Munatri, Bisyriel Aufia (2024) The Implementation of Positive Reinforcement in The English Learning Program for New Students at Al-Mawaddah Islamic Boarding School for Girls. Undergraduate (S1) thesis, IAIN Ponorogo.
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Abstract
Positive reinforcement is a teacher’s response to a student’s behavior during the teaching and learning process, expressed through appreciation, correct responses, and effort in language learning. Both verbal and non-verbal reinforcements boost students’ motivation, engagement, and performance. This study aims to explore the types of verbal and non-verbal reinforcement teachers use in the English learning program for new students at Al-Mawaddah Islamic Boarding School for Girls and to describe how these reinforcements are applied to support language acquisition.
The focuses of this research were: 1) to describe the types of verbal and non-verbal reinforcement used in the English learning program at Al-Mawaddah Islamic Boarding School for Girls, and 2) to identify the approaches used by the teachers in providing positive reinforcement during the English learning program for new students.
This research employs a qualitative approach. The study was conducted at Al-Mawaddah Islamic Boarding School for Girls during the 2024/2025 academic year. The data was collected through interviews, observations, and documentation. The researcher used interviews to gather information about the types of positive reinforcement applied and the teachers’ delivery methods. Observation was used to assess the reinforcement application in the classroom, while documentation helped support the findings.
The research results revealed that 1) teachers used verbal reinforcement such as praise words (e.g., “Good job,” “Well done!”) and sentences (e.g., “I’m proud of your effort”). Non-verbal reinforcement included gestures like smiling, nodding, thumbs-up, and proximity reinforcement through standing close to students. Teachers also used activity reinforcement, such as games, music, and storytelling, and token reinforcement, such as tangible rewards for motivation. 2) The tutors reinforced in four ways: to individuals, to groups, immediately after new students displayed desired behaviors, and by using various types and patterns of reinforcement. In summary, verbal reinforcement was frequently employed during language learning programs because it is simple to implement and can be given spontaneously.
| Item Type: | Thesis (Undergraduate (S1)) |
|---|---|
| Thesis Supervisor: | Dedi Hasnawan |
| Subjects: | 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified |
| Divisions: | Fakultas Ilmu Tarbiyah dan Keguruan > Jurusan Tadris Bahasa Inggris |
| Depositing User: | Mr Perpustakaan IAIN Ponorogo |
| Date Deposited: | 25 Nov 2024 02:28 |
| Last Modified: | 25 Nov 2024 02:28 |
| URI: | http://etheses.iainponorogo.ac.id/id/eprint/30314 |
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