The Effects of Rewards and Punishments in Learning English

(A Study Survey at SMPN 18 Banda Aceh)

UNDERGRADUATE THESIS

Submitted in partial fulfillment of the requirement

For the degree of Sarjana Pendidikan

By
Sri Ninda Khairunnisa
NIM.1906102020011

UNDERGRADUATE STUDY PROGRAM (S1)

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
SYIAH KUALA UNIVERSITY
DARUSSALAM – BANDA ACEH
2023
 UNDERGRADUATE STUDY PROGRAM
DEPARTMENT OF ENGLISH EDUCATION, FKIP USK
SKRIPSI CONSULTATION CONTROL FORM
ACADEMIC SUPERVISOR

Student Name : Sri Ninda Khairunnisa Academic Supervisor I : Drs Syamsul Bahri YS, M.A
Student Number : 1906102020011

NO Consultation Stage Received Return to Supervisor’s Remarks

Student
Date Sp’v Date Std’s
Initial Initial
1. Consultation Service I

2. Consultation Service II

3. Consultation Service III

4. Consultation Service IV

5. Consultation Service V

6. Consultation Service VI

7. Approval for
manuscript
assessment
8. Comprehensive
Examination

9. Oral
Examination/Skripsi
Hearing

Acknowledged by, Banda Aceh, .......Mei 2023

Study Program Coordinator Academic Supervisor,

Dian Fajrina, S. Pd., M. Ed, Drs. Syamsul Bahri YS, M.A

NIP. 198012062005012002 NIP.1196001101989031003
 UNDERGRADUATE STUDY PROGRAM
DEPARTMENT OF ENGLISH EDUCATION, FKIP USK
SKRIPSI CONSULTATION CONTROL FORM
ACADEMIC SUPERVISOR

Student Name : Sri Ninda Khairunnnisa Academic Supervisor II : Tgk. Maya Silvianti, S.Pd, M.A.
Student Number : 1906102020011

NO Consultation Stage Received Return to Supervisor’s Remarks

Student
Date Sp’v Date Std’s
Initial Initial
1. Consultation Service I TMS

2. Consultation Service II 15/10 TMS Revise all corrections. Pay

attention to my comments
3. Consultation Service III 23/4 TMS Chapter 3 in past tense.
Revise all
4. Consultation Service IV 30/10 TMS Lihat SOP cara penulisan table
dll. You may consult with 1st
supervisor
5. Consultation Service V 30/10 TMS Acc for data collection

6. Consultation Service VI

7. Approval for
manuscript
assessment
8. Comprehensive
Examination

9. Oral
Examination/Skripsi
Hearing

Acknowledged by, Dr.Dian Fajrina, S. Pd., M. Ed

Study Program NIP. 198012062005012002
Coordinator Banda Aceh,........ 2023
Academic Supervisor,
 Tgk. Maya Silvianti, S, NIP.198006172002122003
Pd, M.A
 TABLE OF CONTENTS

TABLE OF CONTENTS..........................................................................................................2
CHAPTER 1........................................................................................................................5
INTRODUCTION.................................................................................................................5
1.1 Research Background.....................................................................................................5
1.4 Research Significance....................................................................................................8
1.5 Research Scope..............................................................................................................8
2.1 Rewards......................................................................................................................9
2.3 Kinds of Reward.......................................................................................................11
RESEARCH METHODOLOGY........................................................................................20
3.1 Research Method..........................................................................................................20
3.3 Research Subject and Object.........................................................................................21
3.4 Source and Kinds of Data.............................................................................................22
3.5 Research Instrument.....................................................................................................22
3.5.1 Questionnaire.........................................................................................................22
3.5.1 Questionnaire.........................................................................................................23
3.6 Technique Of Data Collection.....................................................................................25
3.6.1 Questionnaire........................................................................................................25
3.6.2 Interview................................................................................................................26
3.7 Technique Of Data Analysis.........................................................................................26
3.7.1 Questionnaire........................................................................................................26
3.7.2 Interview................................................................................................................27
APPENDICES.........................................................................................................................30
APPENDIX 1..........................................................................................................................30
APPENDIX 2..........................................................................................................................31
 List of Table

Table 1 List of interview questions (Safrida,2020)...................................................23

Table 2 List of interview questions (Safrida,2020)...................................................24
 Table of Figure

Figure 1 Framework of the concept of classifying the data........................................25

 CHAPTER 1

INTRODUCTION

1.1 Research Background

A positive classroom atmosphere in the school has an excellent impact on

teaching-learning process for teachers and students. According to Brink, (2020),

students’ mental development is related to a good class atmosphere. This atmosphere

can affect student’s motivation to be enthusiastic to do something or learn the lesson

in class. According to Brophy, (2010) he supported that in school, each student

demands inspiration in teaching and learning process, and it is also a crucial aspect of

students' academic study. The motivation helps students and teacher to achive the

aim of lesson.

One of the to way help teacher achieve the lesson is by giving students

rewards and punishment. Howlin (2015), discovered that implementing reward

systems in the classroom serves to inspire the students, who are created with a

passion for learning. From his opinion rewards and punishment , reeves, providing a

reward for good behavior or as a "visible indicator" of achievement for the students.

These incentive programs aid in raising the standard for "classroom performance."

According to Nazaruddin (2016), the advantages of rewarding students in

teaching activities, including: firstly, students will feel happy while learning, which

will encourage them try to be the best. Secondly, students will be a good relationship
between teachers and other students, allowing students feel at ease while learning.

Thirdly, to teach the students how to learn more eagerly and master in learning

(Sardiman : 2011). Lastly, to improve the students' ability and skills in learning.

According to Walker, et al (2006) reward and punishment are the factors that

determine students' effective learning situations; as a result, both factors and

techniques have a significant effect on students' performance in any subject.

Sadirman (2011), has an opinion that that punishment is a form of negative

reinforcement that can be utilized as a motivating tool if used appropriately and

wisely in accordance with the principles of punishment. Ahmadi (2013), also has a

same opinion that punishment is a procedure done to correct undesirable behavior in

a short time and be done wisely.

According to Matejcek (2007), there are some general rules for the use of

reward and punishment in student development. Rewarding good behavior in

students is a strategy that can be implemented. Rewards have to be delivered as soon

as practical when rewards are offered to someone after they have done something

excellent for a while, they are less effective. The important step to preventing the

need for punishment is to educate and encourage discipline. In contrast, punishments

in education are a response to a lack of discipline. Therefore, punishment is

equivalent to reinforcement.

In the SMPN 18 Banda Aceh, reward and punishment has an interesting role

in learning process in the class. The three second grade English teachers in SMPN18

Banda Aceh is focused in this study. The reason behind this study is the English
 teacher actively gives rewards and punishments for students in this school. In the

class students were enthusiasm when they received the reward. Students frequently

do not want to be punished . Thus, it is essensial to figure out the effect from rewards

and punishment in junior high school since their age is still young and to be unstable

in receving the fact. As the result, the researches conducted this research to figure out

the effect of reward and punishment in English class at SMPN 18 Banda Aceh.

1.2 Research Questions

Based on the explanations in the previous section, the questions for this research

can be formulated as follows:

1. What kinds of rewards and punishments do teachers apply in learning English ?

2. To what extend the rewards and punishments affect the students in learning

English?

1.3 Research Objective

Based on the research questions above, the objectives of this research are

1. To figure out the kinds of rewards and punishments that the teacher apply in

learning English class.

2. To look into the rewards and punishments can affect students in learning English.

1.4 Research Significance

The research provides theoretical and practical implications, as well as

contributions to aid future research regarding reward and punishment effects.

Theoretically, this research can provide an overview, knowledge and can also be

used as a reference about reward and punishment for those who wish to conduct

research in the process of teaching and learning English. Giving rewards and

punishments in teaching and learning activities is very important for the

improvement of students. Meanwhile, in practical application, firstly for students,

this research is beneficial to improve students in learning English. Then, for future

researchers who are interested in conducting relevant research of reward and

punishment, they can utilize this research as a reference and illustration in their

future work.

1.5 Research Scope

This research focused on the effects of rewards and punishments towards

students in learning English at SMPN 18 Banda Aceh. The limitation of this research

is that the participants are the English teachers at SMPN 18 Banda Aceh. As one of

junior high school in Banda Aceh, this school has active students who always

concern about their development on outcome of study. The English teachers also

actively deliver rewards and punishments for them so that teachers of this school are

appropriate to be the subject of the research.

 CHAPTER 2

LITERATURE REVIEW

This chapter is built into several section based on the variable of this research

and the research framwork. Previous research and other types of publication are

reviewed to show what has been known and the gap which the current research

addressed.

2.1 Rewards

A reward is an appreciation given by the teacher to the students who can

follow the lesson well and finishing the assignment on time. According to Horner

(2009), a reward is any event, activity, or object that has the ability to bring about a

consequence. Rewards are essential for encouraging good behavior and prevent form

bad behavior. Anyone who participates in the learning process should receive

rewards in the educational context. Walker, et al (2006) opined that punishment and

reward are those factors that determine students' best learning situations; thus, both

factors and techniques of motivation have strong effects on students' performance in

any subject matter.

Therefore, it can increase their motivation in English learning. Hamalik

(2011), has an opoinion that reward affect the motivation to learn, but must be

concerned of not allowing reward to be a substitute for learning goals. Based on

some of these findings, it can be that rewards is an essential strategy used by teachers
to increase students' effectiveness and efficiency and usually applied to build

students' motivation in learning process.

In Indonesia, Irawati (2016) emphasizes the use of incentive and punishment

to boost young learners' motivation in studying English as a foreign language. The

author discusses the procedure, the benefits of reward, and punishment. A reward is

an acknowledgement given by the teacher to students who follow the lesson and

complete the assignment correctly.

a. Positive Rewards

According to Loferansoa (2014), positive rewards occur when the consequences

of a behavior are immediately observed, and the chance of repetitive behavior

increases. The teacher must create a reward in order to enhance a student's repetitive

good practice and increase the students ’ behavior so that it continues to repeat with

the desired results.

According to Mitonberg (2013), positive rewards reinforce the behavior by

giving consequences to something that an individual has done as a reward. For

instance, when student finish their homework on time, the teacher will give student

an extra score. Therefore, students tend to repeat this behavior in the future,

reinforcing the behavior of finishing your homework.

According to Seyf (2011), the negative reinforcement is a classroom

management strategy that aims to reduce the negative reinforcement that students

receive in order to encourage positive behavior. For instance, to prevent a child from

exhibiting negative behavior, one should stop the bad consequences that are
associated with the behavior once the behavior. Tebyan, (2016) argued that rewards

for the students must be positive and precludes pride, self-appreciation, and self-

centeredness. The reward must improve the student as a person and guide that

person toward better goals. It also has to lead to more effort and improve people as a

whole. A child must be able to think and participate actively in invention as a result

of their rewards.

2.3 Kinds of Reward

According to Cascio (2007), rewards divided into verbal rewards, symbolic

rewards, token rewards, and tangible and activity rewards.

a. Verbal Rewards

Suciati (2005), mentions that a verbal reward is a kind of positive reinforcement

that is given verbally by teachers in the first level. It refers to anything that can

reinforce the possibility of a response. Simonsen et al (2008), states that a positive

statement from contingent on behavior that indicates approval or satisfaction of

student behavior.

Symbolic rewards are rewards in the form of objects that serve for the greatest

performance of character or achievement Symbolic rewards work similarly to praise

because it can give benefits for student. The most typical kind of symbolic reward in

the classroom is the student's name being written on the board. The student has done

something more admirable than the others, based on the student's name on the board.

In contrast to praise, symbolic rewards will remain beyond a single statement and

can serve as a reminder for students to maintain their good performance.

 According to Cascio (2007), the example of verbal reward is praise. Verbal

praise is the most common form of rewards that teachers offer students. It consists of

praising students when they behave positively. Students receive praise for adhering

the class rules, attending to the lesson, answering questions correctly, etc. With

positive verbal rewards, students will be motivated by an inherent feeling of success.

The students will be more interested in learning and work hard to make the teacher

happy for their success in learning and get verbal rewards. The verbal reward is

easier to implement in the classroom; additionally, it is less expensive and less

stressful to prepare a gift for students. For instance, in daily teaching-learning

activities the teacher used rewards as a disciplinary strategy. It intends to improve

the requirements of study habits.

After correcting a student, the teacher makes a point of telling the student that she

or he is trying hard to behave appropriately and that she or he is deserving of praise

for it. Give students a suitable warning if they do something wrong without hurting

their physical or feelings (Suciati, 2005). This demonstrates to the student that the

teacher has forgiven his or her mistakes. When the teacher verbally rewarded one

student, other students took it as a cue and race to do the same thing

Symbolic rewards are rewards in the form of objects that serve for the greatest

performance of character or achievement (Sidin,2020). Symbolic rewards work

similarly to praise because it can give benefits for student. The most typical kind of

symbolic reward in the classroom is the student's name being written on the board.

The student has done something more admirable than the others, based on the
student's name on the board. In contrast to praise, symbolic rewards will remain

beyond a single statement and can serve as a reminder for students to maintain their

good performance.

b. Token Rewards

Tokens rewards are physical rewards that represent value, or a form of currency

that can be redeemed for a prize (Sidin, 2020). Common tokens include chips and

point tallies. A strict system for thr allocation of points should be in place. Then the

ethical and reasonable prizes can be redeemed. For intance, prize could be priced for

the students according to their value: a free homework pass could be worth 10 chips,

while unlimited water fountain privileges could cost 20 chips for a month.

c. Tangible and Activity Reward

According to Brophy (2004), tangible rewards are the most direct, adaptable, and

simplest strategies for addressing the value aspect of motivation. Tangible rewards

are the rewards such as the material rewards, opportunities, awards, other recognition

and teacher awards, the example of tangible rewards such as prizes, extra score.

Tangible rewards and activity rewards are rewards that can be given to students

directly, without the use of symbols or tokens. A tangible reward is a prize for

positive behavior or achievement and includes items such as school supplies or other

physical objects. For instance, the teacher gives an assignment for students and gives

the rules whoever can complete the assignment well and on time will get a book. So

the students will do their best to get the rewards.

Punishment is one of the most important strategies used by teachers in schools

and by parents in homes to manage students' behavior and discipline. The purpose of
punishment is reduction of students' negative behavior to be disciplined. Lefton

(2002) and Kosslyn and Rosenberg (2002), mention that a punishment is anything

that decreases the occurrence of behavior including physical pain, a lack of focus, the

loss of tangibles or activities, a reprimand, or even something others would find

rewarding, but the particular individual does not like. Punishment is defined as a

procedure in which certain responses (impropriate action or behavior) have

consequences, those responses decrease in frequency, and the decrease in frequency

occurs because of the response consequence relation, and not for some other reasons.

2.5 Types of Punishment

According to Feldman (2005), there are two main types of punishment, positive

and negative punishment.

a. Positive Punishment

Positive punishment is the part of the punishment that aims to decrease an

individual frequency of any certain negative behaviour (Sidin,2020). This concept

occurs by inflicting a certain negative consequence to the individual as they engage

an undesired behaviour. The individual is more likely to repeat a behavior in the

future when they are subjected to a negative consequence. Offering additional

assignments to students who failed to complete their tasks, requiring them memorize,

demanding students cleaning the mosque once they arrive late, are examples of

positive punishments.
 b. Negative Punishment

Negative punishment refers to the punishment, which decreases the probability of

certain undesirable behavior of an individual (Astutik,2017). The example of

negative punishment is when a teacher gives more tasks to students who were not

doing homework or when a parent forbids a child to watch television when he/she

gets a poor grade in the school.

2.6 Kinds of Punishment

According to Irawati (2016), punishments divided into some kinds; there are:

a. Psychical punishment

Ilegbusi (2013), the phsycal punishment includes striking, forefinger-thumb

pinching, and slapping. This kind of punishment has been applied for centuries,

mostly in the non education field. Currently, this kind of punishment is rarely used in

the field of education. This physical is used, other than in gym classes. This is an

effective punishment for teaching students to prevent doing some behavior.

a. Words and sentences

To punish the students, teachers use words or sentences such as

griping, threatening, teasing, and ridiculing (Moberly, 2005). This is sometimes used

when students act inappropriately, such disrupting class. This kind of punishment is

expected to maintain the class conduciveness so that the students will be more

focused on the study.

The teachers usually uses some words as a punishment for students in

the classroom. A warning is one of the simplest punishments that teachers usually
use in the classroom to prevent disruptive behavior from students while they are

learning. The teacher may say, The teacher can say, "do not disturb your friend! Be

quiet, please! Stop talking, please!" by warning the students, they will not disturb

other students’ learning process and do not disturb the teacher's concentration.

Students will think that the teacher does not like it if they are disturbing her during

the learning process. Students will not do it again and focus on their lesson.

b. Stimulus psychical punishment

Teachers usually give this punishment directly to the students (Walker, et al

2006). Some students in the class may behave inappropriately, and in order to

reprimand them, the teacher may use physical stimuli. For instance, she may use a

slope or threaten the class by opening her eyes wide.

c. Inconvenient punishment

This type of punishment is intended to make kids guilty of misconduct.

Inconvenient punishments include requiring students to memorize language if they

do not do their schoolwork. It improves pupils' English vocabulary by having them

memorize new words. It has the potential to improve pupils' classroom discipline.

a. Decreasing students' point

Students will decrease their point if they break the rule (Sardiman,2011). The

teacher can reduce students' points if they have bad behavior in the class. The teacher

tells the students if they do not focus and keep talking in the class, they will lose five

points. If they do not do their assignment well, they will lose ten points, and if they

disturb their friend or their teacher, they will lose fifteen points.
2.6 Previous Studies

Several previous researches have been conducted regarding rewards and

punishments. One of the was conducted by Pebriani (2013) one of the students at

Pendidikan Indonesia University who examined the implementation of rewards and

punishments in learning English. This study shows that the kinds of rewards teachers

implement in English learning are verbal and tangible rewards, whereas punishments

are verbal, action, and penalty punishments. The students respond to the

implementation of rewards and punishments positively when it is delivered properly.

Data for this study were gathered using questionnaires, observations, and interviews.

The outcome demonstrates that rewards can increase pupils' motivation when used

correctly. Additionally, enforcing penalties in the right method can improve students'

discipline and motivation to learn English. According to this study, using rewards

and punishments appropriately can be a different strategy for increasing students'

motivation.

Another research was conducted by Nasrudin (2015) “Pengaruh Pemberian

Reward Dan Punishment Terhadap Motivasi Belajar Siswa Kelas Vi Sd Negeri Di

Sekolah Binaan 02 Kecamatan Bumiayu Kabupaten Brebes”. This research was

conducted on the 6th grade of SD Negeri in Sekolah Binaan 02 Bumiayu of Brebes

because the implementation of reward and punishment in class VI is good. The

population in this study amounted to 192 students with a sample of 130 students.

The study's variables include reward and punishment levels as well as student

motivation for learning. This research used descriptive survey research method. The

research instruments used were questionnaires and observation sheets and

unstructured interviews. According to the results of the hypothesis test, reward and

punishment have a positive and significant impact on students' motivation to learn.

Through the examination of the coefficient of determination, the magnitude of this

effect was determined to be 40%. 60% of the elements influencing students'

motivation to learn, however, are outside the scope of this study.

The last research was finished by Amaliya (2016), the students at Sunan

Ampel University. The title of this research is the use of positive rewards and

punishments in managing the classroom by the teacher at MTs Jabal Noer Geluran

Taman- Sidoarjo. The research questions are to find out what kind of positive

rewards and punishments used, how the implementation and the outcomes of positive

reward and punishment used in managing the English. classroom. The participants of

this study were a teacher and students MTs Jabal Noer Geluran Taman- Sidoarjo.

The study used documentation, student and teacher interviews, classroom

observation, and data collection techniques. To collect the data, the researcher used

the classroom observation checklist and student teachers' interview as the instrument.

The result of this research shows that teachers always used token rewards as a kind

of positive reward and found the punishment as a positive punishment while

managing classrooms. The study shows a variety of advantages that rewards and

punishments influence the learning process.

 CHAPTER 3

RESEARCH METHODOLOGY

This chapter, consisting of seven sections, discusses how data is retrieved and

analyzed. The subsection include methods, subject and object, source of data

instrument, data collection, and data analysis.

3.1 Research Method

The method of this research is qualitative method to find out the effect of rewards

and punishments to improve student’s motivation in learning English. According to

Sugiyono (2014), qualitative method is an approach that investigates the

phenomenon that occurs in the location of interest. The qualitative research aids to

expand the result and the explanation of the situation and expectation from the

participants or objects of the study. The researcher used qualitative method in order

to find out the effects of rewards and punishments and the kind of rewards and

punishments used in learning English class.

3.2 Research Location

This study was conducted in SMPN 18 Banda Aceh located on Tgk. Chik

Dipineung Raya Street, Kuta Alam District, Banda Aceh City, Aceh Province. The

reason for choosing this school because the English teachers actively give rewards

and punishments for students during the process of teaching learning in the class.

The students also concerned toward their development in learning English.

3.3 Research Subject and Object

The subject of this research was the English teachers in SMPN 18 Banda

Aceh. This school is selected by the researcher because in preliminary observation

done by the researcher while she was in field teaching practice (PPL), the teacher in

the school actively gave variety rewards and punishments to the students in learning

English and ther students made variety responses about it. Thus, the researcher

selects teachers in SMPN 18 Banda Aceh as the subject in this research.

In selecting the subject, the researcher used purposive sampling. Creswell (2012)

mentions that the purposive sampling method is a selection stage where the

researcher deliberately chooses the participants among the population regarding

some criteria. There were 3 English teachers for the second grade in SMPN 18 Banda

Aceh. Furthermore, the researcher selected 3 English teachers in school to be

interviewed.

There were two objectives of this research, the first objective was to figure out

the kinds of rewards used by teachers to improve students learning of English. And

the second was to look into how rewards and punishments can affect students'

motivation in learning English.

3.4 Source and Kinds of Data

The researcher collected all related data for this study. The data source was

English teachers who gave rewards and punishments for teaching-learning process at

SMPN 18 Banda Aceh. According to Sugiyono (2014), the data that has been
collected from first-hand-experience is known as primary data. The primary research

data used in this study were the results of interviews with the teachers and

questionnaires regarding the effect of reward and punishment on students in learning

English. A research instrument is a tool used to measure and collect data from certain

procedures either in social phenomena or procedural experiments (Sugiyono, 2014).

The research instruments of this study were an interview items and a questionnaire.

3.5.1 Questionnaire

To begin, the researcher employed a questionnaire sheet to collect data from

teachers at SMPN 18 Banda Aceh to determine how far rewards and punishments

can effect students' English learning. The questionnaire, according to Kusumah

(2011), is a series of written questions delivered to the topic under study to collect

information requested by the researcher. As a result, the questionnaire was employed

by the researchers in this study.

Number of The Type of

Purpose of The Question
Spelling Questioner

1-5 Rewards To find out the effect the reward to students' motivation
in learning English in the classroom.
6-10 Punishments To find out the effect the punishments to students'
motivation in learning English in the classroom.
11-14 The effect of reward To find out the the effect of reward and punishment in
English class in SMPN 18 Banda Aceh.
and punishment

Table 1 List of questionnaire questions from Safrida, (2020)

3.5.1 Questionnaire

Secondly, this study used interviews to collect data from the teachers in

SMPN 18 Banda Aceh to find out the kind of rewards and punishments for students

in learning English. As mentioned by Creswell (2012), the interview is a significant

way to check the accuracy of the participant point and to investigate participants

thought about something. The researcher investigated whether the students support

the rewards and punishments or ignore them. The interview was used to answer the

first research question of this study. The type of interview is semi-structured

interview. Creswell (2012) says that a semi-structured interview allows the

researcher to create new made-up questions during the interview process to find

more information. The number of questions in the interview is 13 questions which

can be seen the Appendix 1.

Table 2 List of interview questions from Safrida, (2020)

No The Type of Interview Purpose of The Question

1-5 Rewards To find out the effect the reward to students' motivation
in learning English in the classroom.
6-10 Punishments To find out the effect the reward to students' motivation
in learning English in the classroom.
11-14 The effect of reward and To find out the the effect of reward and punishment in
English class in SMPN 18 Banda Aceh.
punishment

3.5.3 Conceptual Framework

The framework above describe the research conducted by the researcher. The

main focuses of this research was the implementation of reward and punishment in

teaching and learning process which focuses on two main aspects, they are kinds of
reward and punishment and the effect of implementation reward and punishment, the

aim of this research is to know the effect of implementing reward and punishment

and the kinds of reward and punishment which is implemented in English teaching

and learning process.

Implementation of
Rewards and
Punishment in
learning English

Kinds of Rewards and

punishment

-verbal rewards, -Psychical

punishment
-symbolic
-Words and
rewards, sentences
-token rewards, -Stimulus
and psychical
-tangible and -Decreasing
activity rewards. students' point
-Inconvenient
punishment
punishment

The effect of rewards

and punishment

Figure 1 Framework of reward and punishment (adopted

from Safrida, 2020)
3.6 Technique Of Data Collection

According to Megel and Heermann (1994), data collection is the act of

acquiring and measuring information on variables of interest in a systematic manner

that allows one to answer stated research questions, test hypotheses, and assess

outcomes. In collecting the data, the researcher firstly will require the permit from

the school in conducting a research by fulfilling some requirements and regulations.

3.6.1 Questionnaire

In collecting data through a questionnaire, the researcher distributed a list of

questions about the rewards and punishments that can affect students in learning

English. The questionnaires were answered by teachers. Before answering the

questions, the researcher confirmed the function and purpose of answering the

questionnaire to the teachers. Then, the teachers were given 20 – 25 minutes to

answer the list of the questionnaire. After finishing the questionnaire, the researcher

collected all the questionnaire sheets

3.6.2 Interview

In this step, the researcher selected 3 teachers from SMPN 18 Banda Aceh based

on the criteria. Before the interviewed process, the researcher confirmed the purpose

of the interview. Then, the researcher interviewed teachers in the school. The

interview process was recorded by the researcher by using her mobile phone.

Fourteen questions were asked for 30 minutes. This study used semi-structured

interview, there were several additional questions during the interview process.
3.7 Technique Of Data Analysis

Data analysis is a process of searching and compiling systematics data obtained

by interview. Arranging data into categories, describing it into units, organizing it

into a pattern, choosing the data are essential, and finally, making the conclusions.

Then, the data will be easily understood by oneself or others, Sugiyono, (2014).

3.7.1 Questionnaire

The researcher analyzed the data gathered from the questionnaire sheet. Gay, Mills,

and Airasian (2012) outline numerous actions that the researcher should take

throughout the interview section. The first stage in analyzing data from a qualitative

approach, such as an interview, was to make notes or read the material. To gain a

sense of the data, read and created memos regarding all field notes in this step. The

second phase was to describe the data, followed by classifying the data into smaller

units, selected the data that is necessary, and finally summarized the data.

3.7.2 Interview

The researcher transcribed the audio from the recorded device after obtaining the

data. It was then translated into English. Gay, Mills, and Airasian (2012) discuss

numerous steps that the researcher should take while interpreting data from a

qualitative approach, such as interviews and questionnaires. During the interview, the

researcher read the transcribed data to acquire an initial understanding of the data.

The data was described in the second stage. It means that the participants should be

given a narrative image to help them understand the context. The data was then
sorted into themes or broken down into smaller components in the following stage.

The researcher categorised the data by considering some codes so that specific

phrases or information could be grouped.

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 APPENDICES

APPENDIX 1
The list of interview questions are adapted from Safrida, (2020). The questions are
modified to adjust the need from researcher.

LISTS OF INTERVIEW QUESTIONS

1. Apa yang ibu ketahui tentang reward?

2. Apa yang ibu ketahui tentang punishment?
3. Bagaimanakah pendapat ibu mengenai reward dan punishment yang diterapkan
dalam pelajaran, khususnya pada mata pelajaran Bahasa Inggris?
4. Apa alasan ibu memberikan reward kepada siswa?
5. Apa alasan ibu memberikan punishment kepada siswa?
6. Apakah ibu merencanakan mengenai pemberian reward dan punishment ini? Jika
iya, kapan pemberian reward dan punishment itu dilaksanakan?
7. Apa kendala pertama kali dalam menerapkan sistem reward dan punishment?
8. Menurut pendapat ibu, apakah dengan memberikan reward atau punishment
kepada siswa itu efektif? Jika iya, bagaimana reward atau punishment yang
efektif untuk diterapkan dikelas?
9. Bagaimana contoh dari penerapan reward dan punishment pada saat kegiatan
belajar mengajar?
10. Dengan adanya reward dan punishment, apakah para siswa masih ada yang
melakukan pelanggaran? Jika masih ada, mengapa bisa terjadi?
11. Adakah dampak positif dan negatif dari memberikan reward dan punishment
bagi motivasi belajar siswa?
12. Apakah reward dan punishment sudah tepat dilakukan untuk meningkatkan
motivasi siswa dalam belajar bahasa Inggris?
13. Bentuk pelanggaran apa yang sering dilakukan para siswa di dalam kelas?
14. Bagaimanakah harapan-harapan ibu selanjutnya terkait dengan penerapan
reward dan punishment ini?
 APPENDIX 2

The Questionnaire are adapted from Safrida, (2020)

Remarks
Sangat
No Statements Sangat Kurang
Setuju Tidak
Setuju Setuju
Setuju
1. Siswa dapat lebih aktif
dalam belajar bahasa Inggris
jika saya memberi hadiah
ketika siswa dapat
menyelesaikan tugas dengan
baik.
2. Siswa mendapatkan
penghargaan berdasarkan
hasil belajarnya.
3. Siswa tidak mau belajar jika
saya tidak memberikan
penghargaan.
4. Saya tidak pernah
memberikan penghargaan di
dalam kelas karna tidak
memberikan dampak
apapun terhadap motivasi
belajar siswa.
5. Siswa dapat lebih
bertanggung jawab dalam
belajar bahasa Inggris jika
saya memberikan hukuman
ketika siswa tidak mengikuti
aturan pelajaran.
6. Hukuman membuat siswa
tidak termotivasi dalam
belajar bahasa Inggris.
7. Saya memberikan hukuman
sesuai dengan kesalahan
yang siswa buat.
8. Saya memberikan hukuman
tanpa memberikan
peringatan terlebih dahulu.
9. Saya memberikan siswa
lebih banyak hukuman jika
siswa mengulangi kesalahan
yang sama.
10. Reward dan punishment
dapat meningkatkan
motivasi siswa dalam
belajar bahasa Inggris.