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All Journal JURNAL TAHURI
Malage, Gloria Risnawati
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Education Languange, Linguistic, Communication & Media Other

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Building Confidence through Intrinsic Rewards: The ‘ASYIK’ Model in Early English Education Malage, Gloria Risnawati; Watini, Sri
Jurnal Tahuri Vol 21 No 1 (2024): February 2024
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol21issue1page54-68

Abstract

This study examines the implementation of an intrinsic reward model, “ASYIK,” in early English education to address low motivation and confidence among young learners in Indonesia. Conventional teacher-centered approaches and reliance on extrinsic rewards often limit engagement and long-term self-motivation in early childhood classrooms. Conducted at TK Kristen Caritas Ambon with 15 children aged 5–6, this qualitative descriptive study employed participatory observation, video documentation, and structured field notes. The ASYIK model was applied through three stages: Motivation (stimulating enthusiasm through rhymes and mini projects on prepositions of place), Action (interactive language practice), and Reward (self-praise in English such as “I can, I’m great, I succeed”). Thematic analysis focused on behavioral and linguistic changes. Findings show that the ASYIK model significantly enhanced children’s confidence, intrinsic motivation, and mastery of prepositions of place in contextual and playful ways. It also fostered positive classroom interactions and socio-emotional growth. The study’s novelty lies in integrating intrinsic self-praise expressions into English learning within a structured Motivation – Action – Reward framework. Theoretically, it contributes to education, language studies, and linguistics by linking intrinsic reward speech acts with character education, linguistic self-regulation, and affective engagement.
Total Physical Response and Early Language Development: Integrating Motivation, Action, and Reward in Pandemic Pedagogy Malage, Gloria Risnawati; Mulyana, Indah
Jurnal Tahuri Vol 21 No 2 (2024): August 2024
Publisher : Jurusan Pendidikan Bahasa dan Seni FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/tahurivol21issue2page104-119

Abstract

This article examines the implementation of the Total Physical Response (TPR) method in early English language learning during the Covid-19 pandemic by integrating the Motivation–Action–Reward framework. The study addresses the pedagogical challenges caused by the abrupt transition to online learning, which often reduces children’s motivation, engagement, and vocabulary acquisition. Using a descriptive qualitative method with a mini classroom ethnography approach, the research involved 15 children aged 5–6 years at TK Kristen Caritas Ambon. Data were collected through participant observation, documentation (photos, videos, anecdotal records), and informal interviews with teachers and parents. Thematic coding, language development assessments aligned with the Indonesian early childhood curriculum, and data triangulation were applied for analysis. The findings reveal that integrating Motivation–Action–Reward within TPR sustains children’s enthusiasm, enhances participation, and supports early language development, particularly in mastering basic vocabulary such as prepositions of place. Children responded positively to physical instructions, enjoyed online Zoom activities, and experienced intrinsic satisfaction from simple verbal rewards. The study’s novelty lies in systematically integrating TPR with a motivational framework for young learners in eastern Indonesia, a context rarely explored in international scholarship. The research contributes to education, linguistics, and language studies by expanding adaptive movement-based pedagogies for distance learning, enriching second language acquisition research for early EFL learners, and providing practical recommendations for teachers and policymakers.
Co-Authors Mulyana, Indah Sri Watini