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
 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 in the school has an excellent impact on teaching teaching-

learning process for teachers and students. According to Brink et al., (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 way help teacher achieve the lesson is give students rewards and

punishment. A. Conor Howlin (2010) discovered that implementing reward systems

in the classroom serves to inspire the students, who were created with a passion for

learning. In his 2003 article, 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, will be a good relationship between

teachers and students, allowing students will 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 (2008), 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 is 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 teachers focused in this study in SMPN18 Banda

Aceh. The reason behind this study is the English teacher actively delivers rewards

and punishments for students so this school. In the class students were enthusiasm

when they received the reward. Students seems to advoid or give plaid to do not the

punishment. 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 research 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. To what extend the rewards and punishments effect the students in learning

English?

2. What kinds of rewards and punishments did teachers use in learning English ?

1.3 Research Objective

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

1. To look into the rewards and punishments can effect students in learning English.

2. To figure out the kinds of rewards and punishments that the teacher use 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 teacher also

actively delivers rewards and punishments for them so that this school is appropriate

for being research location.

 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 (2008) 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.

Santrock (2008) said rewards could be useful in the teaching-learning process

in the classroom. Giving rewards has the effect of increasing students' motivation to

study English. For instance, when the teacher assigns a task to the class and defines

the rules that anyone who completes the task on time will get an extra score, the

students will make every effort to get an extra score, some students experience

feelings of embarrassment when their friends got a reward while she or he does not.

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 you finish your homework or assignments on time, your teacher will

give you an extra score. Therefore, you will 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 t o 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, 2008).

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 kind of punishment has the purpose of making the students guilty of

misbehavior. Examples of inconvenient punishment include memorizing vocabulary

if a student does not do homework. By memorizing new vocabulary, it increases

students’ English vocabulary. It can make students more disciplined in class.

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 used 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 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 at Tgk. Chik

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

reason for choosing this school because the English teacher actively delivers rewards
and punishments for students during their study in the class. The students also care

about their are concerned toward their development in learning English.

3.3 Research Subject and Object

The subject of this research is 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 reawards and punishments to the students‟ work and

performance 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 will use purposive sampling. Creswell

(2012) mentions that purposive sampling method is a selection stage where the

participants are deliberately chosen by researcher among the population regarding

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

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

interviewed.

The are two objectives of this research, the first objective is to look into the

rewards and punishments can affect students' motivation in learning English. The

second object is to figure out the kinds of rewards and used by teacher to improve

students in learning English.

 3.4 Source and Kinds of Data

The researcher will collect all related data in this study. The data source will be

taken from the English teachers which are giving rewards and punishments in

learning English 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 of research data will be used in this study are the result of interview from the

teachers and questionnaires regarding the effect of reward and punishment toward

students in learning English.

3.5 Research Instrument

Research instrument is a tool used to measure and collect the data from certain

procedure either in social phenomena or procedural experiment (Sugiyono, 2014).

The research instrument of this study are interview items and questionnaire.

3.5.1 Questionnaire

Firstly, t h e researcher will use questionnaire to collect the data from the

teachers in SMPN 18 Banda Aceh to find out how far the rewards and punishments

can affect students in learning English. According to Kusumah (2011), questionnaire

is a list of written questions given to the subject under study to collect information

needed by the researcher. Therefore, In this study the researchers use the

questionnaire.
 No The Type of Questioner Purpose of The Question

1 Rewards To find out the affect the reward to students' in learning

English in the classroom.
2 Punishments To find out the affect the punishments to students' in
learning English in the classroom.
Table 1 List of interview questions (Safrida, 2020)

3.5.1 Questionnaire

Secondly, this study will use interview to collect the data from the teachers in

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

students in learning English class. As mentioned by Creswell (2012), interview is a

significant way to check the accuracy of the participants‟ point and to investigate

participants‟ thought about something. The researcher will investigate whether the

students support the rewards and punishments or ignore it. The interview will be

used to answer the first research question of this study. The type of interview is semi-

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

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

find more information. The number of questions of interview is 13 questions which

can be seen the appendix 1.

Table 2 List of interview questions (Safrida,2020)

No The Type of Interview Purpose of The Question

1 Rewards To find out the affect the reward to students' motivation

in learning English in the classroom.
2 Punishments To find out the affect the reward to students' motivation
in learning English in the classroom.

3.5.3 Conceptual Framework

 The framework above describe the research which will be conducted by the

researcher. The main focuses of this research is 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 the concept of classifying the data

3.6 Technique Of Data Collection

According to Megel and Herman (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 questionnaire, the researcher will distribute list of

questions about the rewards and punishments can affect students in learning English.

The questionnaire will be answered by teachers in personal administration. Before

answering the questions, the researcher firstly will confirm its 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 will collect all the questionnaire sheet. Finally the researcher will keep the

data of questionnaire and will be analyzed.

3.6.2 Interview

In collecting data in interview process, the researcher will select 3 teachers from

SMPN 18 Banda Aceh that has been selected before. The 3 teachers are English

teachers in SMP 18 Banda Aceh. Before interviewing the participants, the researcher
will confirm its function and purpose of doing the interview to the teachers. Then,

the teachers will be interviewed in quiet place in the school such as in teachers room

or other room that can be used to do interview. The interview process will be

recorded in audio form in order to save the data so that the researcher can reply it

later. There are 13 questions listed for interview. Since this study uses semi-

structured interview, there are several additional questions during interview process.

The total number of time that might take for each interview process is proximately

30 minutes. Finally the researcher will keep the data of interview after finishing

asking the teachers.

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 obtained data from questionnaire sheet will be analyzed by the researcher.

Gay, Mills and Airasian (2012) mention several steps that should be done by the

researcher in interview section. Analyzing the data from qualitative approach such as

interview first step is memoing or reading data. In this step read and write memos

about all field notes to get an initial sense of the data. Second step is describing data,

then classifying the data into smaller units, next is choosing the data are essential,

and finally, making the conclusions or summarizing the data.

3.7.2 Interview

After gaining the data, the researcher firstly will transcribe the audio from the

recorded-device. Then, it will be translated into English. Gay, Mills and Airasian

(2012) mention several steps that should be done by the researcher in analyzing the

data from qualitative approach such as interview and questionnaire. In interview, the

researcher needs to read the transcribed- data in order to get an initial sense of the

data. The second step is by describing the data. It means that a narrative picture can

be provided to understand the context so that an accurate view of the participants can

be portrayed. The next step is to classify the data into some themes or to break down

the data into smaller units. In classifying the data, some codes are considered by the

researcher so that some phrase or information is grouped in certain theme such as

students‟ positive response, negative response, agreement, disagreement etc. After

doing organizational review, then the researcher identify the elements such as cause

and effect or any causal relationship found in the data. Finally, the researcher will

display the findings and state pieces that are missing in the study for further

researchers.
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 APPENDICES

APPENDIX 1
The list of interview questions are adapted from Eka 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 Eka 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.