Adung Media N, 2201407016 (2012) The Positive Reinforcements Used by the English Teacher in the Classroom at Pelayaran Wira Samudera Private Vocational School Semarang. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

Students need support and motivation to raise their discipline in learning English from their teachers as positive reinforcements to encourage students and maintain the class under control. The objectives of this study are to describe what types of positive reinforcement used by an English teacher of novice level in classroom activity at Pelayaran Wira Samudera private vocational school Semarang and to describe what types of positive reinforcement mostly used by an English teacher of novice level in classroom activity at Pelayaran Wira Samudera Private Vocational School Semarang. The subject of this study was an English teacher of novice level at Pelayaran Wira Samudera private vocational school Semarang, in the academic year of 2011/2012. In order to achieve the objectives of the study, the writer conducted classroom observations. The observation was conducted only once for three classes of the tenth graders, they are, X Nautika class, X Tekhnika 1 class, and X Tekhnika 2 class. During the observation, the writer recorded the activity by using digital camera to collect the data. The data were analyzed by transcribing the records into written form, identifying kinds of positive reinforcements, counting the percentage of the findings. The result of this study shows that the teacher applied all types of positive reinforcement offered by Turney (1983); gestural reinforcement (40.0%), verbal reinforcement (30.6%), proximity reinforcement (15.5%), token reinforcement (7.4%), activity reinforcement (6.1%), and contact reinforcement (0.4%). In line with the result, there are some suggestions for the English teacher of novice level at Pelayaran Wira Samudera private vocational school Semarang, English teachers in general and next researchers. For teachers, the suggestion is about improving the use of positive reinforcements in learning-teaching activity, especially the use of activity and contact reinforcement. The second suggestion is that a teacher needs to keep improving his or her English skills to be a model for students. For next researchers, it is suggested for them to conduct research focusing on the effectiveness for each type of reinforcement that will help students and teachers in English learning-teaching process.

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