The Reinforcement Used By English Teacher In Eighth Grade Students Of SMP N 1 Kintamani - ., NI WAYAN YULI ERAYANTI; ., Prof. Dr. Anak Agung Istri Ngr. Marhaeni; ., A.A. Gede Yudha Paramartha, S.Pd., M.Pd. (Universitas Pendidikan Ganesha, 2017)
Penelitian ini merupakan penelitian case study deskriptif yang bertujuan untuk mendeskripsikan (1) jenis penguatan yang digunakan oleh guru bahasa Inggris, (2) alasan guru menggunakan penguatan tersebut, dan (3) keefektifan penguatan guru pada siswa. Subjek penelitian adalah seorang guru bahasa Inggris dan siswa kelas delapan SMP N 1 Kintamani. Metode pengumpulan data adalah observasi dan dokumentasi serta wawancara. Data dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa guru bahasa Inggris siswa di kelas delapan SMP N 1 Kintamani lebih banyak menggunakan penguatan positif (79.39%) dan diikuti oleh penguatan negatif (20.61%) selama proses belajar mengajar. Penguatan positif yang diberikan oleh guru adalah tangible reinforcement (72.38%), social reinforcement (27.07%), dan privilege reinforcement (0.55 %). Penguatan negatif yang digunakan oleh guru menyebut nama siswa (46.81%), reminders, prompt and cues (21.28%), proximity (17.02%), gesture (10.64%) dan kontak mata (4.25%). Alasan guru menggunakan penguatan itu adalah karena penguatan itu bisa memotivasi siswa serta membuat siswa tetap memperhatikan pelajaran. Penguatan positif yang diberikan oleh guru efektif pada siswa karena dapat membuat siswa aktif di kelas. Sementara, untuk penguatan negatif, tidak semua dari mereka efektif.Kata Kunci : penguatan, sekolah menengah pertama This research was a descriptive case study study aimed at describing (1) kinds of reinforcement used by english teacher, (2) the reason of teacher using those reinforcements, and (3) the effectiveness of the teacher’s reinforcements on students. The subject of the study was an english teacher and the eighth grade students of SMP N 1 Kintamani. The method of data collection were observation and documentation as well as interview. The data were analyzed quantitatively and qualitatively. The result of the study showed that the english teacher in eighth grade students of SMP N 1 Kintamani mostly used positive reinforcement (79.39%) followed by negative reinforcement (20.61%) during the teaching and learning process. Positive reinforcement given by the teacher were tangible reinforcement (72.38%), social reinforcement (27.07%), and privilege reinforcement (0.55 %). Negative reinforcement used by the teacher were mention students’ name (46.81%), reminders, prompt and cues (21.28%), proximity (17.02%), gesture (10.64%) and eye contact (4.25%). The reason of teacher using those reinforcement was because those reinforcement could motivate the students as well as keep them on track. Positive reinforcement given by the teacher was effective on students because it could make students active in the classroom. While, for the negative reinforcement, not all of them were effective.keyword : junior high school, reinforcement