MICRO TEACHING

Summary of Reinforcement

by:

6C
Komang Tika Wahyuni (1512021082)
Putu Wiraningsih (1512021090)
Luh Ayu Widiari (1512021092)
Sang Ayu Putu Permata Devi (1512021097)

GANESHA UNIVERSITY OF EDUCATION

ENGLISH LANGUAGE EDUCATION
SINGARAJA
2018
 Reinforcement

Teachers’ ability to give responses in order to strengthen expected behaviors

is known as giving reinforcement skill (Padmadewi, Artini & Agustini, 2017). The
purpose of giving reinforcement is to motivate students being actively participate
during teaching learning process. Beside that, giving positive reinforcement can
promote students’ positive behavior. According to Watson & Rayner (1920) in
Weegar and Pacis (2012), there are two kinds of reinforcement. Those are positive
and negative reinforcement. Positive reinforcement is response given to students
when they show positive response in order to strengthen and promote the expected
response. It can be given in form of giving applause, compliment, stickers, stars, etc.
However, when students show negative response, they are given negative
reinforcement to reduce and weaken the unexpected response/behavior. Punishment
such as taking back the stars or decreasing break time are examples of negative
reinforcement.
According to Saud (2009:64) in Micro Teaching Program (2012:18) in
Padmadewi, Artini and Agustini (2017) stated there are some purposes of giving
reinforcement.
1. Increasing students’ attention during the learning process.
2. Increasing students motivation.
3. The students learn new materials easily.
4. To remove students’ negative behaviour.
5. To improve the positive behaviour of the students.
Component of Reinforcing Skill (Julaeha and Wardani, 2007), namely:
a. Verbal Reinforcement
This reinforcement implemented easily by uttering words or sentences to
appreciate excellent students’ work or behavior in the classroom in order to
encourage students’ participation. The words or the sentences utter for
strengthening or praising students’ correct answer or good behavior in the
 classroom such as: “Good”, “Perfect”, “Excellent”, “Absolutely Correct”,
“Good Job”, “How well you arrange this story”, etc.
b. Non-Verbal Reinforcement
It is not use words or sentences as the way to strengthen or eliminate the
good or bad behavior of students during attending the class for purpose to
motivate them in participating in classroom. Non-verbal reinforcement is silent,
but using the forms of gesture, facial expression, movement, eye-contact as the
ways the teacher encourage them. For example, when the student is answering
the question absolutely correct, the teacher will smile or nod head or pat or clap
hands to her/him.
c. Unfulfilled Reinforcement
This kind of reinforcement given when the student is answering the question
is a bit inappropriate to the correct answer which is needed to revise that answer
then the teacher implements this reinforcement.
According to Asril (2010), there are several principles that must be
considered in the use of reinforcement those are:
1. Warmth and enthusiasm. Teachers' attitudes and style, including voice, mood,
and gestures, will show a warmth and enthusiasm in giving reinforcement.
2. Reinforcement should be given in accordance with the behavior and
appearance of students. So that they understand and believe that reinforcement
is important and meaningful for students.
3. Avoiding the use of a negative response. Although reprimand and punishment
can still be used, given the negative response to students in the form of
comments, insults and ridicule the rough should be avoided because it will
reduce the enthusiasm of students to develop themselves. For example, if a
student cannot provide the expected answers, the teacher should not blame
him/her directly, but teacher can give questions to other students.
4. Target of reinforcement. Goals of reinforcement given by the teacher should
be clear. For example, giving reinforcement to certain students, to groups of
students, or to students as a whole.
 5. Timing of reinforcement. The timing in giving reinforcement should be
considered by teachers so that students do not misunderstand.

References:

Azril. D. Z. (2012). Micro Teaching: Disertai dengan Pedoman Pengalaman

Lapangan. Jakarta: Rajawali Pers

Padmadewi, N. N., Artini, L. P., Agustini, D. A. E. (2017). Pengantar Micro

Teaching. Depok: Rajawali Pers

Wardani, I.G.A.K., Julaeha, S.M.N. (2007). Pemantapan Kemapuan Profesional.

Jakarta: Universitas Terbuka.

Weegar, M.A & Pacis, D. (2012). A Comparison of Two Theories of Learning

Behaviorism and Constructivism as Applied to Face-to-Face and Online
Learning. E-Leader Journa, Manila.