AoEJ: Academy of Education Journal

Vol. 14 No 1 Tahun 2023

IMPLEMENTATION OF REWARDS IN JUNIOR HIGH SCHOOL STUDENTS

IN VOCABULARY LEARNING

Siti Khomsah

, Mobit Mobit

, Iwan Ridwan

1, 2, 3

Pendidikan Bahasa Inggris, Universitas Singaperbangsa Karawang

Jl. HS. Ronggo Waluyo, Puseurjaya, Telukjambe Timur, Karawang, Jawa Barat 41361

Email: [email protected]

Email: [email protected].id

Email: [email protected]

ABSTRACT

The main focus of this research is the application of rewards in vocabulary learning. The purpose

of this study was to determine the application of the reward method by the teacher in learning

vocabulary. The researcher used a qualitative approach with a descriptive case study design. Data

collection techniques used are observation, interviews, and documentation. To analyze the data, the

researcher followed the steps described by Miles & Hubberman. These steps are: data reduction,

data presentation, and drawing conclusions/verification. Through this investigation, the researcher

found that when applying the reward method in vocabulary learning, the teacher did 6 stages. That

is preparing the material, explaining the material, giving questions or games, giving rewards to

students who take lessons well and answer questions correctly, providing opportunities to answer

questions for students who are not focused, and adjusting the number of questions to the amount of

the reward given.

Keywords: implementation; rewards; vocabulary learning

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 CC BY-SA International License.

INTRODUCTION

Vocabulary is the basis of language learning because students must first know the

vocabulary of the target language before learning to speak. The goal is to make it easier for

students to learn the language. For learners, to develop activities connected to other

English language skills like listening, speaking, reading, and writing, vocabulary is a

fundamental component that they must learn. Vocabulary is crucial for learning a second

language since it is the foundation of efficient communication (Schmitt & Schmitt, 2020).

Therefore, if learners cannot acquire the vocabulary of that language, they will lose interest

in using that second language (L2) (Richard & Renandya, 2002).

It has been discovered through research by (Wulandari, n.d.) that many kids struggle

to learn language. This challenge has to do with accurately pronouncing words,

comprehending their meanings, and putting them in phrases. The challenge of mastering

vocabulary inspires pupils to work hard to overcome it, while students who lack

enthusiasm will refuse to study the language at all (Grogan et al., 2018). Most Indonesian

high school students struggle with mastering the English language, and it is obvious that

many pupils have little understanding of vocabulary mastery (Jaelani & Sutari, n.d.). This

AoEJ: Academy of Education Journal

Vol. 14 No 1 Tahun 2023

is supported by the claim made by (Tsai & Tsai, 2018), who claims that many students find

learning vocabulary in a second language (L2) to be a challenging undertaking. For

learners, having a limited vocabulary can lead to major issues. As a result, learning English

will be more difficult (ALQAHTANI, 2015).

Based on these circumstances, the proper theory is required to support learning

English, such as the choice of suitable learning strategies, methods, or procedures so that

students will find learning English to be easier and more fun (Deporter et al., 2010). The

degree to which a person will repeat the behavior that creates the reinforcement can be

determined based on behavioristic theory by reinforcement or reward. According to studies

by (Kasyulita, 2019), delivering prizes might boost students' drive to learn, particularly

when learning a language like English. The interest and engagement of students in teaching

and learning activities increases. Young Indonesian students are more motivated to learn

English as a second language when they get rewards (L2) (Irawati, 2016). The researcher is

consequently interested in investigating how rewards are used to help junior high school

students in vocabulary learning.

Reward

Rewards are a way to use behavior to improve results (Woolfolk, 2009). This

indicates that the student's activities, as judged proper, are followed by the strengthening.

The likelihood that the pupil will repeat this action rises as a result. According to

(Sadirman, 2011), reward is a technique used in the classroom to boost motivation when

students are learning. Reward is a technique for inspiring or motivating students (Hamalik,

2013). While (Durkheim, 1990) asserts that awards are only given in the form of open

adulation and acclaim as a sign of affection and assurance for someone who has

accomplished something outstanding. Students are more motivated to participate in class

after receiving the reward, which encourages good classroom behavior (Stevens, 2003).

Reward is one of the instructional tools that can boost students' motivation to acquire a

new skill (Sabartiningsih & Muzakki, 2018).

Several of methods must be used in the administration of rewards to inspire students

to learn. Additionally, rewards can encourage students to study more, pay more attention to

what they are learning, and engage in more productive conduct. Reward is a symbol of

behavioral theory's positive hypothesis. Learning plays a crucial role in the learning

process, particularly when acting as an outside influence on and manager of student

behavior. Because, in some people's minds, prizes can motivate pupils to learn and also

have a positive impact on their life.

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As a result, it is plausible to infer that rewards are a way for teachers to show their

appreciation for the effort that students put out to succeed in learning, both individually

and in groups. Reward is another educational technique that tries to boost students' desire

and interest in engaging in learning activities. Its use must be done in the right way to

encourage learning and create positive classroom behavior.

Vocabulary Learning

Vocabulary is a collection of words in English that are mastered by a person or other

entity and can be used to describe various concepts (Kusumadewi & Widyastuti, n.d.). The

words that students need to be proficient in speaking (expressive) and listening

(receptively) refer to their vocabulary (Neuman & Dwyer, 2009). The basis of how

language learners speak, listen, read, and write is their vocabulary, which is a key element

of language acquisition (Richard & Renandya, 2002). Learning new words helps in

language acquisition, improves reading skills, and improves comprehension (Tozcu &

Coady, 2004). For efficient communication, vocabulary development in a second and/or

foreign language is necessary. Language cannot be used successfully without adequate

vocabulary (Inar & Asim, 2019).

Vocabulary in English must be mastered by students before they can speak or write

(Rizky Setiawan & Wiedarti, 2020). Usually, a student's growth can be seen through their

vocabulary knowledge. One of the language skills that is consistently taught and evaluated

in reading, writing, listening, and speaking skills is vocabulary learning (Schmitt &

Schmitt, 2020). Learners usually bear a heavy burden when learning words. In other

words, language is a constructive activity in which children are constantly generating and

expanding their vocabulary.

Thus, it can be assumed that vocabulary development in a second and/or foreign

language is necessary to communicate effectively. because without sufficient vocabulary, a

language cannot be used successfully.

RESEARCH METHOD

This study used a descriptive case study design. This design was chosen because this

study aims to determine the implementation of rewards in learning vocabulary for junior

high school students. This research took place in one of the junior high schools in

Karawang. The participant in this study is an English teacher who applied rewards in

teaching English.

AoEJ: Academy of Education Journal

Vol. 14 No 1 Tahun 2023

In collecting data, the researcher used observation to investigate the learning process

and interviews to find and collect information related to the application of rewards by

English teachers in vocabulary learning.

To analyze the data, the researcher used the model described by Miles and

Hubberman, namely data reduction, data presentation, and drawing conclusions.

RESULTS AND DISCUSSION

Results

Based on the data that has been collected, the researchers found several explanations

related to the implementation of rewards in learning vocabulary for junior high school

students. The results of the interviews are presented in the following excerpts:

Jadi kita persiapkan dulu materi apa yang akan diajarkan kepada anak, lalu

ya kita masuk ke kegiatan di kelas seperti menyapa, menanyakan kabar,

mengabsen, mengulas materi di pertemuan sebelumnya, terus masuk ke

materi saat itu. Nanti di tengah-tengah penjelasan materi, kita kasih mereka

pertanyaan, atau bisa juga melalui games, nah nanti yang berani menjawab

dengan benar baru kita kasih reward…

[So we first prepare what material will be taught to students, then yes we go

into activities in class such as greeting, asking how are you, taking attendance,

reviewing material at the previous meeting, continuing to enter the material at

that time. Later while of explaining the material, we will give them a question,

or it could be through games, now those who dare to answer correctly will

reward us]

Based on the interview above, the implementation of rewards in classroom learning

is carried out in several stages: the teacher opens the lesson by greeting, asking how the

students are, checking attendance, then explaining the material to be delivered. In the

middle of learning, the teacher asks questions related to the material being considered. All

students have the same opportunity to answer questions. Students who answer correctly

will get a reward.

In the next finding, the teacher explained that rewarding learners for successfully

answering questions are a way of showing them how much they are appreciated. This is

consistent with the teacher's interview explanation, which stated that:

AoEJ: Academy of Education Journal

Vol. 14 No 1 Tahun 2023

Nah saya pake reward ini untuk apasih? Untuk kita memberikan apresiasi aja

ke anak supaya anaknya makin semangat belajar

[So what do I use this reward for? For us to give appreciation to children so

that their children are more enthusiastic about learning]

Dalam artian eee.. itu hanya sebagai eee.. apa namanya pemberian apresiasi

guru terhadap anak oh iya si siswa ini bisa paham dengan materi yang sudah

kita ajarkan jadi suasana belajar di kelas juga lebih menyenangkan, gitu sih..

[In the sense of eee.. it's just as eee.. what is the name of giving teacher

appreciation to children oh yes, this student can understand the material we

have taught so the learning atmosphere in class is also more fun, that's it..]

According to the interview mentioned above, teachers give awards to learners as a

way to show their appreciation for answering questions correctly.

In the next finding, the researcher asked about the types of rewards that are often

used by teachers in teaching vocabulary. the teacher explained that he more often used the

type of verbal reward/praise to appreciate students. This is following the teacher's excerpt

who said:

Banyak, tapi lebih ke verbal sih..

[There are many, but it's more verbal.. ]

Ya kasih admiration, pujian, mereka juga bangga lah kalau misalnya kita

sebut oh ya you are smart, kamu pintar gitu, diligent, good job gitu kan, good

answer, correct answer, gitu.. oh iya berarti saya di hargai, jawaban saya

bener, gitu.

[Yeah, give admiration, praise, they are also proud if for example, we say oh

yes you are smart, you are smart, diligent, good job, good answer, correct

answer, that's it.. oh yes, it means that I am appreciated, my answer is correct,

that's it]

Based on the interview above, the type of reward teachers use most often to learn

vocabulary in class is verbal praise/ reward.

AoEJ: Academy of Education Journal

Vol. 14 No 1 Tahun 2023

DISCUSSION

Based on the findings, the researcher found that rewards were applied in stages.

starting with the teacher preparing the lesson material, carrying out the lesson opening, and

outlining the lesson material. The teacher was asking questions about the learning material

while she was explaining it. Every student had the chance to respond. The teacher will give

prizes to students who could successfully answer the questions. The teacher went through

six stages in the process of applying the incentive during the learning observation process.

This is in line with Muliawan (2016:116) assertion that there are 6 stages to

implementing rewards in the classroom that must be completed. The teacher must first

prepare the lessons that will be taught to the students. Then the teacher goes over the

material with the class. The teacher will next give practice questions based on the lesson's

subject matter in the middle of the learning process. Then, following the teacher's

instructions, students who understood the lesson and successfully answered the practice

questions received the appropriate incentives. Additionally, all students have the same

chance to complete practice questions, including those who behave badly or are

disinterested in participating in the learning process. The final step requires that the

number of practice questions and rewards be equal.

According to the findings of the interviews that were conducted, the teacher added

that offering awards is a way for her to show her appreciation for her children when they

correctly respond to questions. This is in line with what Durkheim (1990) said, who said

that rewards is the form of open appreciation of love and confidence for someone who has

accomplished something outstanding. The teacher further clarified that rewarding learners

is a way for them to show the teacher's appreciation for those who are deemed capable of

comprehending the subject that has been taught.

Hurlock (1978:86) indicates that there are three different categories of reward. The

first type of reward is praise in the form of positive reinforcement, often known as verbal

rewards; the second type of reward is giving out things or objects; and the third type of

reward is a specific kind of reward, which is the giving out of spontaneous and incidental

prizes. Based on the researcher's findings, teachers tended to give praise/verbal rewards

more frequently to pupils who provided accurate answers. The teacher also mentioned

during the interview that she used verbal praise more frequently, such as the phrases Oh

yes you are smart, Diligent, Good job, Good answer, Correct answer, to make the children

feel valued because the answer is accurate.

AoEJ: Academy of Education Journal

Vol. 14 No 1 Tahun 2023

Six stages are used in the school's use of awards, as was discussed above. These

steps are in line with what Muliawan (2016:116) described the teacher prepares the

information to be taught first and then explains it by the instructions provided in the

learning book. The teacher checks for student understanding by posing questions about the

topic being taught in the middle of the explanation. Correct responses from students merit

praise. The same opportunity to respond to questions is given to students who are

unmotivated or tend to pay less attention to what they are studying. And the last, It is

required that the number of questions and rewards is equal.

CONCLUSION

Vocabulary learning is a basic thing that students must master when learning a

second language. In the learning process, the teacher must have the right method or

strategy so that students can be actively involved and not easily bored while learning. The

reward is one method that teachers can use to teach. The goal is that learning activities can

be more interesting and student learning motivation increases so that learning success can

be achieved.

According to the data findings, there are six stages that the instructor must complete

to utilize the incentive technique in the vocabulary learning classroom. The first is that the

teacher prepares the lesson material. The information is then presented to the students by

the teacher. Students are asked questions by the third teacher about the subject matter

being covered. Teachers frequently employ games that are connected to the content being

taught in addition to questions. Fourth, the teacher awards pupils who understand the

lecture and can appropriately respond to questions. The fifth is that all students are given

the chance to respond to questions, even those who behave badly or appear unmotivated.

Finally, there must match the number of questions and rewards.

RECOMMENDATION

This research may still have limitations, such as the research sample, which can be

expanded to provide a broader viewpoint, and some factors can be used to provide a more

complete description of the research. As a result, the findings of this study can be used as a

resource for future researchers by expanding the information. The researcher proposes

exploring for additional factors that are significant to the use of the rewards method in

vocabulary learning for university or high school students.

AoEJ: Academy of Education Journal

Vol. 14 No 1 Tahun 2023

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