement with speaking performance was R = 0.689 or 69%. Third, the value of the coefficient on gestural reinforcement with self-confidence was R = 0.679 or 68%. Fourth, the value of the coefficient on gestural reinforcement with speaking performance was R = 0.643 or 64%. Fifth, the value of the coefficient on token reinforcement with self-confidence was R = 0.693 or 69%. Sixth, the value of the coefficient on token reinforcement with speaking performance was R = 0.624 or 62%. And the value of coefficient on self-confidence with speaking performance was R = 0.624 or 62%. The conclusion is that all positive reinforcement correlates with speaking performance and self-confidence. It means that the positive reinforcement influenced speaking performance and self-confidence. It is suggested that the teacher should raise their awareness to motivate students’ speaking skills for better achievement. Besides that, teachers’ performance in the classroom activity deals with classroom management, encourages the students to always joyful in learning English materials, provides exercise and group discussion according to their circumstance, and performs a variety of teaching to involve the learner’s role in the classroom activity.

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