INTERNATIONAL JOURNAL OF CONTEMPORARY STUDIES IN EDUCATION

VOL. 03 NO. 01 (2024) 50-60

© 2024 by Edupedia Publisher is licensed under CC BY 4.0

IJCSE
https://journals.eduped.org/index.php/ijcse
E-ISSN 2963-0282
P-ISSN 2963-5993

Improving Students’ Motivation in English Learning Through Positive

Reinforcement

Aulia Fatimannisa1*, Jamilah2

1,2 Faculty of Languages, Arts, and Cultures Yogyakarta State University

DOI: https://doi.org/10.56855/ijcse.v3i1.945
Received February 8, 2024; Accepted February 28, 2024; Available online March 2, 2024

Abstract: This action research was aimed at improving students' motivation in English learning through
positive reinforcement at SMK Prima Mandiri Sejahtera Makassar for the eleventh grade in the academic
year of 2022/2023. This research was action research and consisted of two cycles in three meetings. The
participants of this research were the eleventh-grade students of SMK Prima Mandiri Sejahtera Makassar
in the academic year 2022/2023. The participants consisted of 20 students. The procedures of this research
were planning, action, observation, and reflection. The techniques for collecting data were questionnaires,
observations, and interviews. In analyzing the data, the researcher did three steps: organizing the data,
coding and reducing data, and interpreting data. The validity of the data was obtained by applying
democratic validity, outcomes validity, process validity, catalytic validity, and dialogic validity. The reliability
of the data was obtained by using time triangulation.
The use of positive reinforcement in this study successfully improved the students' motivation. The
improvement in student motivation can be seen in enthusiasm, excitement, interest in learning, and
curiosity in English learning. The students who were classified as students with low motivation successfully
improved their motivation after implementing verbal and non-verbal positive reinforcement. The
improvement could be seen from the observation during the process of the action, interview, and the
result of the questionnaire. It can be concluded that positive reinforcement can improve students'
motivation in English learning.

Keywords: Positive Reinforcement, Students’ Motivation.

1. Introduction
Learning motivation is significant for every student in the teaching and learning process because learning
motivation can promote and maintain learning activities that have been conducted as internal strength.
According to Long et al. (2013), motivation in learning will be formed in students with an active learning
attitude, showing a strong desire to learn, and being able to concentrate in class to understand knowledge.
However, students will face challenges due to a lack of adequate motivation, and it is easier for students to
learn effectively if they have a desire or motivation to learn.
Motivation also influences student’s learning outcomes in the learning process. According to Harmer
(2001), two factors influence the process and student learning outcomes: intrinsic and extrinsic. Intrinsic factor

*Corresponding author: auliafatimannisa.2021@student.uny.ac.id 50

2024 EDUPEDIA Publisher. All rights reserved.
journaleduped.org/ojs/index.php/ijcse
Fatimannisa & Jamilah. International Journal of Contemporary Studies in Education. Vol. 3 No. 01 (2024) 50-60

refers to the motivation to engage in an activity or students' ability. Meanwhile, extrinsic factors pertain to the
deliberate activities undertaken to attain specific instrumental objectives; examples of potential incentives
include the acquisition of a reward or the cessation of a punishment action. This relates to external factors that
are beyond the control of the students themselves. Extrinsic motivation refers to behaviours driven by external
factors when individuals engage in acts intending to attain specific outcomes, such as obtaining rewards or
avoiding unfavourable consequences. (Covington & Müeller, 2001).
Besides that, the teacher is an extrinsic factor supporting student motivation. It is related to Syah (2016),
who said that extrinsic factors include factors from outside students, such as the ability of teachers, learning
atmosphere, learning facilities, learning methods used in the classroom, learning media used, school
environment, etc. The notion that the teacher plays a crucial role in fostering student motivation and
promoting active participation in the educational setting is generally recognised, underlining its significance
in enhancing classroom performance and facilitating overall improvement (Williams in Rahmouni & Aleid,
2020). Therefore, the teacher must find strategies so students can be interested or more motivated in learning,
especially in learning English.
Nevertheless, many students need more cognitive awareness regarding the underlying causes driving their
behaviours. Occasionally, students may need more precise rationales and objectives for their engagement in
the classroom setting. Saaed and Zynger (2012) said that students are only sometimes intrinsically motivated
toward particular tasks. Therefore, students may need to be more efficient in their participation in learning
activities because they lack strong motivation, which can affect their learning outcomes.
Towards this direction, in education and more notably in learning, providing stimuli or reinforcement to
students is very important (Troussas et al., 2017) since it may be improved by giving students encouragement
and advice, establishing students at the centre of the educational process, and encouraging students to pursue
their studies. To optimise the efficacy of the learning process, it is imperative to sustain a heightened degree
of motivation, as it serves as an essential stimulus for achieving achievement. The motivation of students can
be enhanced by the implementation of positive reinforcement techniques during the teaching and learning
process, hence fostering a greater inclination to engage in classroom activities actively. (Gaffar et al., 2022).
Regarding this, positive reinforcement is the key to positively impacting the student's motivation.
According to Santrock (2011), positive reinforcement refers to the augmentation in the response frequency
resulting from introducing rewarding stimuli. The provision of reinforcement by the teacher during the learning
process can manifest in both verbal and nonverbal forms. As for what is meant by verbal reinforcement, it is,
for example, in the form of praise such as good, nice, excellent, correct, awesome, and so on. Meanwhile, non-
verbal reinforcement is reinforcement in the form of expressions with gestures, such as smiles, nods, thumbs
up, or claps, which the teacher gives to students to remind them of learning motivation that is more active and
independent.
Several studies have been conducted on the intensity and perception of positive reinforcement on the
student's learning performance. The first study was conducted by Pertiwi (2019). It was found that the English
teacher frequently employed a reinforcement approach during the instructional process. The teacher
employed a specific approach to enhance student motivation and foster positive conduct. Reinforcement plays
a crucial part in developing positive student behaviour and fostering motivation for learning. The second
related study was conducted by Susila (2019). It was found that positive and negative reinforcement was used
by the teachers in the teaching and learning process. Positive reinforcement, such as giving praise, stamps,
rolled paper, etc., was most frequently used. Since teachers prefer to create a positive learning environment
where students are eager to acquire something by doing an additional activity, negative reinforcement is rarely
used. The third related study by Gaffar et al. (2022).
Based on the explanation from the previous research above, the previous research explores the perception
of the students of positive reinforcement and the intensity of the teacher giving positive reinforcement to the
students. In contrast, this research will apply all types of positive reinforcement, both verbally and nonverbally,
to improve students’ motivation. Therefore, this research will be titled "Improving Students’ Motivation in
English Learning through Positive Reinforcement."

59
 Fatimannisa & Jamilah. International Journal of Contemporary Studies in Education. Vol. 3 No. 01 (2024) 50-60

1.2 LITERATURE REVIEW

1.2.1 Positive Reinforcement

Reinforcement is a procedural technique that provides a reward after exhibiting a desired behaviour to
enhance the possibility of repeated behaviour in similar circumstances. This means that reinforcement is
anything that is offered to enhance expected behaviour. It is also claimed that reinforcement is the
presentation or removal of something immediately following a reaction or skill that improves the response
(Camacho et al., 2019). The same response is expected to occur repeatedly when reinforcement is used.
Reinforcement or appreciation, in general, has a favourable impact on people's lives because it can
encourage and enhance their behaviour and raise their excitement. Schunk (2012) said that positive
reinforcement is the consequence of strengthening or enhancing positive behaviour. Therefore, to improve
and strengthen someone’s behaviour, positive reinforcement is necessary. Meanwhile, Alberto and Troutman
(2006) define positive reinforcement as presenting a stimulus to enhance the probability of a response
occurring. Pidarta (2007) also defines positive reinforcement as every stimulus that can solidify the response
to instrumental conditioning and every prize that can solidify the response to behavioural conditioning.
One of the basic skills that a teacher must master is the skill of providing reinforcement. Therefore, the
researcher agrees that reinforcement is a critical part of the learning process in improving the process and
outcomes. Hoque (2013) stated that one of the essential elements in the teaching process is reinforcing
students because the reinforcement given to students can increase student motivation. A teacher requires an
understanding of reinforcement strategies that can serve as stimuli for students to improve their academic
achievement. It can be concluded that positive reinforcement is a stimulus or gift given to improve and stabilise
behaviour. This concept is also associated with the principles of behavioural psychology, which can be
employed to facilitate the acquisition and reinforcement of behaviours.

1.2.2 Kinds of Reinforcement in the Learning Process

According to Djamarah in Jasrial (2021), there are 2 kinds of reinforcement they are verbal reinforcement and
non-verbal reinforcement. Verbal reinforcement is a type of social reinforcement in which one uses words to
reinforce one’s or another’s actions. This is typically in the form of praise. Verbal reinforcement is expressed in
three forms:
a) Words, for example: good, nice, excellent, etc.
b) Phrase, for example: thank you, good job, very good, etc.
c) Sentences, for example: Your work is very good, and your work is getting better and better. I am
happy with your work.
Meanwhile, Nonverbal reinforcement is reinforcement that does not use verbal actions but uses direct
actions. Nonverbal reinforcement is divided into 5 forms: gestural reinforcement, proximity reinforcement,
contact reinforcement, activity reinforcement, and token reinforcement. gestural reinforcement refers to
reinforcement in the form of expressions and body movements, such as head nods, smiles, thumbs up,
applause, etc

1.2.3 The Purpose of Positive Reinforcement

Every treatment must have a purpose. Giving positive reinforcement not only increases behaviour but also the
application when learning has certain goals. According to Djamarah (2005), reinforcement has objectives such
as increasing student attention and helping students learn when giving reinforcement is used selectively,
giving motivation to students, controlling or changing the behaviour of students who interfere, improving
productive learning, developing students’ self-confidence to organise themselves in the learning experience,
directing towards the development of divergent thinking and taking free initiatives.
According to Adibsereshki et al. (2015), the purpose of reinforcement may be explained as follows: firstly,
it serves to enhance students' awareness towards the learning process; secondly, it acts as an incentive for
augmenting and sustaining enthusiasm for learning; and thirdly, it serves to promote engagement in learning
activities and develop productive behaviours. In comparison, according to Buchari (2008), the purpose of
reinforcement can be defined as follows: a) enhancing student attention, b) facilitating the learning process, c)

60
Fatimannisa & Jamilah. International Journal of Contemporary Studies in Education. Vol. 3 No. 01 (2024) 50-60

fostering and sustaining motivation, and d) managing or modifying disruptive attitudes and inappropriate
learning behaviour. e) developing and self-regulating in learning is essential to academic growth. f) This
development also leads to the development of alternative ways of thinking and personal initiative.
Based on the opinion above, the application of positive reinforcement given by teachers in the form of
gifts or other forms of appreciation in learning activities in class aims to motivate students to pay more
attention to the learning being carried out. Selective positive reinforcement also enables attention to be
focused and can develop student confidence because students feel valued. In addition, the application of
positive reinforcement that is right can control and change the behaviour of students who are deemed
inappropriate so that later, it is able to maintain and even improve good behaviour

1.2.4 Principles of Using Positive Reinforcement

The fundamental concept underlying positive reinforcement refers to the reaction produced by a positive
behaviour, which serves to improve the probability of its future occurrence. The topic of reinforcement requires
careful and serious consideration rather than being approached casually or irresponsibly. According to
Wahidmurni (2010), the use of positive reinforcement is guided by six key principles. These principles
encompass the following aspects: a) the demonstration of sincerity; b) the display of passion; c) the
establishment of meaningfulness; d) the avoidance of negative responses; e) the provision of instant
reinforcement; and f) the utilisation of many forms of reinforcement.
The next principle involves the avoidance of negative responses. Teachers must ensure that the use of
positive reinforcement strategies does not cause adverse reactions from students, such as decreased
enthusiasm or feelings of offence. Moreover, the efficacy of reinforcement is enhanced when it is administered
promptly following the display of positive behaviour by students, as opposed to delaying its delivery by many
days. The timing of reinforcement provision is important to the topic at hand. The last principle involves the
necessity for varying the reinforcement provided. Positive reinforcement covers a range of verbal and non-
verbal forms. In order to avoid student disengagement, educators can employ a diverse range of positive
reinforcement strategies, thereby reducing the potential monotony associated with such reinforcement.
The teacher, as the main character in providing positive reinforcement, must understand the principles of
its use. The warmth and delivery of teachers eager to provide positive reinforcement will be more beneficial
for students, especially if the teacher applies it more varied. Teachers must avoid negative reinforcement
because it will affect students psychologically in their acceptance. Negative reinforcement will later have an
unfavourable impact on students, such as they become frustrated, become brave, and feel punishment is
considered pride. Teachers must avoid negative reinforcement because it will affect students psychologically
in their acceptance.

1.2.5 Overview of Motivation

Motivation can be defined as a psychological drive that is produced by both internal and external stimuli,
leading individuals to desire and pursue behavioural or activity-related improvements above their prior
condition. Motivation covers inquiries into the factors influencing individuals' selection of one action over
another, the level of energy and exertion they will invest in this activity, and the duration of their engagement
with it (Dörnyei & Ushioda, 2021).
In learning activities, students also need motivation. For instance, students aspire to achieve high academic
performance, or students aim to complete their examinations successfully. Motivation plays a crucial role in
the process of learning. Motivation serves as a guide for directing one's actions towards established objectives,
with the anticipation of successful attainment (Uno, 2011). Motivation can be described as the comprehensive
energy inherent in individuals, serving to sustain learning endeavours and guide them towards the learner's
desired objectives.
In addition, students who engage actively in a language class and demonstrate a willingness to put in
substantial effort, especially in the face of challenging activities, are seen as possessing motivation to learn.
Consequently, they have an enhanced capacity to assimilate and retain more material presented during the
lesson. Motivation has a crucial role in shaping the level of a learner's active engagement and overall attitude
towards the learning process.

59
 Fatimannisa & Jamilah. International Journal of Contemporary Studies in Education. Vol. 3 No. 01 (2024) 50-60

Motivation involves various components, including the establishment of a specific objective, the allocation
of exertion, the presence of a strong desire, the mobilisation of energy, active engagement in the task at hand,
and the sustained commitment to achieving the desired outcome. Uno (2011) reveals that the motivation to
engage in learning activities can be attributed to intrinsic variables such as personal desire, the aspiration for
success, the drive to acquire knowledge, and the pursuit of ideal goals. The extrinsic component represents a
captivating educational endeavour. These two characteristics are elicited by specific stimuli, hence enhancing
an individual's motivation and engagement in learning activities.
From the explanation above, it can be concluded that motivation is something that encourages someone
to do something. In education, motivation is the stimulation of individuals to carry out a learning process. This
stimulation can come from within and from outside.

2 Research Method

2.1 Types of Research

The research design in this study applied Classroom Action Research. The action research process was carried
out by one or more individuals or collectives intending to address a specific problem or acquire knowledge to
enhance local practices (Fraenkel et al., 2018).
The research model chosen is the Kemmis-Tagart cycle model, which is based on the concept that classroom
action research consists of four main components. The four stages take place in a cycle. The stages of
classroom action research follow; plan, action, observe, and reflect

2.2 Population and Sample

This research was conducted in the eleventh grade of SMK Kesehatan Prima Mandiri Makassar, which consisted
of 20 students in the academic year 2022/2023. This research was carried out for two months, from April to
May 2023.

2.3 Instrument of Collecting Data

The researcher provided three instruments: an observation checklist, a questionnaire, and interview guidelines
in order to answer the research problems. The instruments were classified below:
2.3.1 Observation Checklist
The researcher used an observation checklist as a tool to obtain the data. This observation checklist served as
a guideline for observing the situation in the classroom and the learning process.
2.3.2 Questionnaire
The questionnaire is a data collection technique by the researcher providing a list of questions or written
statements to be answered by the respondents (Fraenkel et al., 2018). Therefore, the questionnaire in this
research aims to determine the level or category of the student's motivation for English learning. It is made by
Atmojo (2016) entitled Pengaruh Pemberian Reward dan Reinforcement Negatif terhadap Motivasi Belajar
Siswa with the validity test result 0,409-0,713 and the reliability test result 0,873.
2.3.3 Interview
The researcher used in-depth interviews as additional data. Previous data is expected to be obtained. To collect
the necessary data, the researcher conducted interviews with a sample of five students who exhibited
enthusiastic participation in the class. The selection of students for the study is conducted through purposive
sampling, as the researcher specifically seeks to interview.

60
Fatimannisa & Jamilah. International Journal of Contemporary Studies in Education. Vol. 3 No. 01 (2024) 50-60

2.4 Data Collection Technique

The procedure of data collection in this research involves:

2.4.1 Observation
Firstly, in each meeting, the teacher observed the teaching process and filled out the observation checklist.
Then, the researcher analysed the data collected to be interpreted.

2.4.2 Questionnaire
Secondly, the researcher distributed the questionnaires to the students after conducting cycles one and two
to the students. Then, the researcher collected the results of the questionnaire. Lastly, the researcher analysed
the data collected to be interpreted.

2.4.3 Interview
After analysing the results of the questionnaire, then the researcher conducted interviews with the students

3 Findings and Discussion

3.1 Findings
Based on the results of observations, it was found that students' learning motivation is low. Many students still
needed to be more attractive and show enthusiasm during the teaching and learning process. This is based
on the fact that some students need to pay attention to the teacher's explanation. In addition, some students
also often do not attend English classes. This can be seen from the students' interest in English subjects and
the result of pre-questionnaire. Based on the data analysis from the pre-questionnaire, it was found that
students’ motivation is low. It can be seen from the result of the mean score in the pre-questionnaire that was
calculated b:

1113
= 20

= 55,65
Based on the problem, the researcher found a technique to improve student motivation. The method
reinforces students in learning English to improve their motivation. The description of the learning process is
explained below:

3.1.1 Description of Cycle 1

1) Planning
The activities carried out in this plan were the first to create the lesson plans. The researcher created a lesson
plan about procedure text. The learning process was carried out in 3 meetings in 1 cycle with a time allocation
of 90 minutes. For every action, the researcher, as a teacher, reinforces the form of both verbal reinforcement
and nonverbal reinforcement. The second was the preparation of learning resources. The learning resources
used are e-books and several sources from the internet. The third activity was the preparation of learning
media. The learning media used in cycle 1 were a projector, laptop, videos, pictures, and speakers. The last was
the preparation of the Instrument. Instruments made by researchers include questionnaires, interviews, and
observation sheets of researchers as teachers. The observation sheet was created when the researcher was a
teacher in the teaching and learning process. The observation sheet contains student activities and situations
related to the reinforcement. 2.
2) Action & Observe
The implementation of the action of cycle 1 consisted of three meetings with different learning activities. Each
meeting includes initial activities, core activities, and final activities with a time allocation of 90 minutes, and

59
 Fatimannisa & Jamilah. International Journal of Contemporary Studies in Education. Vol. 3 No. 01 (2024) 50-60

the researcher, as a teacher, provides reinforcement both in the form of verbal reinforcement and nonverbal
reinforcement in every action.
3) The First Meeting of Cycle 1
The first meeting using the prepared lesson plan was conducted on Thursday, Mei 2nd, 2023. The allocated
time was 90 minutes. The initial activity started with the researcher showing pictures of fried rice, fried noodles,
and pancakes. Then, ask the students a question. Then, the teacher explained material about the procedure
text and enhanced the comprehensiveness of the explanation by employing a slide presentation to improve
the efficacy of instruction and stimulate the students' engagement. The activity was continued with question-
and-answer activities related to the topic. Students who answer questions correctly are given praise and
applause from other students. In the question-and-answer section at the first meeting, three students
answered the questions correctly, got a score, and were given praise and applause from other students.
4) The Second Meeting of Cycle 1
The second meeting was conducted on Monday, 8th May 2023. The researcher told the students about the
lesson's objective in the second meeting. The students would be presented with procedure text based on the
previous meeting. Two students raised their hands and answered the question correctly. Then the researcher,
as the teacher, gave reinforcement by saying, "Good job and your answer is correct", then gave applause and
was followed by other students. When giving reinforcement, the teacher also does it with a cheerful expression,
smiles, and does not forget to give a thumbs up. In the next activity, students will demonstrate their group's
results on how to make something. The students have divided their roles. Furthermore, each student has a role
in explaining the material. After students demonstrated how to make something, the researcher commented
on their performance. As a teacher, the researcher also gave positive reinforcement, such as providing applause
and praise, and at the end of the lessons, students got a present for the best group.
5) The Third Meeting of Cycle 1
The third meeting was conducted on 9th May 2023. In the initial activity, the researcher provided the game
through Kahoot! The media that researchers use are projectors, laptops, and speakers. This game aimed to
remember the material taught in the previous meeting. Throughout the game, the students exhibited high
enthusiasm, significant curiosity, and attentiveness towards the questions on the screen. At the end of the
game, the winner will appear on the screen automatically for the student who gets the highest score. Students
who get the highest score are given a special present by the researcher as a teacher. This made the other
students look excited, and they asked the researcher to hold

3.2 Discussions
The action in this study was carried out to improve student motivation by using reinforcement in English
learning. The researcher was motivated by providing verbal and non-verbal reinforcement. It was related to
the theory of Djamarah (2005). She said that there are two kinds of positive reinforcement. They are verbal and
non-verbal reinforcement. Verbal reinforcement is a type of social reinforcement in which one uses words to
reinforce the actions; nonverbal reinforcement is reinforcement that does not use verbal actions but uses direct
actions. Reinforcement in this study was also given to individuals and groups because the learning process has
been done individually or in small and large groups.
The results of action research in cycle 1 and cycle 2 using positive reinforcement showed a significant
improvement. Based on the results of student observations, interviews, and questionnaires, student motivation
has improved. It is relevant to Djamarah (2005), who said that reinforcement has objectives such as increasing
student attention and helping students learn when giving reinforcement is used selectively, providing
motivation to students, controlling or changing the behaviour of students who interfere, and improving
productive learning.
The first meeting's observations showed that the average student activity was still low. Many students lack
the initiative to answer and lack interest in following lessons. At the second and third meetings, there was an
average improvement in student motivation. The number of students who responded to questions voluntarily

60
Fatimannisa & Jamilah. International Journal of Contemporary Studies in Education. Vol. 3 No. 01 (2024) 50-60

improved. Through questionnaires distributed to students and interviews with students, it also showed an
improvement in student motivation.
Student motivation in cycle 2 was improved. Students seemed enthusiastic about participating in learning.
Students' attention in English lessons was serious but in a fun atmosphere. In cycle 2, students are more
interested in learning because it is more varied, reinforcement is given with more intensity, and the number of
rewards is greater. It was relevant to Hoque (2013), who stated that one of the essential elements in the
teaching process is reinforcing students because the reinforcement given to students can increase student
motivation.
The improvement in student motivation in two cycles can be seen from observations, questionnaires and
student interviews. Based on the observation, Students look enthusiastic about learning English, the students
indicate this start paying attention to the teacher's explanation, students begin to be active in class by asking
or answering questions, students look serious doing the task, and students show happy expressions when
given appreciation, praise, or present, besides students also show happy expressions when given nonverbal
reinforcement such as smiling, applauding, give a thumbs up, and approach to the students by standing next
to them.
The results of the interview also showed positive reinforcement to improve student motivation. Students
like the rewards given by the researcher. Awards in the form of approaches, presentations, and praise have a
very positive impact on improving student motivation. Based on the discussion of the research results, using
reinforcement can enhance student motivation in learning English at SMK Kesehatan Prima Mandiri Sejahtera.

4 Conclusions and Implications

4.1 Conclusion
Based on the findings and discussion of the previous chapter, the researcher concludes that the student’s
motivation to learn English at SMK Prima Mandiri Sejahtera through positive reinforcement is improved. The
improvement in student motivation can be seen in enthusiasm, excitement, interest in learning and curiosity
in English learning. The students who were classified as students with low motivation successfully improved
their motivation after implementing verbal and non-verbal positive reinforcement. Students look enthusiastic
about learning English, indicating this by paying attention to the teacher's explanation. Students begin to be
active in class by asking or answering questions and showing happy expressions when given appreciation,
praise, or present. This was also proven by the students' observation, questionnaire, and interview after being
given the action in cycle 1 and cycle 2. Based on the results of the questionnaire, it was found that students
with high motivation were 1 student (5%) in pre-questionnaire and improved to 19 (90%) in post-questionnaire

4.2 Implications
Based on the research discussion and conclusion, positive reinforcement can improve students' motivation to
learn English. The implications of the actions are described as follows.
a. The implementation of verbal reinforcement can improve student motivation. Showing good respect
and saying, “Good, excellent, your answer is correct, or Thank you” were done to show appreciation to
the students when they tried to be active and answer the question.
b. The implementation of non-verbal reinforcement can also improve student motivation. Giving rewards
in the form of compliments and presents was seen able to make students enthusiastic and more
cooperative in every meeting.
c. Applying positive reinforcement was successful since the student’s motivation was improved. Due to
these positive attitudes, students were enthusiastic and involved in the learning activities. The students
looked happier when they did something right and got good comments. It was implied that applying
positive reinforcement can improve student’s motivation in English learning

4.3 Suggestions
In line with the conclusion above, the researcher provides suggestions for the students and the next researcher,
as follows:

59
 Fatimannisa & Jamilah. International Journal of Contemporary Studies in Education. Vol. 3 No. 01 (2024) 50-60

a. English Teacher
The English teacher needs to keep implementing English learning by using verbal and non-verbal
reinforcement skills and using reinforcement skills properly by paying attention to the principles and
ways of using them.
b. Other Researcher
Continue researching reinforcement or other teaching skills on different or more complex materials to
improve learning. In addition, this study may be used as one of the reading sources before the
researchers do action research related to the development of the student’s motivation.

REFERENCES
Adibsereshki, N., Abkenar, S. J., Ashoori, M., & Mirzamani, M. (2015). The effectiveness of using reinforcements
in the classroom on the academic achievement of students with intellectual disabilities. Journal of
Intellectual Disabilities, 19(1), 83–93.
Alberto, P., Troutman, A. C., & Axe, J. B. (2006). Applied behaviour analysis for teachers. Pearson Merrill
Arikunto, S. (2010). Metode penalties. Jakarta: Rineka Cipta, 173.
Amriani, A., & Faizal, A. A. (2023). Quid Quo Pro. I doosie, You doosie. What are the language styles for kids in
the series Kids? International Journal of Contemporary Studies in Education (IJ-CSE), 2(1).
https://doi.org/10.56855/ijcse.v2i1.255
Angraini, L. M., Kania, N., & Gürbüz, F. (2024). Students’ Proficiency in Computational Thinking Through
Constructivist Learning Theory. International Journal of Mathematics and Mathematics Education, 2(1),
45–59. https://doi.org/10.56855/ijmme.v2i1.963
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage
Learning.
Atmojo, P. D. (2016). Pengaruh pemberian reward dan reinforcement negatif terhadap motivasi belajar siswa.
BASIC EDUCATION, 5(27), 2–622.
Burieva, R. (2020). The Effectiveness of teaching writing to the students with the technique “Rewards and
Positive Reinforcement.” Academic Research in Educational Sciences, pp. 1, 229–232.
Burns, A. (2015). The action research in ELICOS program: Refining the development of a national model.
Research Notes, pp. 60, 4–8.
Camacho, A., Icarte, R. T., Klassen, T. Q., Valenzano, R. A., & McIlraith, S. A. (2019). LTL and Beyond: Formal
Languages for Reward Function Specification in Reinforcement Learning. IJCAI, 19, 6065–6073.
Covington, M. V., & Müeller, K. J. (2001). Intrinsic versus extrinsic motivation: An approach/avoidance
reformulation. Educational Psychology Review, pp. 13, 157–176.
Djamarah, S. . (2005). Guru dan Anak dalam Interaksi Anak Didik. Rineka Cipta.
Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation.
Esra, M., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case
study. Journal of Educational Technology and Online Learning, 4(1), 11–22.
Fatiani, T. A., Rahman, A., & Jupri, J. (2021). Practising Cooperative Learning Model Using Picture Cube and
Story Marker to Improve Writing Skills. Journal of Language and Literature Studies, 1(1), 29–40.
https://doi.org/10.36312/jolls.v1i1.500
). Metode peneltian. Jakarta: Rineka Cipta, 173.
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage
Learning.
Atmojo, P. D. (2016). Pengaruh pemberian reward dan reinforcement negatif terhadap motivasi belajar siswa.
BASIC EDUCATION, 5(27), 2–622.
Burieva, R. (2020). The Effectiveness of teaching writing to the students with the technique “Rewards and
Positive Reinforcement.” Academic Research in Educational Sciences, pp. 1, 229–232.
Burns, A. (2015). The action research in ELICOS program: Refining the development of a national model.
Research Notes, pp. 60, 4–8.
Camacho, A., Icarte, R. T., Klassen, T. Q., Valenzano, R. A., & McIlraith, S. A. (2019). LTL and Beyond: Formal
Languages for Reward Function Specification in Reinforcement Learning. IJCAI, 19, 6065–6073.
Covington, M. V., & Müeller, K. J. (2001). Intrinsic versus extrinsic motivation: An approach/avoidance

60
Fatimannisa & Jamilah. International Journal of Contemporary Studies in Education. Vol. 3 No. 01 (2024) 50-60

reformulation. Educational Psychology Review, pp. 13, 157–176.

Djamarah, S. . (2005). Guru dan Anak dalam Interaksi Anak Didik. Rineka Cipta.
Djaguna, et. al. (2023). Belajar & Pembelajaran (Sebuah Konseptual dan Kajian Kritis). Edupedia Publisher.
Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation.
Esra, M., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case
study. Journal of Educational Technology and Online Learning, 4(1), 11–22.
Fatiani, T. A., Rahman, A., & Jupri, J. (2021). Practising Cooperative Learning Model Using Picture Cube and
Story Marker to Improve Writing Skills. Journal of Language and Literature Studies, 1(1), 29–40.
https://doi.org/10.36312/jolls.v1i1.500
Febrianti, I., Prasetyo, T., Hayu, W. R. R., Chongbang , N., & Kumar , K. (2023). The Relationship between Learning
Activities and Mathematical Problem-Solving Abilities in Elementary School. International Journal of
Mathematics and Mathematics Education, 1(3), 192–205. https://doi.org/10.56855/ijmme.v1i3.659
Fraenkel, J., Wallen, N., & Hyun, H. (2018). How to design and evaluate research in education (10th) ed.).
McGraw-Hill.
Gaffar, S., Atmowardoyo, H., & Dollah, S. (2022). The Effects of Positive Reinforcement on Students’ Writing
Achievement in an Indonesian EFL Classroom. Celebes Journal of Language Studies, 2(1), 9–22.
https://doi.org/10.51629/cjls.v2i1.78
Gyasi Alfred, B., Yarhands Dissou, A., & Benjamin Adu, O. (2024). Effects of Perceived Mathematics Connection
on Mathematics Motivation: Mediating Role of History of Mathematics Concepts. International Journal
of Mathematics and Mathematics Education, 2(1), 1–14. https://doi.org/10.56855/ijmme.v2i1.898
Harmer, J. (2001). The Practice of English Language Teaching. 442.
Hidayat, R., Wulandari, C. E., & Regista Syukur, B. D. (2021). Influence of Motivation in The Formation of
Discipline for Madrasah Ibtidaiyah Students. AL-ASASIYYA: Journal of Basic Education, 6(1), 1–10.
https://doi.org/10.24269/ajbe.v6i1.4900
Hoque, R. (2013). Effect of reinforcement on teaching–learning process. IOSR Journal of Humanities And Social
Science, 7(1), 13–16.
Jasrial, D., Yunita, W., Sukma, B., & Anggaira, A. S. (2021). Appreciating Students’ Responses: Verbal and Non-
Verbal Compliments Used by English Teachers in Classroom. Pedagogy: Journal of English Language
Teaching, 9(2), 165. https://doi.org/10.32332/joelt.v9i2.3650
Lamo, P., Dhuli, R., & Larsari, V. N. (2023). Perspectives of ESL Learners on the Integration of Technology in
English Language Learning Process: An Evidence-Based Research. International Journal of Contemporary
Studies in Education (IJ-CSE), 2(1). https://doi.org/10.56855/ijcse.v2i1.254
L. R. Gay, Geoffrey E. Mills, P. W. A. (2012). Educational Research, Competencies for Analysis and Application.
In Pearson (Vol. 10).
Long, C., Ming, Z., & Chen, L. (2013). The Study of Student Motivation on English Learning in Junior Middle
School--A Case Study of No. 5 Middle School in Gejiu. English Language Teaching, 6(9), 136–145.
Kania, N., Fitriani, C., & Bonyah, E. (2023). Analysis of Students’ Critical Thinking Skills Based on Prior Knowledge
Mathematics. International Journal of Contemporary Studies in Education (IJ-CSE), 2(1).
https://doi.org/10.56855/ijcse.v2i1.248
Kania, N., & Juandi, D. (2023). Does self-concept affect mathematics learning achievement? Journal of
Education and Learning (EduLearn), 17(3), 455-461. https://doi.org/10.11591/edulearn.v17i3.20554
Kania, N., & Kusumah, Y. S. (2023, November). Bibliometric analysis using R studio: Twenty-eight years of virtual
reality research in math teaching. In AIP Conference Proceedings (Vol. 2909, No. 1). AIP Publishing.
https://doi.org/10.1063/5.0182193
Maulinda, D. (2022). Related Model (Connected): Development of Integrated Social Studies Learning Module.
International Journal of Contemporary Studies in Education (IJ-CSE), 1(1), 56–63.
https://doi.org/10.56855/ijcse.v1i1.48
Muhhibin Syah. (2016). Psikologi Pendidikan dengan Pendekatan Baru. PT Remaja Rosdakarya.
Murni, W. (2010). dkk.(2010) Keterampilan Dasar Mengajar. Yogyakarta: Ar-Ruzz Media.
Nurbaya, et. al. (2023). Inovasi Pembelajaran. Edupedia Publisher.
Nurhayati, E., & Nurandini, M. (2023). Analysis of Mathematical Investigations of Learners in Terms of
Personality Type. International Journal of Mathematics and Mathematics Education, 1(1), 61–76.

59
 Fatimannisa & Jamilah. International Journal of Contemporary Studies in Education. Vol. 3 No. 01 (2024) 50-60

https://doi.org/10.56855/ijmme.v1i1.232
Pertiwi, Y. S. (2019). Reinforcement in Speaking Class to Motivate Students. Retain, 7(2), 114–121.
Pidarta, M. (2007). Landasan Kependidikan. Rineka Cipta.
Rahmouni, M., & Aleid, M. A. (2020). Teachers’ practices and children’s motivation towards science learning in
MENA countries: Evidence from Tunisia and UAE. International Journal of Educational Research, 103,
101605.
Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: A qualitative case study.
Journal of Education and Learning, 1(2), 252–267.
Santrock, J. W. (2011). In Educational Psychology. McGraw-Hill New York.
Schunk, D. H. (2012). Learning theories an educational perspective. Pearson Education, Inc.
Susila, I. K. D. (2019). Reinforcement is used in teaching young learners. Widya Accarya, 10(2).
Troussas, C., Krouska, A., & Virvou, M. (2017). Reinforcement theory combined with a badge system to foster
student performance in e-learning environments. 2017 8th International Conference on Information,
Intelligence, Systems & Applications (IISA), 1–6.
Uno, H. (2011). Teori Motivasi dan Pengukurannya. PT Remaja Rosdakarya.
You are, P. (1999). A course in language teaching.
Walla, W., Noni, N., & Hidayahni, F. (2022). The Effect of Online Learning Applications on Motivation to Learn
English in High Schools. 2(4), 16–21

60