Nonverbal Reinforcement Research Articles

Applying Non-Verbal Reinforcement in Increasing Students' Confidence in Economic Subjects

This study was motivated by students' low self-confidence in themselves and the environment, especially in teaching and learning activities in the classroom. This research aims to describe the level of student self-confidence in economics subjects by providing non-verbal reinforcement and the effectiveness of non-verbal reinforcement in increasing students' self-confidence during teaching and learning activities in economics subjects. With a high level of self-confidence, students can experience teaching and learning activities in class in a fun way which has an impact on increasing understanding of economic material. The research method used in this research is quasi-experimental. The population in this study was 146 students, and the sample was 36 students. Data collection in this research used tests and observations. The test in this study was used to measure students' self-confidence. Data were analyzed with descriptive statistics, percentages and t tests using SPSS. The research results showed that the effectiveness of implementing non-verbal reinforcement in increasing students' self-confidence increased after implementing non-verbal reinforcement. Before being given nonverbal reinforcement, students were in the less confident category when studying economics in class. Meanwhile, after being given non-verbal reinforcement, students experienced an increase in self-confidence when studying economics material in class. There is a significant difference in students' self-confidence after being given nonverbal reinforcement compared to before being given nonverbal reinforcement.

Keterampilan Memberikan Penguatan (Reinforcement) Pada Mata Pelajaran PAI di SMK Negeri 6 Bone

Teaching skills are crucial in the student learning process and should be mastered by educators. The reinforcement aspect of applying teaching skills can be divided into two categories: verbal reinforcement, which includes words or phrases like "correct," "good," "well done," and so on, and nonverbal reinforcement, which involves facial expressions and body language such as smiles, nods, applause, thumbs up, and the like. Additionally, it is essential to understand the supporting and hindering factors that influence students' engagement in response to the reinforcement provided by teachers. The objective of this research is to describe how teachers employ reinforcement skills and the factors that support or hinder students' active participation in the learning process. This study employs a qualitative research approach with a descriptive analytical method. Data collection techniques include interviews and documentation, and data analysis involves using source, technique, and time triangulation. The research findings indicate the importance of understanding the skill of providing reinforcement in the context of Islamic Religious Education (PAI). Proficiency in providing reinforcement can enhance students' attention, stimulate their learning motivation, and help shape their behavior. However, some challenges include students' difficulty in grasping the subject matter, indifference towards assignments, and a lack of interest in learning.

Strategi Keterampilan Penguatan Guru dalam Pembelajaran Pendidikan Agama Islam pada Anak Usia Dini

This research aims to see the results of implementing strengthening Islamic religious education learning with a strategy of strengthening teacher skills in learning Islamic religious education for early childhood at Pertiwi 1 Kindergarten, Bengkulu City. The method used is a qualitative descriptive research method, while the type of data used in this research is through observation, interviews and documentation. The results of the research show that the strategy for strengthening teacher skills in Islamic religious education learning uses Skinner's Operant Conditioning theory. Teachers provide verbal reinforcement in using words and sentences to praise, encourage, motivate, persuade, advise and reprimand children. Meanwhile, nonverbal reinforcement takes the form of gestures, touching, approaching, giving signs or symbols, and through Islamic religious education learning activities. This research proves that the implementation of teacher strengthening skills in learning Islamic religious education in early childhood is contained in the RPPH and teaching modules which are carried out by providing verbal reinforcement in using words and sentences, while non-verbal is in the form of gestures, touching, approaching, giving signs or symbols, and through activities for children so that children will be motivated in the good things they do.
 
 Keywords: Early Childhood, Reinforcement Skills, Islamic Education.

Overview Of Teaching Skills Tutor Package C Mathematics Subjects Non-Formal Education Unit Learning Activities In Pariaman City

This research is motivated by the lack of skilled human resources in the ongoing implementation of the SKB. UPT SKB Pariaman requires skilled and supportive human resources to be able to implement existing programs. This research aims (1) To see a picture of the Tutor's questioning skills in reviewing previous learning (2) To see a picture of the Tutor's skills in providing verbal and non-verbal reinforcement (3) To see a picture of the Tutor's explaining skills in providing new material (4) To see overview of the Tutor's skills in opening and closing the lesson (5) To see an overview of the Tutor's skills in guiding small group discussions. This research is quantitative research with a descriptive type. In this study, a population of 38 people was used and the research sample was 38 residents studying at the learning activity studio in Pariaman City using the Total Sampling sampling technique. The analysis in this research is descriptive. The results of this research show that (1) The description of the Tutor's questioning skills in reviewing previous learning is categorized as very high (2) The description of the Tutor's skills in providing verbal and non-verbal reinforcement is categorized as high (3) The description of the Tutor's explaining skills in providing new material is categorized as high (4 ) Description of the Tutor's skills in opening and closing the lesson is categorized as high (5) Description of the Tutor's skills in guiding small group discussions is categorized as high Keywords: Tutor Teaching Skills, Package C, Mathematics Subjects

Penguatan Verbal dan Nonverbal dalam Pembelajaran Bahasa Indonesia Siswa Kelas XII SMA Negeri 11 Makassar

This study aims to describe the form of verbal and nonverbal reinforcement in Indonesian language learning for students of class XII SMA Negeri 11 Makassar. The approach in this research uses a descriptive qualitative approach, the data source is the XII grade Indonesian language teacher. Data collection techniques in this research are recording techniques and note-taking techniques. Data analysis techniques used data reduction, data presentation, and conclusion drawing. The results showed that the grade XII Indonesian language teacher had implemented verbal form of reinforcement in Indonesian language learning and nonverbal form in Indonesian language learning. The reinforcement given is quite varied, but the diction needs to be developed again.

Show Me Your Hands: A Moderator Effect Analysis on Nonverbal Behavior at the Bargaining Table

Does the position of the hands interfere with the outcome of a negotiation? In this research, statistical analysis with N=110 business negotiations addressed to what extent nonverbal reinforcement (BL) moderates the relationship between opening value (OpenVal) and deal value (DealVal) of a face-to-face business negotiation requesting budgetary resources between two parties, with a 99 percent confidence interval. The null hypothesis has been rejected, and the results showed that showing hands (BL=1) was not more significant (B = -.015, p < .969) than hiding hands (BL=0), highly significant (B = 2,323, p <.000), implying that hiding hands produce more adverse results than showing hands at the bargaining table. Finally, the average difference between showing and hiding hands was 20.2 percent in the deal value, suggesting the adoption of nonverbal reinforcement in budgetary negotiations at the bargaining table.

Pembentukan Karakter Percaya Diri Pada Pembelajaran Matematika Siswa SDUA Taman Harapan Curup : Verbal Reinforcement dan Non-Verbal Reinforcement

One of the advantages of character education in building students’ behavior is creating self-confidence. With character education, it is hoped that basic problems in the educational world, which have recently become a common concern, can be solved. Of course there are efforts from the school whether they are from the principal, teachers, and parents in overcoming it. One of the efforts is by using two types of reinforcement, namely verbal and non-verbal reinforcement. So the purpose of this research is to see how the use of reinforcement can create students' self-confident characters as well as the challenges faced by teachers to form self-confidence with verbal and non-verbal reinforcement. This study used a descriptive qualitative approach and the research subjects included the principal, teachers and students. Data collection techniques were observation, interviews and documentation. The data analysis technique used was data reduction, data display and conclusion drawing. The results showed that: (1) the teacher used verbal reinforcement such as giving comments, support, motivation and praise to students to create their self-confident characters, (2) the teacher also used non-verbal reinforcement such as giving smiles, approaching students, giving thumbs up and by giving gifts to form students’ confident character, (3) the challenges faced by teachers in using reinforcement are social jealousy, less conducive learning atmosphere and students behavior in class.

Verbal and Non-Verbal Reinforcement Approaches On Emotional Control To Increase Elementary School Students’ Confidence

There are still many teachers who sometimes don't realize that emotional intelligence and self-confidence have a related unity where if someone has been able to control himself and have emotional intelligence, students will be able to place themselves in all situations. Verbal and non-verbal approaches are used to be able to motivate someone such as praise, and applause. This study aims to analyze how verbal and non-verbal approaches are in controlling emotions so that they can make students have individual self-confidence. In this study, this research method used a qualitative descriptive method with data collection, namely observation, interviews, documentation and directly involved in finding the necessary information. The subjects of this study were elementary school students. The data analysis technique used by the authors in this study is through four sub-processes, namely data collection, data reduction, data display and data verification. The results that the researchers got were that with verbal and non-verbal approaches they could control students' emotions and have self-confidence, such as self-responsibility, self-confidence, and ability to accept criticism and suggestions from others.

Students’ Responses to Teacher’s Reinforcement: A Discourse Analysis

Reinforcement is one of the important aspects in increasing students' motivation, to be more serious, and more focused during the teaching-learning process. This research is intended to know the kinds of reinforcement used by the teacher, how students respond to it, and how was their feeling about it. The design of this research is Discourse Analysis that focuses on the semiotic area. This research was conducted at one of the state junior high schools in East Java, Indonesia. The participant was chosen by using purposive sampling method and class 7F students were selected as the research participants. In conducting the research, the researcher did classroom observation, took video recording, and did an interview with the students to know exactly the meaning of students' responses. The finding showed that the teacher used verbal and non-verbal reinforcement. Mostly, the teacher praised the students for what they have done and students mostly showed their response using facial expression and sometimes using body gesture. Regarding their feeling, they said that reinforcement from the teacher makes them feel appreciated, motivated and happy during the teaching-learning process, which means that the role of reinforcement is very important.

Teacher’s Reinforcement in English Classroom in MTSS Darul Makmur Sungai Cubadak

This research was due to some problems found in MTsS Darul Makmur. First, some students were not motivated in learning. Second, sometime the teacher still uses Indonesian in giving reinforcements. Third, some Students did not care about the teacher's reinforcement. This study aimed to find out the types of reinforcement used by the teacher. Then, to find out the types of reinforcement often and rarely to be usedby the teacher. Then, to find out the reasons the teacher used certain reinforcements. Last, to find out how the teacher understands the reinforcement. This research used a qualitative approach. The design of this research was descriptive because the researcher made a description of the use of reinforcement by theteacher in the English classroom. In this research, the interview and observation sheets were used by the researcher. The researcher found that the type of reinforcement used by the teacher is positive reinforcement and negative reinforcement. First, there were two types of positive reinforcement used by teachers, namely verbal reinforcement and non-verbal reinforcement. The verbal often used by theteacher was a reinforcement in the form of words and reinforcement in the form of phrases. Then, verbal reinforcement in the form of sentences was never done by the teacher in the learning process. While the non-verbal reinforcement often used by the teacher was gestural, activity reinforcement, and proximity reinforcement. Second, the negative reinforcement often used by the teacher was a warning, gesture, and eye contact. Meanwhile, the negative reinforcement rarely used by the teacher was speech volume andpunishment. Third, the reasons teachers reinforce learning are to motivate students and make students feel appreciated and happy while learning.

Implementation of Reinforcement Skill in Teaching English in The Pandemic Situation

This study aimed to identify the types of reinforcement skills and investigate the implementation of reinforcement skills used during the online learning process at SMP Laboratorium Undiksha Singaraja. This study used a qualitative descriptive method as the research design. This study also used an English teacher as the research subject. In collecting data, this study used three methods, namely; observation, interview, and questionnaires. This research was conducted online due to the COVID-19 pandemic. Through the data obtained, this study found the results of the type of reinforcement and the implementation used by teachers during online learning. There are four types of reinforcement used by the teachers, such as; (1) positive verbal reinforcement in the form of praise and partial reinforcement, (2) positive non-verbal reinforcement in the form of gestures, (3) negative verbal reinforcement in the form of enforceable statements, questions, calling out the students' names, and (4) negative non-verbal reinforcement in the form of facial expressions and record the students' misbehavior. In addition, the reinforcement implementation was relevant to the theories suggested by experts by following the five principles in giving reinforcement. Further study is needed to get a deeper understanding toward the implementation of reinforcement in EFL classroom.

Implementation of Reinforcement Skill in Teaching English in The Pandemic Situation

This study aimed to identify the types of reinforcement skills and investigate the implementation of reinforcement skills used during the online learning process at SMP Laboratorium Undiksha Singaraja. This study used a qualitative descriptive method as the research design. This study also used an English teacher as the research subject. In collecting data, this study used three methods, namely; observation, interviews, and questionnaires. This research was conducted online due to the COVID-19 pandemic. Through the data obtained, this study found the results of the type of reinforcement and the implementation used by teachers during online learning. There are four types of reinforcement used by the teachers, such as; (1) positive verbal reinforcement in the form of praise and partial reinforcement, (2) positive non-verbal reinforcement in the form of gestures, (3) negative verbal reinforcement in the form of enforceable statements, questions, calling out the students' names, and (4) negative non-verbal reinforcement in the form of facial expressions and record the students' misbehavior. In addition, the reinforcement implementation were in line with theories suggested by experts by following the five principles in giving reinforcement.

THE IDENTIFICATION OF REINFORCEMENT USED BY ENGLISH TEACHER FOR STUDENTS WITH AUTISM SPECTRUM DISORDER (ASD)

Students who has special needs, need to be taught with special education. The fact is students with special education cannot put in the class with students in general school especially in the learning activity. One of the students with SEN that needs more attention during the classroom activity is Autism Spectrum Disorder (ASD). In this case, using kinds of reinforcements as a strategy to manage student’s behavior and also catch student’s attention during the learning process is needed. Therefore, this study aims to identify types of reinforcement usually used by the English teacher at SLB Negeri 1 Denpasar, in order to reveal what kind of reinforcement that usually used by the English Teacher for students with ASD and how the implementation of the reinforcement used. This research utilized a qualitative approach and descriptive method. The subject of this study was one English teacher at Sekolah Luar Biasa (SLB) Negeri 1 Denpasar. The data collection using reinforcement checklist, interview guide, and audio recording. This research showed, there are 3 types of reinforcement the teacher usually used, such positive verbal reinforcement, positive non-verbal reinforcement, and tangible reinforcement. The Implementation was looking at the students need such: attract students’ interest, appreciation and control students’ behavior.

REINFORCEMENT STRATEGIES EMPLOYED BY THE ENGLISH TEACHERS AT JUNIOR HIGH SCHOOL 17 KOTA JAMBI

Reinforcement is any response both in verbal and non verbal which modift students’ behavior in order to give feedback on their behavior either as a support or correction (Uzer Usman, 2005). This study focuses on investigating the kinds of reinforcement employed by English teacher at Junior High School 17 Kota Jambi class VIII. Researcher used qualitative method. The researcher also took 2 teachers who teaching in VIII class of Junior High School 17 Kota Jambi as the subject of the study. Techniques of collecting the data were interview and observation. In supporting the data was the observation of 2 English teachers. The result of research showed that the teachers gave both of verbal and non-verbal reinforcement during teaching English in class, such as Verbal reinforcement: Word reinforcement and Sentence reinforcement. Also Nonverbal reinforcement: gesture, proximity, activity and token/symbol. It also proved that giving kinds of reinforcement create good athmosphere into the class.

Teacher’s Reinforcement in Teaching English at the Second Year of State Islamic Senior High School 2 Kuantan Singingi

This research was aimed to find out the teacher’s reinforcement in teaching English at the second year of State Islamic Senior High School 2 Kuantan Singingi. The subjects of this research were an English teacher and 5 students. This research was qualitative method with descriptive technique. In gathering the data, researcher distributed interview and observation to determine what components of reinforcement used by the teacher in teaching English. The result of this research showed that the English teacher at the second year of State Islamic Senior High School 2 Kuantan Singingi used verbal and non-verbal reinforcement in teaching English. For verbal reinforcement, the teacher used “reinforcement with words and reinforcement with sentence”. For non-verbal reinforcement, the teacher used “gestural reinforcement, proximity reinforcement, contact reinforcement, activity reinforcement and token reinforcement”. The reinforcement mostly often used by the teacher in teaching English is the reinforcement with words (22%), whereas the reinforcement that is rarely used by the teacher is token reinforcement (6%).

Teacher's Reinforcement in Teaching English at High School Level

This study aims to determine the teacher's reinforcement in teaching English at the high school level. This is important to do because strengthening is one of the strategies that teachers can apply in increasing interest and motivation to learn to achieve satisfactory student achievement. This research uses qualitative methods with descriptive techniques. In data collection, researchers conducted interviews and observations on teachers of SMA Islam Negeri 2 Kuantan Singingi to determine the components of reinforcement used by teachers in learning English. The results of this study indicate that the English teacher uses verbal and non-verbal reinforcement in learning English. For verbal reinforcement, the teacher uses reinforcement with words and reinforcement with sentences. For non-verbal reinforcement, the teacher uses gesture reinforcement, closeness strengthening, contact strengthening, activity reinforcement, and token reinforcement. The reinforcement most often used by teachers in teaching English was reinforcement with words, while the reinforcement that was rarely used by teachers was token reinforcement.

Teachers’ reinforcement and students’ perception to the teachers in English classroom

The study focuses on the positive reinforcement that is used by the teachers in each class and students’ perception towards reinforcement itself. This research involved two English teachers and two different classes of year ten students in SMA Kristen YSKI Semarang. To describe the use of reinforcement by the teachers, their teaching process were recorded and observed. Questionnaire and interview were done at the end of the lesson to describe how the students perceive reinforcement. This study is qualitative research. The data showed that the teachers used various types of reinforcement based on the theory of reinforcement by Moore (2007). They are Verbal, Non-verbal, Vicarious, Delayed, and Qualified Reinforcement. They used almost all types of reinforcement, except the Delayed Reinforcement. In general, Non-verbal Reinforcement was mostly used by the teachers. The interview results showed that the students agreed that reinforcement is important and useful for them during teaching and learning process.

Building children’s learning motivation through positive reinforcement in science and math classroom

This research is based on how the teacher builds a learning motivation of 5-6 years old children. In the classroom, sometimes children’s motivation decrease, there is one way to build learning motivation on children, it is called positive reinforcement. This research aims to determine the learning motivation of 5-6 years old children by giving positive reinforcement in the math and science subject. The method of this research was qualitative descriptive with the sample was six students of B2 class around 5-6 years old at the kindergarten in the Purwakarta, Indonesia. The instrument of the research was an observation sheet of students and teachers’ activities and the interview. The result of the data analysis on teacher’s observation was a positive reinforcement from the teacher by giving children praise; nonverbal reinforcement was delivered by smiling at children, showing a cheerful face and thumbs. Moreover, the result of observation also showed that children more like if the teacher gives praise in words forming for what they are doing, so the good behavior will continuous appear.

Pemberian Penguatan Verbal dan Non-verbal untuk Meningkatkan Hasil Belajar Siswa dalam Pembelajaran Kepahlawanan dan Patriotisme

[Title: The Provision of Verbal and Non-verbal Reinforcement to Improve Student Learning Achievement in Heroism and Patriotism Subject Matter]. The purpose of this study is to improve student learning achievement on the heroic and patriotism figures subject matter through the provision of verbal and non-verbal reinforcement. This research is a class action research (CAR) with the subject of the research were class IV students in semester 1 of SDN 2 Sandik, amounting to 28 students. Student learning achievement data were collected using test instruments and analyzed descriptively-qualitatively. The results showed that the student learning achievement in the first cycle was in the medium category (mean = 5.50) increased in the second cycle (mean = 8.25) with the good category. The implementation of learning has also increased in each cycle. Based on the results of the study it can be concluded that the provision of verbal and non-verbal reinforcement can improve student learning achievement on the heroic and patriotism figures subject matter at SDN 2 Sandik.

Observed Normativity and Deviance in Friendship Dyads\u2019 Conversations About Sex and the Relations With Youths\u2019 Perceived Sexual Peer Norms

The current study examined the relations between observed normativity and deviance during adolescents’ and young adults’ conversations about sex with their friends and their individual perceptions of sexual peer norms. Participants were 16–21-year-old same-sex friendship dyads (31 male and 30 female dyads) who performed a peer interaction task that consisted of five discussion assignments focusing on party planning, sexual double standards, condom use, homosexuality, and consensual sex. Videotaped discussions were coded to capture the amounts of normative talk (e.g., consistent with notions of healthy sexuality) and deviant talk (e.g., consistent with notions of risky sexuality), and the verbal or nonverbal reinforcement thereof. Participants also completed individual questionnaires to assess their perceived sexual descriptive norms, injunctive norms, pressure, and risk norms among their peers. Actor–partner interdependence model (APIM) results revealed that youths’ perceived descriptive, injunctive, and risk norms, but not their experienced peer pressure, were related to both their own (actor effects) and their friends’ (partner effects) normativity and deviance. Overall, more deviance was related to perceiving friends to be more sexually active, more approving of having sex, and engaging in more risky sex, whereas more normativity was related to these perceptions in the opposite direction. Gender differences in the APIMs indicated that interactive normativity and deviance was related to perceived descriptive, injunctive, and risk norms for boys, but only to perceived injunctive norms for girls. These findings demonstrate the importance of assessing the dyadic nature of youths’ sexual communication with friends, their relation to individual sexual peer norm perceptions, and gender differences therein.