Teachers’ classroom instruction reinforcement strategies in english language class

Sri Wuli Fitriati,Devi Fatmala,Agung Ginanjar Anjaniputra

doi:10.11591/edulearn.v14i4.16414

Sri Wuli Fitriati, Devi Fatmala + Show 1 more

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https://doi.org/10.11591/edulearn.v14i4.16414

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Abstract

In the context of this study, reinforcement is an act of teachers to strengthenvstudents’ positive behaviour in learning English in the classroom. This qualitative case study was a classroom discourse which employed necessary quantification. The aim was to investigate the use of classroom instruction reinforcement strategies by two English language teachers and their perceptions at a state secondary school in Semarang in the academic year of 2019. The two English teachers were observed in five different lessons. The teachers were interviewed to explore their perceptions of using reinforcement in the classroom. The instruments of this study were observation sheet, interview guideline, and audio-video recordings. The findings showed that the teachers reinforced the students in three types of classroom instruction reinforcement. The three types of reinforcement strategies were: praise or other verbal reinforcement, tangible rewards, and token rewards. The reinforcement strategy mostly used was praise, followed by tangible rewards and token rewards. Based on the interviews, the teachers perceived that giving positive reinforcement to the students was important. The findings suggest the teachers implement the reinforcement strategies fairly to increase teacher-students interaction.

Highlights

Teachers are responsible for the effectiveness of classroom management
The aim was to investigate the use of classroom instruction reinforcement strategies by two English language teachers and their perceptions at a state secondary school in Semarang in the academic year of 2019
This study provides a detailed analysis of types of reinforcement strategies and contributes something new to the development of research vis-à-vis analyzing the use of classroom instruction reinforcement strategies

Summary

Introduction

Teachers are responsible for the effectiveness of classroom management. Teachers need to have effective classroom management strategies (CMS). To have an effective classroom management, teachers are required to have a good relationship with students. Et al [1] stated that effective classroom management is generally based on the principle of establishing a positive classroom environment encompassing effective teacher-student relationships. There should be a good interaction between teachers and the students so as to create a good teacher-student relationship. An interaction is the collaborative exchange of thoughts, feelings, or ideas between two or more persons, resulting in a reciprocal effect on each other [2]. The teaching learning process will not occur as good as expected. Because interaction is the main key in the teaching learning process

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